Connecting the Freshman Year Experience through Learning Communities: Practical Implications for Academic and Student Affairs Units

Abstract

Freshmen who participated in a learning community program at a large midwestern university were found to have greater degrees of involvement and persistence. Students who participated in the program spent more time engaged in activities such as volunteer or part-time work, studying in peer groups, and interacting with faculty. These also achieved higher grade point averages during their first year. The first year of college is a critical period for many on college campuses across the country. The transition from high school to the university environment constitutes a period of new and intense academic, interpersonal, and personal pressures (Crouse, 1982; Upcraft, Finney, & Garland, 1984). This experience varies with institutional size, type, and location but common effects and trends have been identified. These trends have been the focus of a number of studies that have explored variables that impact student retention, as well as how to provide more appropriate learning environments (Gabelnick, MacGregor, Matthews, & Smith, 1990; Tinto, 1988). Programs and interventions have been designed to enhance and improve the experience of first year students. A particular focus of these interventions has been on how to improve the retention of first year through the establishment of learning communities (Gabelnick et al., 1990; Tinto, Goodsell, & Russo, 1994). To foster student retention and maximize student learning, many institutions of higher education have focused increased attention and resources upon the social and academic undergraduate community (Gabelnick et al., 1990). In a 1998 AboutCampus article, learning communities were cited as a vehicle for addressing issues of student retention and enhancing the first year experience, because they offer hope of making college a more holistic, integrated learning experience for students (Cross, 1998, p. 4). This article explores some general issues and outcomes related to learning communities, and also describes the learning community program at a large midwestern university. This particular study focused on the relationship between program enrollment and freshmen grade point average achievement, persistence to sophomore year, and extracurricular involvement. Learning Community Impacts on Retention and Involvement The transition and retention of freshmen and the causes of student departure from college were the issues researched by Tinto (1988). A number of related to the departure decision were identified. Departure is defined as a negative trend related to student retention. First-year were identified as needing to experience the of (p. 440) in order to make a successful transition to college. These rites of passage include separation, transition, and incorporation as stages in this framework. In 1994, Tinto, Goodsell, and Russo conducted a study of learning communities examining the effects of different types of learning communities at the University of Washington, LaGuardia Community College, and Seattle Central Community College. At each institution, the learning community program was found to have had a positive impact on student retention and grade point average. The data from this research indicated that who participated in the learning communities program were more involved with their peers, both in and out of the classroom, as well as in other activities related to learning. The concept of involvement has been considered in studies related to higher education and learning communities (Astin, 1993; Gabelnick et al., 1990; Pascarella & Terenzini, 1991; Tinto et al., 1994). Many of these studies have documented that the greater an undergraduate's degree of involvement, the greater the learning and personal development (Astin, 1993; Pascarella & Terenzini, 1991). Increased interaction among students, faculty, and staff (particularly during the first year) has positive effects on students' academic performance and social experience, ultimately resulting in improved retention (Astin, 1993; Pascarella & Terenzini, 1991). …