Learning Communities

1. 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

2. 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 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 Ohio University Learning Communities

3. 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. Ohio University Learning Communities

4. 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 Ohio University Learning Communities

5. 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! Ohio University Learning Communities

6. 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. Ohio University Learning Communities

7. 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 Ohio University Learning Communities

8. 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. Ohio University Learning Communities

9. Sample of “Cluster” LC Ohio University Learning Communities

10. 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. Ohio University Learning Communities

11. Sample of PLTL Ohio University Learning Communities

12. 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. Ohio University Learning Communities

13. Sample of linked courses Ohio University Learning Communities

14. 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… Ohio University Learning Communities

15. LC Programs Registrar Housing Faculty Students Residence Life Admissions Institutional Research/Assessment All Academic Colleges Partnerships Ohio University Learning Communities

16. 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 Ohio University Learning Communities

17. LC Communities Specific Populations Air Force ROTC Army ROTC Commuter Student LC Transfer Student RLC Ohio University Learning Communities

18. LC Communities General Exploring our Environment From the Reel World to the Real World Intercultural Interactions International Leadership Pop Culture Sports in Society Ohio University Learning Communities

19. 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 Ohio University Learning Communities

20. 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 Ohio University Learning Communities

21. Improve Academic Success of First-Year Students Adjusted mean GPAs using ACT scores as covariate. Cohort Participants Non-participants Fall 2002 3.02 2.94 Fall 2003 3.07 2.96 Fall 2004 3.01 2.84 Fall 2005 2.93 2.84 Ohio University Learning Communities

22. Improve student retention from freshman to sophomore year Fall to Fall Retention Rates Cohort Participants Non-participants Fall 2002 86% 83% Fall 2003 91% 82% Fall 2004 87% 81% Fall 2005 82% 79% Ohio University Learning Communities

23. 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 Non-participants Diff. Sig. 3.33 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 Non-participants Diff. Sig. 3.59 3.35 .25 * Ohio University Learning Communities

24. 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 Non-participants Diff. Sig. 1.71 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 Non-participants Diff. Sig. 1.79 1.67 .12 Quality: Your relationships with faculty members (1=unavailable, unhelpful, unsympathetic to 7=available, helpful, sympathetic) Participants Non-participants Diff. Sig. 5.59 5.23 .36 Ohio University Learning Communities

25. Create learning-based peer networks • Community evaluations completed by all participants • Faculty/instructors, linked course faculty/instructors, peer mentors Ohio University Learning Communities

26. Other Assessment • College of Communications Learning Communities Assessment • Course Level Assessment Ohio University Learning Communities

27. 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! Ohio University Learning Communities

28. 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 Ohio University Learning Communities

29. 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