Rethinking the Freshman
Learning Community at a
Small, International
University: BYU-Hawaii’s
FLC Three Years Later
C. Compton, K. Peterson, M. Weber
Brigham Young University--Hawaii
University Mission: Cross-cultural Interaction
and Harmony Amidst Diversity
• Achieve a knowledge and appreciation of one's own and
other cultures.
• Have experiences which build intercultural
understanding.
• Gain a profound sense of the fatherhood of God and the
brotherhood of man.
International, Diverse Student Body
•
•
49% of 2600 students are international, coming from
about 70 different countries.
– 25% from Asia
– 20% from the Pacific Islands
– 5% from Canada, Europe, Latin American, and
Africa
51% from USA (20% from Hawai’i)
Freshman Learning Communities
• 20 true freshman take 3 GE classes together.
– Intercultural Communication (COMM 110)
– Freshman English (ENG 101)
– Conceptual Physics (PHYS 100)
• Courses coordinate their approaches around issues of
diversity of culture and thought.
• At least 50% international (75% this last winter and 50%
last fall).
Why Learning Communities?
• Need to start new freshman with more sophisticated
understanding of how to develop intercultural
competence.
• Sharing three classes results in a highly cohesive group
and more trusting relationships.
• Students more willing to discuss differences and
challenges they are encountering.
• Less apprehensive in the absence of upper classmen.
Assessment Strategies
• Students written responses on strengths and
weaknesses of communities.
• Intercultural sensitivity survey scale compared to a
control group.
• Physics performance comparisons with non-FLC
students.
• Shareholder review of FLC assessment, objectives and
processes.
Successes
1. High levels of cultural awareness and
sensitivity.
2. High levels of social cohesiveness—”like
a family.”
3. High satisfaction with initial university
academic experience.
Challenges
1. Selecting & training effective upperclass
mentors.
2. Negotiating logistics to keep dynamics and
strengths of learning communities
consistent—enrollment, faculty, curriculum.
3. Maintaining academic support and focus
for communities.
Social Cohesiveness
• The diverse classmates was also a practice for me as I
will be surrounded by different ethnicities. With these
classmates, I found it interesting to learn and appreciate
each individual.—Palau
• The group was like a family and everyone get along
pretty well. The introduction . . . to university life was how
we interact and learn more from those counselors in
class. The multiracial [nature] of a class helps us to be
aware of each other’s cultures. We were able to be open
minded to each other and participating in class.—Fiji
• But the greatest thing was that we were all from different
parts of the world. THAT WAS THE BEST!!! . . . We have
learned so much about each other and we had a lot of
fun. The Freshman Learning Community in a school like
BYUH would be a good start for ALL freshmen . . . to
open our minds and hearts.—France
• I loved this cultural diversity because it allowed for lively
class discussion with more than just one predominant
culture’s view.—Hawai’i
• I feel unity from this class. We see each other in every
class and get to know each other more. Teachers were
treating us more special because we were freshmen. So,
I love this class.—Mongolia
• I thought at first, I’m so sick of trying to find conflict in the
beginning of this semester. I quickly learned that I need
to recognize and understand my feelings, not only about
myself but about others. As I began to look at my true
inner feelings and analyze them, I have been able to
learn a lot about myself. Some things I am not too proud
of. I have been through this realization that I am able to
grow.—A Samoan from California
Intercultural Sensitivity Scale
*Survey groups were regular ENG 101 (Freshman English) sections, FLC
sections, and non-FLC students with fulltime missionary experience.
Vertical axis numbers represent the group’s average scores on the
intercultural sensitivity instrument. ENG 101 and FLC surveys were given
at the end of the semester (as students completed Freshman English).
Physics Grades over 4 Semesters:
FLC vs. Non-FLC
Grade Comparisons
• The true freshmen in the FLC’s first semester averaged
more than 10 points higher in Physics than non-FLC
students, who tended to be juniors and seniors.
• For three semesters, FLC students maintained a
stronger average than non-FLC students, with the nonFLC averaging higher the last semester.
• It seems that the strongest variable is the upperclass
mentor’s ability to help students develop and
maintain effective study groups and habits.
Challenges to Face
• Mentor Recruitment and Training: Performance has
varied each semester, depending on the ability of
student mentors to be available and effectively motivate
and facilitate study groups. Strong mentors are difficult to
find who are available to attend class with FLC, hold
individual office hours, and guide study groups.
• Logistical Coordination: Maintaining consistent
planned enrollment has been a challenge because
enrollment demographics at this small school is
inconsistent from semester to semester. For example,
most US and Asia students enter in Fall while Pacific
Islanders often enter in Winter, right after their school
year finishes.
• Academic Support and Focus: Instruction and
curriculum has been inconsistent because most
departments cannot promise the same instructors will be
available every Fall and Winter semester when the FLC
is offered.