University Mission: Cross-cultural Interaction and Harmony Amidst Diversity

1. 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

2. 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.

3. 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)

4. 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).

5. 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.

6. 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.

7. Successes • High levels of cultural awareness and sensitivity. • High levels of social cohesiveness—”like a family.” • High satisfaction with initial university academic experience.

8. Challenges • Selecting & training effective upperclass mentors. • Negotiating logistics to keep dynamics and strengths of learning communities consistent—enrollment, faculty, curriculum. • Maintaining academic support and focus for communities.

9. 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

10. 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

11. 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

12. 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).

13. Physics Grades over 4 Semesters: FLC vs. Non-FLC

14. 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 non-FLC 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.

15. 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.

16. 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.