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Closing the Gaps by 2015: Pathways to Closing the Gaps by 2015: Pathways to ExcellenceExcellence

2004 Governing Board Conference2004 Governing Board ConferenceHouston, TexasHouston, Texas

December 9, 2004

Pathways to Excellence: Learning Communities Enhance Undergraduate Student Success

Dr. Maggy Smith, Dean

msmith@utep.edu

University College

The University of Texas at El Paso

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Growth of Learning Communities Growth of Learning Communities in Higher Educationin Higher Education

• Paradigm shift in higher education (1920s)- From focus on teaching to focus on learning- From individual construction of knowledge to social

construction of knowledge

• Changing financial picture of higher education (1980s)– Shrinking budgets– Retention “buzz”

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Learning Communities: Definition and Learning Communities: Definition and Salient CharacteristicsSalient Characteristics

A Learning Community “Centers on a vision of faculty and students—and sometimes administrators, staff, and the larger community—working collaboratively toward shared, significant academic goals in environments in which competition, if not absent, is at least de-emphasized.

In a learning community, both faculty and students

have the opportunity and the responsibility to learn from and help each other.”

(University of Miami, 1998)

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Eight Characteristics of Learning Eight Characteristics of Learning CommunitiesCommunities

• Organize faculty and students into smaller groups- Co-enrollment in defined set of classes

• Encourage integration of the curriculum- LCs address the fragmentation of general education

requirements- Curricular structures allow for interdisciplinary teaching and

learning- Students see individual courses as part of a larger integrated

learning experience

• Help students establish academic and social support networks- Academic and social support inside and outside the classroom- Peer group impact on identification, affiliation, and acceptance- Development of attitudes, values, expectations, and practices

regarding their roles as students

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• Provide a setting for students to be socialized to the experiences of college• What does it mean to become/be a college student?• Integrating with peers leads to success as part of the group• Students learn from each other (important partners in the

learning process) through- Study groups- Improved attendance- Increased participation (anonymity and detachment

reduced)- Seeking one another for assistance- Hold one another accountable

• Bring faculty together in more meaningful ways- Faculty collaboration greater as teachers and learners- Additional opportunities for faculty development- Increasingly supportive environment

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• Focus faculty and students on learning outcomes– Emphasis moves to teaching and learning- Student involvement increased- Student performance improves

• Provide a setting for community-based delivery of academic support– Advising– Career mentoring– Tutoring

• Offer a critical lens for examining the first-year experience– First-year students most at risk– Academic risk before declaring a major– Introduce the first-year seminar

(see Shapiro & Levine)(see Shapiro & Levine)

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Learning Communities: Learning Communities: Common DimensionsCommon Dimensions

• Student collaboration• Faculty collaboration• Curricular coordination• Shared setting• Interactive pedagogy

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Learning Communities for Learning Communities for Special PopulationsSpecial Populations

• General student population• Under-prepared student

population• Academic interest – major focus• Under-represented groups• Honors• Residential

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Models of Learning CommunitiesModels of Learning Communities

• Student cohorts in larger classes

• Paired or clustered classes

– Curricular theme– Planned curriculum– Taught as individual classes– Same students in both classes

• Team taught/coordinated studies– Content and assignments are completely integrated– Move between small and large groups at will

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Learning Communities: Model OneLearning Communities: Model OneStudent Cohorts in Larger ClassesStudent Cohorts in Larger Classes

Programs in which a small cohort of students enrolls in larger classes that faculty do not necessarily coordinate. Intellectual connections and community-building often take place in an additional integrative seminar.

+

represents the student cohort

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Learning Communities: Model OneLearning Communities: Model OneUTEP General Interest LCsUTEP General Interest LCs

• Fall 2001: First offered Institution-wide

• Great diversity in level of integration of curriculum

• Links 3-4 classes: e.g., First-year Seminar, English and/or Math, and a large lecture class (History, Sociology, Anthropology)

• Students connect with one another and with UTEP

1st-Year Seminar

English

Math

Large lecture

+

represents the student cohort

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UTEP General Interest LCs: Outcomes

• LC students report higher involvement than non-LC students when– Working on assignments that link ideas between

classes– Using skills learned in one class for another class– Working with groups during class time– Discussing grades & assignments with instructors– Participating voluntarily in peer-led study groups– Forming new friendships with classmates– Contacting classmates outside of class

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Learning Communities: Model TwoLearning Communities: Model TwoPaired/Clustered ClassesPaired/Clustered Classes

Programs of two or more classes linked thematically or by content, which a cohort of students takes together. The faculty often plan the program collaboratively.

represents the student cohort

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Learning Communities: Model TwoLearning Communities: Model TwoUTEP Paired/Clustered ClassesUTEP Paired/Clustered Classes

CircLES CircLES (Circles of Learning for (Circles of Learning for

Entering Students)Entering Students)

• 1996: Longest standing LC 1996: Longest standing LC • Required for all Science & Required for all Science &

Engineering pre-majorsEngineering pre-majors• 4 classes linked4 classes linked• Adds value to educationAdds value to education• Creates connectionsCreates connections• First-year seminar linked First-year seminar linked

thematically to discipline thematically to discipline (“Science Revolution” or (“Science Revolution” or “ “Problem-solving Design”)Problem-solving Design”)

English

Intro to Sci or Engr

First-year Seminar

represents the student cohort

Math

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UTEP CircLES Program: Outcomes

• GPA1st semester GPA from 2.06 to 2.88 (1997-2003)

• Average number of years to graduation (STEM)

Decreased from 6.6 to 5.1 (1997 - 2004) • Retention

– 2 year rate: 55% to 70% (1997 – 2002)

– 3 year rate: 46% to 65% (1997 – 2001)

• One Year Retention by College– Science: 71% to 80% (1997 – 2003)

– Engineering: 67% to 74% (1997 – 2003)

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Learning Communities: Model ThreeLearning Communities: Model ThreeTeam Taught/Coordinated StudiesTeam Taught/Coordinated Studies

Programs of coursework that faculty members team-teach. The coursework is embedded in an integrated program

of study.

represents the student cohort

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Learning Communities: Model ThreeLearning Communities: Model ThreeUTEP Team Taught/Coordinated StudiesUTEP Team Taught/Coordinated Studies

SmartStart

• Summer bridge program• Open to all, targets high-

risk provisionally- admitted students

• Integrates Seminar, English, and TLC classes

• 96% eligible to enroll Fall• Important connections to

UTEP and other students are made

• No outcomes available yet (new program)

First-year Seminar

English

Tutoring & Learning Classes

represents the student cohort

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First-time First-year Students

Learning Community Options

Smart Start(Variety of

Discipline-themedSeminars)

Special Interest(Variety of

Discipline-themedEngl/Span Seminars)

General Interest(Variety of

Discipline-themedSeminars)

Major/Career Specific(Discipline-specific

Seminars)

Inter-AmericanProgram

DevelopmentalReading

ReadingIntensive Classes

(e.g. History)

CircLES

Pre-Law

Pre-education

UTEP Learning CommunitiesUTEP Learning Communities

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Campus Engagement of UTEP Campus Engagement of UTEP Freshmen Compared to UT Freshmen Compared to UT

System, Doctoral Intensive, and System, Doctoral Intensive, and National Data (NSSE, 2003)National Data (NSSE, 2003)

• Level of academic challenge

• Active and collaborative learning

• Student interactions with faculty members

• Enriching educational experiences

• Supportive campus environment

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Learning Communities: Challenges Learning Communities: Challenges in Developing and Sustainingin Developing and Sustaining

• High-level institutional support • Good leadership for program• Resources (e.g., faculty development,

incentives, etc.)• Registration system• Marketing• Faculty reward system (P&T)• Assessment & evaluation

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Selected References• Henscheid, Jean M. (ed). Integrating the First-year Experience: The

Role of First-year Seminars in Learning Communities. (Monograph No. 39). Columbia, SC: University of South Carolina, National Resource Center for the First-year Experience and Students in Transition, 2004.

• Levine, Jodi H., (ed). Learning Communities: New Structures, New Partnerships for Learning (Monograph No. 26). Columbia, SC: University of South Carolina, National Resource Center for the First-year Experience and Students in Transition, 1999.

• Natalicio, Diana S. and Maggy Smith. Building the Foundation for First-Year Student Success in Public, Urban Universities: A Case Study. In Upcraft, M. Lee, Gardner, Barefoot, & Associates (eds). Challenging & Supporting the First-Year Student: A Handbook for Improving the First Year of College, (pp. 155-175). San Francisco: Jossey-Bass Publishers, 2005.

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Select References• Shapiro, Nancy S. and Jodi H. Levine. Creating Learning

Communities: A Practical Guide to Winning support, Organizing for Change, and Implementing Programs. San Francisco: Jossey-Bass Publishers, 1999.

• Smith, Maggy, et al. “Building Integrated Learning Experiences at a Bi-National, Commuter Institution.” In Jean M. Henscheid (ed),). Integrating the First-year Experience: The Role of First-year Seminars in Learning Communities (Monograph No. 39) (pp. 171-186). Columbia, SC: University of South Carolina, National Resource Center for the First-year Experience and Students in Transition, 2004.

• Upcraft, M. Lee, John N. Gardner, Betsy O. Barefoot, & Associates (eds). Challenging & Supporting the First-Year Student: A Handbook for Improving the First Year of College. San Francisco: Jossey-Bass Publishers, 2005.

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More information

• Dr. Maggy Smith, Dean—University College, UTEP– msmith@utep.edu– 915.747.5151

• Dr. Cathy Willermet, UTEP Learning Communities’ Coordinator– cwillermet@utep.edu – 915.747.5329