Learning College

Guiding Principles

Estrella Mountain puts learning first in 6 significant principles:

  1. Creating substantive change in individual learners.
  2. Engaging learners in the learning process as full partners, assuming primary responsibility for their own learning.
  3. Creating and offering as many options for learning as possible.
  4. Assisting learners to form and participate in collaborative learning activities.
  5. Defining the role of learning facilitators by the needs of the the learners.
  6. Continually assessing college programs, policies, and practices to improve learning environments.

The Learning First Tour provides a highly interactive opportunity to discuss how individuals contribute to the Learning College principles. During the tour, participants provided examples for how they apply the principles in their daily lives at EMCC.


Learners share how they contribute to the Learning College Principles:

(Click each principle to find examples.)

  • Holding students more accountable for their learning by enforcing student deadlines, adhering to policies on Financial Aid petitions, and no late registration.
  • Using student feedback to modify and improve services and teaching practices.
  • Providing training opportunities for employees to help employees understand the full process of a student requirement.
  • Making sure students understand college policy and procedures through new student orientation and self advocacy.
  • Using case studies and classroom interaction to get student engaged in learning.
  • Referring students to peer mentoring and self-guided study sessions.
  • Utilizing technological methods for delivering information and providing electronic options for learning.
  • Using multiple communication techniques for students to contact the college and receive assistance (e.g. email, text messages, IM, extended office hours, being visible on campus.)
  • Creating modular courses with learning support services.
  • Encourage students to participate in social awareness activities (e.g. Humanequins Project, Domestic Violence awareness, charity drives.)
  • Utilizing a curriculum to teach, but also allowing teaching to be guided by what students say they need.
  • Encourage student to participate in student groups and campus cultural activities.
  • Adjust student support based on the needs of the learners; take into consideration the personal background and life of a student to provide tailored support.
  • Modify course offerings to fit various time schedules (e.g. hybrid, online, modular, open entry-exit schedules.)
  • Assess student needs and adjust course so information and services from other departments are incorporated into the class.
  • Conduct program reviews for departments/division plans from all campus areas to ensure we are helping the learner.
  • Create common assessments for departments and individual courses to ensure everyone is assessing the same objectives and/or skills.
  • Continually update curriculum information, research, changes and processes to ensure we are providing current information and best practices for student success.