Creating Community Using a Cohort Model: One University’s Approach

Higher education institutions across America have experienced declining enrollment since the onset of the COVID-19 pandemic (Fischer, 2022) and the lingering enrollment cliff suggests greater challenges are looming (Bauman, 2024). Declining enrollment is of concern for all higher education institutions, including Concordia University Irvine, for several reasons, most notably the financial implications associated with student attrition and vacancies. In an attempt to strengthen and bolster existing graduate level programs universities must be committed to increasing student retention rates by way of elevating student satisfaction. One way to do this is by enhancing the sense of community in graduate level programs. The importance of creating a strong sense of community within educational organizations has been supported by the literature (Lai, 2015; Wong & Chapman, 2022). When graduate students experience the benefits of belonging to a community of learners, such as those afforded in a cohort model, they are less likely to drop out and conversely more likely to graduate (Ke & Hoadley, 2009). Enhancing community belonging and increasing student satisfaction within higher education can be accomplished via the instructor-student relationship as well as the peer-peer relationship (Wong & Chapman, 2022). 

Concordia University Irvine is well positioned to cultivate and foster a sense of belonging among stakeholders (students, adjuncts, faculty and staff) in-part due to their successful adoption and implementation of a cohort model within several large Master of Arts in Education (MAED) Programs and also because of their successful execution of exemplary online instructional practices. Using a cohort model consistently across MAED credential programs promotes collaborative and bonded learning opportunities. The sense of community that can develop as a result of the cohort design model can assure students who may otherwise feel isolated in the online learning environment. 

According to the National Student Satisfaction and Priorities Report (2021) adult learners in graduate, online learning programs report the highest levels of student satisfaction among college and university learners. Concordia University Irvine leans into this finding by ensuring adult learning theory strategies, coupled with cohort style learning, are employed throughout MAED credential programs, allowing students to leverage and maximize collective experiential learning. The results of such efforts have been fruitful, showing favorable student satisfaction scores and mostly stable enrollment in an otherwise unstable landscape. One example is an Alumni Survey from the 2023/24 academic year that yielded many glowing comments from recent MAED credential program graduates in support of the current cohort model. When asked, “What did you value about your experience at Concordia?” graduates shared the following accolades:

• I valued how supportive and caring the faculty was for us doing the online program.
• I valued the cohort and having others to work with.
• My cohort and professors.
• Being part of a cohort helped me feel supported and I was able to reach out to instructors very easily.
• I loved that it was the same cohort throughout the program. It made networking very easy. There are still some members of my cohort that I will reach out to when I need help or advice on something.
• The community of my cohort and the expertise and flexibility of my professors.
• I really valued the cohort model as each student brought strengths to help the group succeed. The faculty was caring and gracious with their time and expertise.

The benefits of utilizing a cohort model, including establishing a strong collegial community, are evident in the MAED credential programs within Concordia’s School of Education. Students appreciate developing meaningful relationships, participating in collaborative learning opportunities, networking, and engaging in compassionate learning environments. Sustaining and capitalizing on the cohort model approach serves as a win-win for students desiring a connected and fulfilling graduate program and those recruiting for such a program. 

Bauman, D. (2024, February 7). Colleges were already bracing for an “enrollment cliff.” Now 
there might be a second one. The Chronicle of Higher Education. https://www.chronicle.com

Fisher, K. (2022, August 12). The shrinking of higher ed. The Chronicle of Higher Education. 
https://www.chronicle.com

Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology 
Research and Development, 57(4), 487-510.

Lai, K. W. (2015). Knowledge construction in online learning communities: A case study of a 
doctoral course. Studies in Higher Education, 40(4), 561-579.

RNL (2021). 2021 National Student Satisfaction Report. Cedar Rapids, Iowa: Ruffalo Noel 
Levitz. Retrieved from: RuffaloNL.com/Satisfaction.

Sauer, T. (2024). [Alumni Survey]. Concordia University Irvine. 

Wong, W.H., & Chapman, E. (2023). Student satisfaction and interaction in higher education. 
Higher Education, 85, 957-978. https://doi.org/10.1007/s10734-022-00874-0

Dr. Tanya Tarbutton works as Associate Professor of Education at Concordia University Irvine where she serves as Senior Director of MA programs. Professor Tarbutton has worked as a supervisor and instructor at several higher education institutions in Southern California, mentoring and supporting new administrators and teachers. She desires to support administrative and teacher candidates for teaching and learning in the 21st Century. Before entering higher education, Dr. Tarbutton worked as a site based school administrator, resource teacher, and general education teacher.