Learning
Communities
University College, Ohio University
Learning Communities
Wendy Merb-Brown
Director of Learning Community Programs
&
Joni Schaller
Associate Director for Academic and Student Assessment
Ohio University
• 4-year, Public, est. 1804
• Research Institution
• Residential campus
located in Southeastern,
rural, Ohio
• 19,725 students enrolled at
main campus
• 277 undergraduate majors
in nine undergraduate
colleges
• Quarter system
2/20/07
• The mean ACT score of
first-year undergraduate
students is 23
• First-year retention rate is
80%
• 71% of undergraduates
enrolled at the Athens
campus graduate within 6
years (the 2nd highest
graduation rate in the state
of Ohio)
Ohio University Lear
2
Creation of LCs
• National Trends
• Collaboration between Housing/Residence Life
and University College initially.
• Internal OU grant in 2000, now funded through
University College
• Beginning Fall 2003, College of Business began
two LCs. Fall 2004, all eight undergraduate
colleges have communities designed for specific
populations.
2/20/07
Ohio University Lear
3
Goals of LCs
* Create learning-based peer networks
* Improve the academic success of first-year
students
* Improve student retention from the freshman
to the sophomore year
* Increase student satisfaction with Ohio
University
* Increase student/faculty interaction outside
of the classroom
2/20/07
Ohio University Lear
4
LCs at Ohio University
Fall, 1999 – PILOT Two communities, 40 students
2000-01 – Six communities, 93 students
2001-02 – Nine communities, 148 students
2002-03 – Ten communities, 140 students
2003-04 – Fourteen communities, 239 students
Fall 2004 – Sixteen communities, 279 students
Fall 2005 – 38 communities, 638 participants
Fall 2006 – 57 communities, 1026 participants
Fall 2007 – 100+ communities, @ 2000 participants!
2/20/07
Ohio University Lear
5
What is an LC?
• What is a Learning Community? A learning
community (LC) is a group of students who take a
common set of courses together or share a common
experience around their academics. Participants in an
LC develop a deeper understanding of the courses’
subject matter while they build relationships and learn
together outside of the classroom.
• In most learning communities, students are enrolled in
two required general education courses as well as an
LC seminar. Many of our learning communities are
residentially-based, which means that participating
students not only take courses in common but also live
in either the same residence hall or the same residential
area of campus.
2/20/07
Ohio University Lear
6
Learning Community Models:
Learning Communities, MacGregor and Smith, 2004
A small cohort of students enrolls in a
cluster of larger classes that faculty DO
NOT coordinate. Connections and
community-building often take place in an
additional integrative seminar.
+
Two or more classes linked
thematically or by content, which a
cohort of students takes together. The
faculty DO plan the program
collaboratively.
Programs of coursework that faculty
members team-teach. The course work is
embedded in an integrated program of
study.
shading represents the student cohort
2/20/07
Ohio University Lear
7
LC model(s) at OU
• Cluster courses are chosen based on
programmatic needs and/or Tier II
requirements in addition to a UC 115, UC
190 or similar introductory course with only
the cohort enrolled.
• Peer Mentors involvement, coordinated by
LC Programs.
• Programming dollars available through LC
Programs.
2/20/07
Ohio University Lear
8
Sample of “Cluster” LC
Cluster
Call #
(20)
07631
PFX/NUM
Section
RLIL 000
A01
(12 hrs)
2/20/07
Courses
Instructor
of
Record
Original
Call #
Times
5
Credits
ANTH 101
A02
Duschinski
00746
MW 10am12pm
F 11am-12pm
COMS 101
A01
Titsworth
01695
MW 2-4pm
4
GLC 100
A01
Emery
03500
W 6-7pm
1
UC 115 A89
Emery
07542
TR 11am12pm
2
Ohio University Lear
9
LC model(s) at OU, cont.
• In some of our science areas, there is a
PLTL (peer led tutoring lab) associated with
a difficult science course. For our first-year
students, those courses are BIOS 170,
CHEM 150, and CHEM 151.
• Peer tutors assist students in a one-hour lab
that students choose voluntarily, in addition
to the lab for the class, that allows for more
in-depth study of the course content.
2/20/07
Ohio University Lear
10
Sample of PLTL
Courses
Instructor
of
Record
Original
Call #
CHEM 151
A01
McMills
CHEM 100D
A02
McMills
2/20/07
Times
Location
Credits
01498
MTRF, 910am
235 Morton
Hall
5
07572
Arranged
Arranged
1
Ohio University Lear
11
LC model(s) at OU, cont.
• Linked courses are coordinated through our
English Department, with English 152/153
and another Tier II course; faculty working
collaboratively.
2/20/07
Ohio University Lear
12
Sample of linked courses
Cluster
Call #
PFX/NUM
Section
Courses
07659
T2EN 000
A01
(9 hrs)
HIST 121
A06
ENG 151
A32
(20)
2/20/07
Instructor
of
Record
Original
Call #
Times
Credits
Owens
03707
MTW 11am12pm
F 12-1pm
4
Nickles
02968
MW 3-5pm
F 3-4pm
5
Ohio University Lear
13
Peer Mentor
•
•
•
•
•
Upperclass student
Facilitate community involvement
Assist in instruction of introductory course
Liaison between Faculty and LC
Assist in the adjustment of first-year
students at Ohio University
• And more…
2/20/07
Ohio University Lear
14
Partnerships
•
•
•
•
•
LC Programs
Registrar
Housing
Faculty
Students
2/20/07
• Residence Life
• Admissions
• Institutional
Research/Assessment
• All Academic
Colleges
Ohio University Lear
15
LC Communities
Academically-based communities
Arts & Sciences
Biological Sciences
Bobcat Business!
Pre-Prof and Forensic Chemistry
Scripps College of Communication
College of Education
Engineering Explorations
Experience the Arts
Food for Thought
Psychology
University College
2/20/07
Ohio University Lear
16
LC Communities
Specific Populations
Air Force ROTC
Army ROTC
Commuter Student LC
Transfer Student RLC
2/20/07
Ohio University Lear
17
LC Communities
General
Exploring our Environment
From the Reel World to the Real World
Intercultural Interactions
International Leadership
Pop Culture
Sports in Society
2/20/07
Ohio University Lear
18
Marketing
• Letters sent to all admitted students from specific
college (March 1), including pamphlet
• Students referred to website,
www.ohio.edu/learningcommunities
• On-line application process
• Register students prior to summer orientation
(Precollege)
• Remaining openings, LCs that require placement
exams, general LCs available during Precollege
2/20/07
Ohio University Lear
19
Assessment of LC Goals
• Improve the academic success of first-year
students
• Improve student retention from the
freshman to the sophomore year
• Increase student satisfaction with Ohio
University
• Increase student/faculty interaction outside
of the classroom
2/20/07
Ohio University Lear
20
Improve Academic Success of
First-Year Students
Adjusted mean GPAs using ACT scores as covariate.
Cohort
Participants
Fall 2002
Fall 2003
Fall 2004
Fall 2005
3.02
3.07
3.01
2.93
2/20/07
Ohio University Lear
Non-participants
2.94
2.96
2.84
2.84
21
Improve student retention from
freshman to sophomore year
Fall to Fall Retention Rates
Cohort
Participants
Fall 2002
Fall 2003
Fall 2004
Fall 2005
86%
91%
87%
82%
2/20/07
Ohio University Lear
Non-participants
83%
82%
81%
79%
22
Increase student satisfaction with
Ohio University
Ohio University NSSE Study 2003-04
How would you evaluate your entire educational experience
at this institution? (Scale:1=poor, 2=fair, 3=good, 4=excellent)
Participants
3.33
Non-participants Diff. Sig.
3.21
.12
If you could start over again, would you go to the SAME
INSTITUTION you are now attending? (Scale:1=definitely no,
2=probably no, 3=probably yes, 4=definitely yes)
Participants
3.59
2/20/07
Non-participants Diff. Sig.
3.35
.25 *
Ohio University Lear
23
Increase student/faculty interaction
outside of the classroom
Ohio University NSSE Study 2003-04
Worked with faculty members on activities other than coursework (committees,
orientation, student life activities, etc.) (Scale:1=never, 2=sometimes, 3=often, 4=very often)
Participants
1.71
Non-participants Diff. Sig.
1.36
.35 *
Discussed ideas from your readings or classes with faculty members outside of class
(Scale:1=never, 2=sometimes, 3=often, 4=very often)
Participants
1.79
Non-participants Diff. Sig.
1.67
.12
Quality: Your relationships with faculty members (1=unavailable, unhelpful, unsympathetic to
7=available, helpful, sympathetic)
Participants
5.59
2/20/07
Non-participants Diff. Sig.
5.23
.36
Ohio University Lear
24
Create learning-based peer
networks
• Community evaluations completed by all
participants
• Faculty/instructors, linked course
faculty/instructors, peer mentors
2/20/07
Ohio University Lear
25
Other Assessment
• College of Communications Learning
Communities Assessment
• Course Level Assessment
2/20/07
Ohio University Lear
26
Assessment = growth
Fall, 1999 – PILOT Two communities, 40 students
2000-01 – Six communities, 93 students
2001-02 – Nine communities, 148 students
2002-03 – Ten communities, 140 students
2003-04 – Fourteen communities, 239 students
Fall 2004 – Sixteen communities, 279 students
Fall 2005 – 38 communities, 638 participants
Fall 2006 – 57 communities, 1026 participants
Fall 2007 – 100+ communities, @ 2000 participants!
2/20/07
Ohio University Lear
27
Future Growth (Fall 2007)
• All undecided students in University
College and Arts & Sciences will be
“required” to enroll in a learning
community (increase in 1200+ students)
• Website more user-friendly
• On-line applications
2/20/07
Ohio University Lear
28
Learning
Communities
University College, Ohio University
Learning Communities
Wendy Merb-Brown
Director of Learning Community Programs
&
Joni Schaller
Associate Director for Academic and Student Assessment