The impact of learning communities on student success and retention for first-time college students at DeVry University/Georgia

Abstract

The study examined the impact of learning communities at DeVry University's Georgia campuses. The purpose of the study was to determine if learning communities implemented during the summer and fall 2002 semesters at the DeVry/Georgia campuses had an effect on first-semester GPA, first-term retention and student satisfaction levels for first-time college students. The study consisted of quantitative research and analysis of data retrieved from the student records database (OSS) and the Noel-Levitz Student Satisfaction Inventory survey (SSI). In addition, interviews were conducted with six faculty members to provide further feedback on their experiences including the impact of learning communities on faculty-faculty interaction, student-faculty interaction, and student success. Participants in the study included students and faculty. The student groups consisted of first-term students with no prior college, enrolled full time, and who either enrolled in a learning community during the summer or fall 2002 semester or enrolled in the same courses used by the learning community during the summer or fall 2000 semester. The faculty group consisted of full-time faculty who had taught the same course both in a learning community and in a non-learning community environment for DeVry/Georgia. The study revealed no significant differences in first-semester GPA and first-term retention between those students in a learning community during 2002 and the non-learning community student group of 2000. Further, the study revealed no significant differences in student satisfaction levels between the two student groups, however, the study also revealed that the students enrolled in the learning communities during 2002 were, on average, younger in age and less academically-prepared than the students sampled in 2000. Feedback from the faculty interviews yielded strong support for the learning community model. Faculty members suggested the learning community improved the level of faculty-student interaction and faculty-faculty interaction as well as student performance. Recommendations from the faculty included more support from administration; improve the scheduling of classes and meeting times; provide better recognition programs; and improve the process used to select teaching teams.