Rethinking the Freshman Learning Community at a Small, International University: BYU-Hawaii

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• Rethinking the Freshman Learning Community at a
  Small, International University BYU-Hawaiis FLC
  Three Years Later
• C. Compton, K. Peterson, M. Weber Brigham Young
  University--Hawaii

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University Mission Cross-cultural Interaction
and Harmony Amidst Diversity

• Achieve a knowledge and appreciation of one's own
  and other cultures.
• Have experiences which build intercultural
  understanding.
• Gain a profound sense of the fatherhood of God
  and the brotherhood of man.

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International, Diverse Student Body

• 49 of 2600 students are international, coming
  from about 70 different countries.
• 25 from Asia
• 20 from the Pacific Islands
• 5 from Canada, Europe, Latin American, and
  Africa
• 51 from USA (20 from Hawaii)

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Freshman Learning Communities

• 20 true freshman take 3 GE classes together.
• Intercultural Communication (COMM 110)
• Freshman English (ENG 101)
• Conceptual Physics (PHYS 100)
• Courses coordinate their approaches around issues
  of diversity of culture and thought.
• At least 50 international (75 this last winter
  and 50 last fall).

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Why Learning Communities?

• Need to start new freshman with more
  sophisticated understanding of how to develop
  intercultural competence.
• Sharing three classes results in a highly
  cohesive group and more trusting relationships.
• Students more willing to discuss differences and
  challenges they are encountering.
• Less apprehensive in the absence of upper
  classmen.

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Assessment Strategies

• Students written responses on strengths and
  weaknesses of communities.
• Intercultural sensitivity survey scale compared
  to a control group.
• Physics performance comparisons with non-FLC
  students.
• Shareholder review of FLC assessment, objectives
  and processes.

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Successes

• High levels of cultural awareness and
  sensitivity.
• High levels of social cohesivenesslike a
  family.
• High satisfaction with initial university
  academic experience.

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Challenges

• Selecting training effective upperclass
  mentors.
• Negotiating logistics to keep dynamics and
  strengths of learning communities
  consistentenrollment, faculty, curriculum.
• Maintaining academic support and focus for
  communities.

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Social Cohesiveness

• The diverse classmates was also a practice for me
  as I will be surrounded by different ethnicities.
  With these classmates, I found it interesting to
  learn and appreciate each individual.Palau
• The group was like a family and everyone get
  along pretty well. The introduction . . . to
  university life was how we interact and learn
  more from those counselors in class. The
  multiracial nature of a class helps us to be
  aware of each others cultures. We were able to
  be open minded to each other and participating in
  class.Fiji

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• But the greatest thing was that we were all from
  different parts of the world. THAT WAS THE
  BEST!!! . . . We have learned so much about each
  other and we had a lot of fun. The Freshman
  Learning Community in a school like BYUH would be
  a good start for ALL freshmen . . . to open our
  minds and hearts.France
• I loved this cultural diversity because it
  allowed for lively class discussion with more
  than just one predominant cultures view.Hawaii

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• I feel unity from this class. We see each other
  in every class and get to know each other more.
  Teachers were treating us more special because we
  were freshmen. So, I love this class.Mongolia
• I thought at first, Im so sick of trying to find
  conflict in the beginning of this semester. I
  quickly learned that I need to recognize and
  understand my feelings, not only about myself but
  about others. As I began to look at my true inner
  feelings and analyze them, I have been able to
  learn a lot about myself. Some things I am not
  too proud of. I have been through this
  realization that I am able to grow.A Samoan from
  California

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Intercultural Sensitivity Scale

• Survey groups were regular ENG 101 (Freshman
  English) sections, FLC sections, and non-FLC
  students with fulltime missionary experience.
  Vertical axis numbers represent the groups
  average scores on the intercultural sensitivity
  instrument. ENG 101 and FLC surveys were given at
  the end of the semester (as students completed
  Freshman English).

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Physics Grades over 4 Semesters FLC vs. Non-FLC
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Grade Comparisons

• The true freshmen in the FLCs first semester
  averaged more than 10 points higher in Physics
  than non-FLC students, who tended to be juniors
  and seniors.
• For three semesters, FLC students maintained a
  stronger average than non-FLC students, with the
  non-FLC averaging higher the last semester.
• It seems that the strongest variable is the
  upperclass mentors ability to help students
  develop and maintain effective study groups and
  habits.

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Challenges to Face

• Mentor Recruitment and Training Performance has
  varied each semester, depending on the ability of
  student mentors to be available and effectively
  motivate and facilitate study groups. Strong
  mentors are difficult to find who are available
  to attend class with FLC, hold individual office
  hours, and guide study groups.
• Logistical Coordination Maintaining consistent
  planned enrollment has been a challenge because
  enrollment demographics at this small school is
  inconsistent from semester to semester. For
  example, most US and Asia students enter in Fall
  while Pacific Islanders often enter in Winter,
  right after their school year finishes.

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• Academic Support and Focus Instruction and
  curriculum has been inconsistent because most
  departments cannot promise the same instructors
  will be available every Fall and Winter semester
  when the FLC is offered.