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Learning Communities

Learning Communities. Greenspun College of Urban Affairs Adam Sikula Dr. Joseph Valenzano. Why Learning Communities?. UNLV Demographics 28,000 total students Roughly 1450 live on campus in Residence Halls

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Learning Communities

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  1. Learning Communities Greenspun College of Urban Affairs Adam Sikula Dr. Joseph Valenzano

  2. Why Learning Communities? • UNLV Demographics • 28,000 total students • Roughly 1450 live on campus in Residence Halls • This equates to 5% of student body living on campus making us largely a commuter school • Approximately 70-80% of student population work full-time • We have a large transfer population; students are taught about expectations at other schools

  3. Why Learning Communities? • University has undergone a philosophical shift towards retention and graduation • Provost Neal Smatresk and President David Ashley • Structural Changes • Creation of the position for Director of First Year Programs and Student Support • Academic Success Center

  4. Developing Learning Communities in GCUA • Some colleges already follow a cohort model • Education, Engineering, Health Sciences, Sciences • Some colleges have to manufacture that environment for their students • Academic Success Center, Fine Arts, Honors, Liberal Arts, Urban Affairs • Some colleges are in the middle • Hotel and Business

  5. Developing Learning Communities in GCUA • Goal of Learning Communities • Connect students to the college in an intentional way for retention purposes • Increase graduation rates (6 year) of students at the University, as well as in our College • Connect students to their discipline quickly • Create a support system for students • Research shows that this leads to increased student satisfaction rates

  6. Developing Learning Communities in GCUA • Dr. Valenzano had worked w/ LCs @ GA State • Offered First-Year Experience course in Spring 2008 • Changed from 2 credits to 3 credits • Four Learning Community Themes • Civic Engagement • Crime and Punishment • Diversity • Media in a Global Society

  7. Fall 2008 COM 100- MW 10:00-11:15 COM 101- MW 11:30-12:45 CRJ 104- TR 1:00-2:15 Any ENG 101 Section Any Math 120/124 Section Spring 2009 ENV 101- MW 10:00-11:15 COM 115- TR 10:00-11:15 PUA 241- TR 11:30-12:45 Civic Engagement

  8. Fall 2008 COM 100- MW 11:30-12:45 COM 101- TR 11:30-12:45 CRJ 104 – TR 1:00-2:15 Any ENG 101 Section Any Math 120/124 Section Spring 2009 ENV 101- TR 10:00-11:15 SWK 101- TR 8:30-9:45 PUA 241- MW 11:30-12:45 Crime and Punishment

  9. Fall 2008 COM 100- TR 8:30-9:45 COM 101- MW 2:30-3:45 MFT 225- TR 11:30-12:45 Any ENG 101 Section Any Math 120/124 Section Spring 2009 ENV 101- TR 10:00-11:15 SWK 101- TR 8:30-9:45 PUA 241- MW 2:30-3:45 Diversity

  10. Fall 2008 M 8:30-9:45/T 10:00-11:15 JOUR 100/100D- COM 101- MW 10:00-11:15 CRJ 104- TR 1:00-2:15 Any ENG 101 Section Any Math 120/124 Section Spring 2009 ENV 101- MW 10:00-11:15 JOUR 101- MW 2:30-3:45 PUA 241- TR 2:30-3:45 Global Media Class times keep students on campus during peak times

  11. Obstacles in Setting Up Learning Communities • Recruitment of Students • Letter • Link on website • E-mails • No extra staff to assist with added work load There is no substitution for one-on-one contact! • Faculty Participation • Hard to save segments of large lecture courses for learning community students • Buy-in to the program

  12. Obstacles in Setting Up Learning Communities • Enrollment Management • Difficulty blocking classes • Uploading test scores • Removing immunization holds • Lines of communication • English and Math preparation for students who did not have adequate test scores • Funding for PTIs • No precedent for doing them at UNLV

  13. Benefits of GCUA Learning Communities • Only courses from UA were included • Linked only 3 courses to avoid high school mentality and accommodate schedules • We were flexible and open-minded in the structure and suggestions for the 4th and 5th classes • Fulcrum course taught by professional staff who are versed in student development theory

  14. First month highlights • Opportunity to meet and collaborate with publisher of textbook • Service Learning Event on October 23rd • Students formed relationships with LC students • Student connections with each other extended off-campus • Opportunity to work on question for Presidential debates with UNLV TV • Filed and approved petition to accept COM 115 as Gen Ed Logic requirement • PUA Graduate Students develop Strategic Plan

  15. Future of GCUA Learning Communities • Include fulcrum course in all Learning Communities • Plan courses for entire year, rather than one semester at a time • Increase number of Learning Communities gradually over time • Utilize spring to continue with the theme and the major coursework

  16. Future of GCUALearning Communities • Keep creative themes; they are attractive to students. Possible future themes: • Law and Order • Rock of Love: Interpersonal Communication • Going Green: Sustaining Las Vegas • Live from UNLV: Media and the Message • The Perfect Fit: Wellness in the Desert • Not a one-sized fits all model- Each college must personalize their LCs to their student population and develop them organically

  17. The Next Phase • Law and Order • COM 100 ENV 101 • COM 101 PUA 241 • CRJ 104 CRJ 130 • Rock of Love: Interpersonal Relationships • COM 100 PUA 241 • COM 101 COM 102 • MFT 150 SWK 101

  18. The Next Phase • Going Green: Sustaining Las Vegas • COM 100 PUA 241 • COM 101 SWK 101 • ENV 101 ENV 205 • Live from UNLV: Media and the Message • COM 100 ENV 101 • COM 101 SWK 101 • JOUR 100 JOUR 101

  19. The Next Phase • The Perfect Fit: Wellness in the Desert • COM 100 CRJ 104 • COM 101 ENV 101 • PUA 241 MFT 225 • Taught by Jay Souza from Campus Rec • Utilize other professional staff on campus who want to teach and are qualified to do so

  20. Future of UNLV Learning Communities • Create mutually agreed upon standards for Learning Communities • Link only 3 of the 5 courses • Utilize fulcrum course (not necessarily COM 100) • Fulcrum course should be taught by PTIs who are familiar with student development theory • Rely on the college of Liberal Arts and Urban Affairs to supply the GEC

  21. Assessment • Quantitative and Qualitative Analysis • Evergreen College Model • Longitudinally track students while at UNLV • Examine credits earned v. credits attempted • GPA comparison to non-LC students

  22. THANK YOU! Questions?

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