Learning Communities

Greenspun College

of Urban AffairsAdam Sikula

Dr. Joseph Valenzano

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

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

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

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

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

Civic Engagement

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

Crime and Punishment

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

Diversity

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

Global Media

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

Class times keep students on campus during peak times

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

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

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

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

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

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

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

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

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

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

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

QUESTIONS?

THANK YOU!