1. Learning Community II Survey
Spring 2007
Analysis by Intisar Hibschweiler (Core Director) and Mimi Steadman (Director of Institutional Assessment)

2. 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 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.

3. Question 1
My LCII experience helped me to see the connection between the two linked courses.
Strongly Agree Agree Neutral Disagree Strongly Disagree

4. Question 1 Connection/Link

5. Question 2
My LCII experience helped me participate in classroom discussion.
Strongly Agree Agree Neutral Disagree Strongly Disagree

6. Question 2 Classroom Discussion

7. Question 3
My LCII experience encouraged me to attend on-campus activities.
Strongly Agree Agree Neutral Disagree Strongly Disagree

8. Question 3 Campus Activity

9. Question 4
My LCII experience helped me get to know students who have similar interests.
Strongly Agree Agree Neutral Disagree Strongly Disagree

10. Question 4 Similar Interest

11. Question 5 My LCII experience helped me to ask classmates for help.
Strongly Agree Agree Neutral Disagree Strongly Disagree

12. Question 5 Ask Classmates Help

13. Question 6 My LCII experience helped me to get to know faculty better.
Strongly Agree Agree Neutral Disagree Strongly Disagree

14. Question 6 Know Faculty

15. Question 7 My LCII experience helped me make new friends. 1 2 3 4 5
Strongly Agree Agree Neutral Disagree Strongly Disagree

16. Question 7 Make Friends

17. Question 8
I had no difficulty enrolling in the learning community section that I wanted.
Strongly Agree Agree Neutral Disagree Strongly Disagree

18. Question 8 No Enroll Diffic LCII

19. Learning Community II Survey Results
Comparing Spring 2007 with Spring 2006 and a Non-LC Comparison Group
Survey Question
Spring 2006
Results %*
Spring 2007
Non-LC^
Comparison
2007
(Questions 1-7)
The Learning Community helped me…
Positive Response 1
See connection or link between classes
148/183
81%
196/252
77%
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
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
45/87
52% 8
I had no difficulty enrolling in the LC section that I wanted.
110/183
60%
149/253
*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.

20. 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 courses.

21. 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%)

22. 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%)

23. 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.

24. 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)

25. 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.

26. 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.

27. 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.”

28. 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.”

29. 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.

30. 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.”

31. 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.

32. 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.)