Breadcrumb Trail
Session A: Increasing Access and Achievement with Learning Communities
- Date and Time
- Tuesday, April 22, 10:30 AM to 12:00 PM
- Presenters
-
- Kimberly Grieve (Director; TRiO Programs and Disability Services; Lourdes College)
- Deborah Schwartz (Director; Assessment and Retention; Lourdes College)
- Description
In the fall of 2006, Lourdes College launched a learning community for low-income, first generation, or disabled under-prepared students. Led by the Director of TRiO Student Support Services and Disability Services, the learning community provided a resource-rich environment that promoted student learning and achievement for students who might not otherwise have had access to the college experience.
The learning community structure we will discuss included four linked classes and faculty collaboration. Taking classes together provided a natural peer network and academic support opportunities for the students. In addition, special activities and accommodations were planned to make sure the students received the assistance they needed to be successful in their classes. For example, the 18 (9/18 students were disabled) learning community students participated in a service learning project and reflection, read a common text, and attended special workshops and activities designed to enhance study and communication skills. Together with faculty members, they took part in the Challenging Outdoor Personal Experience (C.O.P.E.) program at the local Boy Scout camp designed to create trust, heighten self esteem, and foster effective problem-solving and decision-making skills.
During the presentation, we will report on assessments of student confidence and writing and reading abilities, focus group interviews, and faculty reports. All data collected indicated that the learning community successfully achieved its primary goal of enhancing social and academic integration among program participants. The average first semester GPA for the learning community students was 3.04, as compared to 2.60 for non-learning community students admitted in the same admissions category and placed into the same level of English. As a result of the director's and other faculty members' planning and efforts and the students' commitment to their own academic goals and to each other, project participants had a much higher between semester retention rate than other students enrolled in similar classes as well as the freshman class in general. The first-to-second semester retention rate for learning community students was also higher than that for the group of comparable students: 88.9% as compared to 74.2%. Writing and reading skills also increased, as demonstrated by statistically significant (p<.05) increases in mean scores on the sentence skills and reading placement tests. In addition, learning community students reported a significant increase in their level of confidence in getting help from faculty and staff at the college and feeling comfortable communicating with faculty.
The presentation will highlight our conclusions about the benefits of participation in a learning community for students with disabilities. Student voices will be included to suggest how being part of a community helped them "be more confident," "meet new friends and form study groups," and, in general, have a wonderful first semester. The presentation will end with suggestions on adapting the learning community structure to increase access and achievement opportunities for students with disabilities. Expected outcomes for the presentation include: Identifying elements of learning communities that can enhance access and achievement for college students with disabilities; Making connections between learning community participation and students' perceptions of their learning experiences; And applying research on the benefits of learning community participation to different learning environments.