Learning Communities Greenspun College of Urban Affairs Adam 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/ 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 s 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 4 th and 5 th 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 23 rd 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 GCUA Learning 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 100ENV 101 COM 101PUA 241 CRJ 104CRJ 130  Rock of Love: Interpersonal Relationships COM 100PUA 241 COM 101COM 102 MFT 150SWK 101

The Next Phase  Going Green: Sustaining Las Vegas COM 100PUA 241 COM 101SWK 101 ENV 101ENV 205  Live from UNLV: Media and the Message COM 100ENV 101 COM 101SWK 101 JOUR 100JOUR 101

The Next Phase  The Perfect Fit: Wellness in the Desert COM 100CRJ 104 COM 101ENV 101 PUA 241MFT 225  Taught by Jay Souza from Campus Rec Utilize other professional staff on campus who want to teachand 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

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