How do our findings answer our research question?
How present and effective are RLCs at SCU in first-years' college experiences?
Presence
In our research, we found that the vast majority of students have participated in at least one RLC-sponsored event and whether they were aware of it or not, many have taken an RLC-linked class. This finding shows that students are in fact participating in RLC activities, so the issue is in the RLC’s implementation, not that students are not participating. We also found that students mostly understand that RLCs are meant to foster community, but many cannot describe their RLC theme, properly distinguish RLCs from dorms, and are unaware of the structure behind their RLC-linked classes. This suggests that RLCs at SCU are not relevant, interesting, or engaging enough for students to understand what they are about.
Low presence is an issue because the structure and programming of RLCs are at the core of its effectiveness. RLCs work by creating an environment through the RLC-linked classes, events, and theme which facilitates the integration of social and academic (Zhao and Kuh). On the other hand, SCU’s RLC Director Phil Kesten argues that students do not need to be aware of the processes behind the RLC system; rather, the RLC system works in an indirect way, affecting students whether they are aware of its presence or not. This argument redeems RLCs in light of our findings that RLCs are not present to students, but we argue that RLCs could be even more effective if students are fully aware, understanding and participating in RLCs varied programming.
In our research, we found that the vast majority of students have participated in at least one RLC-sponsored event and whether they were aware of it or not, many have taken an RLC-linked class. This finding shows that students are in fact participating in RLC activities, so the issue is in the RLC’s implementation, not that students are not participating. We also found that students mostly understand that RLCs are meant to foster community, but many cannot describe their RLC theme, properly distinguish RLCs from dorms, and are unaware of the structure behind their RLC-linked classes. This suggests that RLCs at SCU are not relevant, interesting, or engaging enough for students to understand what they are about.
Low presence is an issue because the structure and programming of RLCs are at the core of its effectiveness. RLCs work by creating an environment through the RLC-linked classes, events, and theme which facilitates the integration of social and academic (Zhao and Kuh). On the other hand, SCU’s RLC Director Phil Kesten argues that students do not need to be aware of the processes behind the RLC system; rather, the RLC system works in an indirect way, affecting students whether they are aware of its presence or not. This argument redeems RLCs in light of our findings that RLCs are not present to students, but we argue that RLCs could be even more effective if students are fully aware, understanding and participating in RLCs varied programming.
Efficacy
We found that RLC-organized events and RLC-linked classes are largely successful at developing community, but need revision in order to maximize efficiency. Students report significant social gains as a result of RLC-related programming, but only minor gains to academic enrichment. Simply put, RLCs are not delivering on their purported goal of integrating academics with housing to foster a strong learning community. Student suggestions and reflection on the strengths and weaknesses of the RLC system suggest that the issue is that RLCs do not have adequate programming or structure; students report the themes are not prominent enough, the faculty directors are too passive, and the events do not reflect what the students want. While this bodes poorly for the RLC system, we found that students wanted to see the RLCs improve and be more prominent, not removed. Students at SCU like the concept of RLCs, and are open to RLCs playing a larger role at SCU. In light of these findings, we suggest that the various elements of the RLCs be strengthened and highlighted.
We found that RLC-organized events and RLC-linked classes are largely successful at developing community, but need revision in order to maximize efficiency. Students report significant social gains as a result of RLC-related programming, but only minor gains to academic enrichment. Simply put, RLCs are not delivering on their purported goal of integrating academics with housing to foster a strong learning community. Student suggestions and reflection on the strengths and weaknesses of the RLC system suggest that the issue is that RLCs do not have adequate programming or structure; students report the themes are not prominent enough, the faculty directors are too passive, and the events do not reflect what the students want. While this bodes poorly for the RLC system, we found that students wanted to see the RLCs improve and be more prominent, not removed. Students at SCU like the concept of RLCs, and are open to RLCs playing a larger role at SCU. In light of these findings, we suggest that the various elements of the RLCs be strengthened and highlighted.
Recommendations |
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Future Research |
There are many questions that can be further studied pertaining to the RLC program here at Santa Clara University. For one, research should be done to study how upperclassmen are affected by the RLCs, and how student experiences of the RLCs differs between years. Further research with the first-year students, and possibly even the other three classes, can be done in order to further understand what events and types of programs are most and least supported by students. By gaining more insight into students' experiences and how students of all years want the RLCs to serve them, the administration can develop the RLC program to better fit the wants and needs of all students.
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Potential Solution
The RLC-linked freshman seminar would be a mandatory 1-unit course in the Fall Quarter taught exclusively by faculty directors. The seminar would combine experiential learning activities connected to RLC themes in the first few weeks with a cross-RLC collaboration project that would span the rest of the quarter. The experiential learning would consist of outdoor activities such as rope courses and rock climbing, and service events centered around each RLC theme. Additionally, each RLC-linked seminar would share a scheduled time slot with corresponding seminars in at least three other RLCs. After the initial weeks, which are primarily focused on respective RLC themes and establishing community, first-years in these seminars would be required to organize an event centered around their theme. The structure/content of these events would be entirely determined by first-years and faculty directors. For the remainder of the quarter, corresponding freshman seminars would attend each other's RLC-themed events and on the final day of class, students would engage in a reflective discussion that would solidify their learning of RLC themes, reinforce community values and strengthen inter-RLC connections. The course would be pass/fail to allow students to focus on connecting with one another and engaging with RLC themes rather than attaining a certain grade, and successful completion would depend entirely on attendance and effort.
The idea for the RLC-linked freshman seminar stemmed from the findings of previous researchers and from our own findings. In their study on early residential fieldwork, Walsh, Larsen and Parry found that early efforts to establish community within residence halls are crucial to first-year student satisfaction, success and connectivity. They found that these efforts, such as a residential field trip tied to community themes, can create positive perceptions of learning communities because impressionable first-years are able to experience tangible benefits. Additionally, Bobilya and Akey concluded in their study that outdoor, physical activities in the beginning of freshman year resulted in students being more willing to continually engage with learning community programming and feeling more valued by their universities. The authors continued to explain that when first-year students are given the opportunity to see their peers and faculty in a completely different setting, their learning communities become much more respectful and inclusive. From these two sources, we recognized the need for a first-year program at SCU that would focus on early experiential learning efforts to promote the RLCs.
From our own findings on the downfalls of the RLC program, we continued to develop the freshman seminar idea. We pinpointed the major weakness of the system, specifically the failed integration of academics of housing, and set about layering the details of the freshman seminar to address this weakness’ various attributes. The seminar would remedy the lack of emphasis of themes in RLC-linked classes and RLC-sponsored events. The faculty director role would be expanded in a controlled manner to leverage the influence of faculty-student contact. The inability of first-year students to differentiate between RLCs and dorms, or to even describe RLC themes would be eliminated as well as the inter-RLC collaboration project would encourage students to gain a deeper understanding of all RLC themes.
In conclusion, the seminar would have these effects:
Our hope is that the RLC-linked freshman seminar can reinvigorate the RLC program at SCU. By bringing a new, alternative approach to establishing learning communities, we believe that it will allow the RLC system at SCU to achieve its purported purpose of integrating academics and housing.
The idea for the RLC-linked freshman seminar stemmed from the findings of previous researchers and from our own findings. In their study on early residential fieldwork, Walsh, Larsen and Parry found that early efforts to establish community within residence halls are crucial to first-year student satisfaction, success and connectivity. They found that these efforts, such as a residential field trip tied to community themes, can create positive perceptions of learning communities because impressionable first-years are able to experience tangible benefits. Additionally, Bobilya and Akey concluded in their study that outdoor, physical activities in the beginning of freshman year resulted in students being more willing to continually engage with learning community programming and feeling more valued by their universities. The authors continued to explain that when first-year students are given the opportunity to see their peers and faculty in a completely different setting, their learning communities become much more respectful and inclusive. From these two sources, we recognized the need for a first-year program at SCU that would focus on early experiential learning efforts to promote the RLCs.
From our own findings on the downfalls of the RLC program, we continued to develop the freshman seminar idea. We pinpointed the major weakness of the system, specifically the failed integration of academics of housing, and set about layering the details of the freshman seminar to address this weakness’ various attributes. The seminar would remedy the lack of emphasis of themes in RLC-linked classes and RLC-sponsored events. The faculty director role would be expanded in a controlled manner to leverage the influence of faculty-student contact. The inability of first-year students to differentiate between RLCs and dorms, or to even describe RLC themes would be eliminated as well as the inter-RLC collaboration project would encourage students to gain a deeper understanding of all RLC themes.
In conclusion, the seminar would have these effects:
- Establish inclusive and respectful communities within each RLC.
- Help students to better understand their respective RLC's theme and those of the other RLCs.
- Further incorporate faculty directors in students’ lives for an enhanced academic experience.
- Maximize the social benefits of RLCs during the crucial first year of college.
- Create positive perceptions of the program, which would contribute to continuity.
- Allow students to engage in cross-RLC activities to establish connectivity.
Our hope is that the RLC-linked freshman seminar can reinvigorate the RLC program at SCU. By bringing a new, alternative approach to establishing learning communities, we believe that it will allow the RLC system at SCU to achieve its purported purpose of integrating academics and housing.