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The Impact of Learning Communities on First Year Students’ Growth and Development in College

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Abstract

This study investigated the direct and indirect relationships between participating in a learning community, student engagement, and self-reported learning outcomes. Using a sample of 241 freshmen at a single urban research university who took the College Student Experiences Questionnaire, the results indicate that after controlling for demographic characteristics and entering composite ACT score, the relationship between learning community participation and learning outcomes are mediated by students’ levels of engagement. Learning community participation was not directly related to educational gains but was indirectly related to educational gains through student engagement. Student engagement in turn was strongly related to educational gains.

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Authors and Affiliations

  1. The University of Memphis, 217 Administration Building, Memphis, TN, 38152, USA

    Louis M. Rocconi

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  1. Louis M. Rocconi
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Correspondence to Louis M. Rocconi.

Appendix

Appendix

Items Comprising the Scales Used in the Analysis

Quality of Effort with Students (α = 0.90)

  • Became acquainted with students whose interests were different from yours

  • Became acquainted with students whose family backgrounds (economic, social) was different than yours

  • Became acquainted with students whose age was different from yours

  • Became acquainted with students whose race or ethnic background was different from yours

  • Became acquainted with students from another country

  • Had serious discussions with students whose philosophy of life or personal values were very different from you

  • Had serious discussions with students whose political opinions were very different from yours

  • Had serious discussions with students whose religious beliefs were very different from yours

  • Had serious discussions with students whose race or ethnic background was different from yours

  • Had serious discussions with students from a country different from yours

Quality of Effort with Faculty (α = 0.88)

  • Talked with your instructor about information related to a course you were taking (grades, make-up work, assignments, etc.)

  • Discussed your academic program or course selection with a faculty member

  • Discussed ideas for a term paper or other class project with a faculty member

  • Discussed your career plans and ambitions with a faculty member

  • Worked harder as a result of feedback from an instructor

  • Socialized with a faculty member outside of class (had a snack or soft drink, etc.)

  • Participated with other students in a discussion with one or more faculty members outside of class

  • Asked your instructor for comments and criticisms about your academic performance

  • Worked harder than you thought you could to meet an instructor’s expectations and standards

  • Worked with a faculty member on a research project

Quality of Effort in Coursework (α = 0.85)

  • Completed the assigned readings for a class

  • Took detailed notes during class

  • Contributed to class discussions

  • Developed a role play, case study, or simulation for a class

  • Tried to see how different facts and ideas fit together

  • Summarized majors points and information from your class notes or readings

  • Worked on a class assignment, project, or presentation with other students

  • Applied material learned in a class to other areas (your job or internship, other classes, relationships with friends, family, co-workers, etc.)

  • Used information or experiences from other areas in you life (job, internship, interactions with others) in class discussions or assignments

  • Tried to explain material from a course to someone else (another student, friend, co-worker, family member)

  • Worked on a paper or project where you had to integrate ideas from various sources

Academic Environment (α = 0.79)

  • Emphasis on the development of academic, scholarly, and intellectual qualities

  • Emphasis on the development of aesthetic, expressive, and creative qualities

  • Emphasis on being critical, evaluative, and analytical

Social Environment (α = 0.76)

  • Relationship with other students, student groups, and activities

  • Relationship with administrative personnel and offices

  • Relationship with faculty members

Gains in General Education (α = 0.87)

  • Understanding yourself, your abilities, interests, and personality

  • Developing the ability to function as a member of a team

  • Developing the ability to get along with different kinds of people

  • Learning on your own, pursuing ideas, and finding information you need

  • Learning to adapt to change (new technologies, different jobs or personal circumstances, etc.)

  • Thinking analytically and logically

  • Putting ideas together, seeing relationships, similarities, and differences between ideas

  • Developing your own values and ethical standards

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Rocconi, L.M. The Impact of Learning Communities on First Year Students’ Growth and Development in College. Res High Educ 52, 178–193 (2011). https://doi.org/10.1007/s11162-010-9190-3

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