Learning Community II Survey
Spring 2007
Analysis by Intisar Hibschweiler (Core
Director) and Mimi Steadman (Director of
Institutional Assessment)
LCII Survey Introduction
• The LC II Survey is similar in purpose and
design to the IND101/LCI Survey, which
assesses the impact of the Daemen Learning
Community program for first year students.
• The LCII Survey was approved by the CAC and
was first administered in Spring 2006. This is
the second administration.
• In Spring 2007, data was collected in 16 out of
17 LCII sections, with a final sample size of 252
respondents out of the total 332 students
enrolled in LCII sections during the Spring 07
semester.
Question 1
My LCII experience helped me to see the connection between the
two linked courses.
1
Strongly Agree
79
2
Agree
117
3
Neutral
38
4
Disagree
13
5
Strongly Disagree
5
Question 1
Connection/Link
Question 2
My LCII experience helped me participate in
classroom discussion.
1
Strongly Agree
57
2
Agree
100
3
Neutral
72
4
Disagree
18
5
Strongly Disagree
6
Question 2
Classroom Discussion
Question 3
My LCII experience encouraged me to
attend on-campus activities.
1
Strongly Agree
30
2
Agree
85
3
Neutral
85
4
Disagree
41
5
Strongly Disagree
12
Question 3
Campus Activity
Question 4
My LCII experience helped me get to know
students who have similar interests.
1
Strongly Agree
31
2
Agree
99
3
Neutral
80
4
Disagree
35
5
Strongly Disagree
8
Question 4
Similar Interest
Question 5
My LCII experience helped me to ask
classmates for help.
1
Strongly Agree
33
2
Agree
122
3
Neutral
70
4
Disagree
25
5
Strongly Disagree
3
Question 5
Ask Classmates Help
Question 6
My LCII experience helped me to get to
know faculty better.
1
Strongly Agree
43
2
Agree
128
3
Neutral
57
4
Disagree
18
5
Strongly Disagree
7
Question 6
Know Faculty
Question 7
My LCII experience helped me make new
friends.
1
Strongly Agree
46
2
Agree
127
3
Neutral
59
4
Disagree
17
5
Strongly Disagree
4
Question 7
Make Friends
Question 8
I had no difficulty enrolling in the learning
community section that I wanted.
1
Strongly Agree
81
2
Agree
68
3
Neutral
41
4
Disagree
38
5
Strongly Disagree
25
Question 8
No Enroll Diffic LCII
Learning Community II Survey Results
Comparing Spring 2007 with Spring 2006 and a Non-LC Comparison Group
Survey Question
Spring
2006
Results
%*
Spring
2007
Results
%*
Non-LC^
Comparison
%*
2007
Results
(Questions 1-7)
The Learning Community
helped me…
Positive
Response
Positive
Response
Positive
Response
1
See connection or link
between classes
148/183
81%
196/252
77%
n/a
n/a
2
Participate in classroom
discussions
120/183
66%
157/252
62%
55/87
63%
3
Attend Campus Activities
61/183
33%
115/252
45%
31/87
36%
4
Get to know classmates
with similar interests
89/183
49%
130/252
51%
32/87
37%
5
Ask classmates for help
90/183
49%
155/252
61%
42/87
48%
6
Get to know faculty
107/183
59%
171/252
68%
46/87
53%
7
Make friends
105/183
57%
173/252
68%
45/87
52%
8
I had no difficulty enrolling
in the LC section that I
wanted.
110/183
60%
149/253
59%
n/a
n/a
*Percentage of students who agreed or strongly agreed.
^The same survey was administered in non LC classes (n= 87). The students in non LC classes had the
same instructors as those teaching in the LCII.
2007 Results Summary
• Based on the percentage of students who
responded positively (50% or more agreed
or strongly agreed), the survey results
suggest that in Spring 2007, the LCII
helped students:
• Make new friends, get to know students of
with similar interests, participate in
classroom discussions, ask classmates for
help, get to know the faculty better ,and
see the link between the two linked
Comparison: 2006 to 2007
•
•
•
•
When comparing Sp 07 results to Sp 06,
the data suggest that LCs are continuing
to improve in assisting or encouraging
students in the following areas:
Attend on-campus activities (increased
from 33% to 45%)
Ask classmates for help (49% to 61%)
Get to know faculty (57% to 68%)
Make new friends (57% to 68%)
Comparison: LC to non-LC
Students enrolled in LCII, as compared to those in
non-LC courses taught by the same instructors,
were more likely to report:
• The class helped them to get to know students who have
similar interests ( 51% vs. 37%)
• The class helped them ask classmates for help (61% vs.
48%).
• The class helped them get to know the faculty better
(68% vs. 53%)
• The class helped them make new friends (68% vs. 52%)
Analysis of Open-Ended Questions
Question 9: “Explain how the LCII section
helped you see the linkage between the
two courses. Would you recommend this
learning community to a friend?”
• 174 respondents out of 253 provided
responses to this two part, open-ended
question.
Question 9: Linkages in practice
When explaining how the LCII section helped them
see the linkage between the two courses, the
majority of students described similar course
content.
Fifteen (15) students mentioned other ways that
the course linkage was evident:
•
Combined class meetings or discussions (5)
•
Linked assignments or papers across the LC
classes(5)
•
Instructors worked together and/or
communicated frequently (5)
Question 9: Linkage (con’t)
• 134 students clearly described the linked
content between their two LC courses. (This
supports the finding in Question 1 in which 81%
of students reported that the LCII experience
helped them see the link between the two
courses.)
• Only 3 students commented on a weak linkage
between the two courses.
• Several students made comments on topics
unrelated to the linkage, such as the instructor,
the workload, or the enjoyment or boredom the
student experienced.
Question 9: Would you recommend this
Learning Community to a Friend?
•
•
•
•
67/88 would recommend the LC to a friend
Only 4/88 would not recommend the LC to a friend
1/88 was unsure
16/88 would recommend with “conditions” (for example,
to someone with an interest in film or in history, or to
someone “who likes reading and writing,”) or with
“warnings” (for example, “I would warn them that it is a
lot of writing that needs to be always correct.”)
Note: 88 out of the 165 students who answered question 9
responded to the second part (would you recommend
this course to a friend?) of the question.
Question 9: Sample Comments
Positive Reactions to LCs
• “Linked courses are sweet.”
• “I suggest linking more courses because it
lets you know peers better and the
material shown in different lights make it
easier to learn.”
• “I was surprised (in a good way) how well
and how frequently my professors worked
together. I think that is why the class is
such a success.”
Sample Comments Continued
Positive Reactions to LCs
• “I learned a lot and was able to relate
material from one class to the
other…expanded my knowledge of health
sciences and health care policies.”
• “I talked to my classmates and
communicated effectively. The two
teachers worked together to make sure we
learned to our potential.”
Question 9: Sample Comments
Concerns about LCs
• While some students enjoyed the LC as a “break
from their major,” a few others commented that
they felt “forced” to take courses that have
“nothing to do with my major” in order to meet a
requirement.
• Other students commented that the course was
“too hard” or “too much work” for a learning
community. It is encouraging, however, that
these comments suggest that LCs engage
students in extensive reading and writing.
Sample Comments Continued
Concerns about LCs
• “I’m not sure I would recommend this to a friend
because there was so much work between both
courses that it affected my grades in other
courses.”
• “I would not recommend it to a friend unless they
have achieved a high level in there [sic] writing
ability.”
• “This course is fun, but if you do not like reading,
writing, or doing activities outside of class, I
would not recommend it.”
Summary: Learning Objectives for
Daemen Learning Communities
Students will:
• 1) develop a sense of community through
collaborative work,
• 2) identify connections among various
disciplines
(Core Assessment Plan, 2005).
Overall, survey data suggest that students
are achieving these learning objectives
through LCII.
Recommendations
• Continue to administer LC survey to monitor
ongoing improvements.
• Divide question 9 into two separate items.
• Use student feedback from question 9 to
develop the planning worksheet for LCII
instructors.
• LCII faculty, like LCI faculty, should encourage
students to attend on-campus speakers and
events.
(Recommendations from CAC meeting minutes
12/3/07.)