Efficacy
Whereas presence is a basic understanding and awareness of RLCs, "efficacy" is the extent to which the RLC program actually enriches students' college experiences. In order to accurately measure this, a series of open-ended and Likert-scale questions were used to assess how, if at all, students felt that the RLC program shaped their first-year experiences. Additionally, we provided questions that pushed students to consider how the RLC system had impacted not only their own college experiences, but the SCU community as well. These types of questions allow students to openly express their experiences with RLCs rather than be pigeonholed into a particular set of responses.
Results
With reference to the following statements by Dr. Kesten, rate how effectively RLCs at SCU achieve the following goals.RLC Director, Dr. Phillip Kesten, says a goal of the RLC system at Santa Clara University is to foster community by connecting students living together through RLC-linked classes and activities. He also stated that by placing residents in direct contact with RLC faculty directors, students' educational experiences are enhanced.
Our data showed that the majority (70%) of first-year respondents felt that RLCs were at least moderately effective at connecting |
students to one another, but over 65% of them (those that chose "Slightly effective" or "Not effective at all") also felt that RLCs did not significantly enrich their education through faculty contact. From this, we can see that RLCs are effective at connecting students but fail to make full use of faculty directors living amongst them. As seen in the "Presence" section, these faculty directors could play a larger role in student experiences by teaching RLC-linked courses.
To what extent do you agree with the following statements?
Using Likert-scales to further assess the effect of RLCs on students socially and academically, research participants were asked to indicate to what extent they agreed or disagreed with the following statements:
- My RLC-linked class(es) connected me to other students within my RLC.
- My RLC enriched my academic experience at SCU.
- My RLC helped me make new friends and establish social circles.
My RLC-linked class(es) connected me to other students within my RLC.
In the "Presence" section, we looked at whether first-year students were taking advantage of RLC-linked classes or were even aware that they existed. We wanted to test the impact that the RLC-linked classes had on the students that took them, and therefore, created this question to assess whether those classes had an impact on student connectivity within RLCs. As seen in the graph above, 85% of agreed with the statement, strongly suggesting that RLC-linked classes are effective at creating connections between first-year students in the same RLCs. Additionally, in the "Presence" section, we found that the
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majority of students in RLC-linked classes were unaware of the RLC aspect of their courses. Given that the findings above suggest that these courses are effective at creating connections, it becomes that much more important to emphasize the RLC aspect of these classes so that students can benefit.
My RLC helped me make new friends and establish social circles.
Students agreed with the social enrichment category much more than with the academic enrichment category. There were 39 more responses in agreement than in disagreement. 71% of students reported that RLCs enriched their social experiences at college by helping them make new friends and establish social circles. This suggests that RLCs are effective in helping first-year students become acquainted with others and find a social community during their first year in college. However, without comparison to a traditional dorm system, we cannot be sure that the RLC program is more successful at fostering social community than traditional residence halls.
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My RLC enriched my academic experience at SCU.
Responses were mostly indifferent or neutral with respect to whether or not RLCs enriched their experience academically. 13 more students agreed that RLCs were academically enriching (37) than the number of students who disagreed (24). Less than half of respondents believe that RLCs are effective in their academic function. This suggests that RLCs can improve in fostering academic communities to be true learning communities rather than simply social.
Do you think RLC-linked events foster social and academic communities?The bar graph on the left shows responses to the Likert-type question, "Think of the RLC-linked events you have attended. Do you think these events foster social and academic communities?" Only one student believed that RLC events only fostered an academic community while almost every other respondent said that it fostered some amount of social connection.
The survey did not explicitly define social community and academic |
community however, a social community essentially encompasses the network of friendships and social relationships an individual has while an academic community is the network of classmates and study partners an individual has.
While this may look like a flaw in the RLC system because their purpose is to establish Residential Learning Communities, not Residential Social Communities. In the data however, it is shown that RLCs promote a lot of positive social interaction and community bonding. According to Chambliss & Takacs' chapter titled "Belonging," integration is an important step toward learning, success, and happiness in college (79). With this in mind, the RLC program's strength in social enrichment may not be a failure or weakness of the RLC system after all, but in fact, one of its greatest attributes.
While this may look like a flaw in the RLC system because their purpose is to establish Residential Learning Communities, not Residential Social Communities. In the data however, it is shown that RLCs promote a lot of positive social interaction and community bonding. According to Chambliss & Takacs' chapter titled "Belonging," integration is an important step toward learning, success, and happiness in college (79). With this in mind, the RLC program's strength in social enrichment may not be a failure or weakness of the RLC system after all, but in fact, one of its greatest attributes.
Has your RLC shaped your college experience?
If yes, briefly describe how your RLC has shaped your college experience in regards to establishing community.
For the people that responded "yes" to the general question above, we wanted to know how RLCs had personally impacted their community on campus. Although the majority of the answers were positive, there were different reasons for these impacts, as can be seen in these responses:
From this data, we gathered that similar to the question in the "Presence" section that asked respondents to describe their RLC theme, roughly 1/2 of students stated that RLCs did not shape their college experience. Given that the RLC themes are central to major aspects of the program, such as events and classes, we concluded that there is a correlation between these two findings. Namely, first-year students that are unaware of RLC themes are unaffected by the RLC system in their college experience. Additionally, the variety of the responses to the second question reveals the RLC system's ability to tailor to a diverse student population. Every first-year at SCU has a unique view on the concept of establishing "community" on campus, whether that be in the classroom or in the RLCs. This data shows that a major strength of the RLC program is that in its many connected events, classes and themes, students are able to find a wide-ranging community that can accommodate their varied interests and needs.
- "My CF has really fun floor events on a consistent basis and there's always something going on in Graham commons. I love my CF and love my RLC."
- "The friendships i have made both with people my age and older have allowed me to grow intellectually and emotionally. The events foster an environment that makes everyone feel welcomed and included no matter what they look like, think about, do."
- "I think the most impactful part of the RLC is the RLC linked class that's two quarters long that I took fall and winter quarter. I enjoyed learning."
- "RLCs have helped me grow closer to people who share the same interests as me. It helps being in classes and participating in activities with people like me."
- "Being a part of community council and planning and attending community events had been a big part for me."
From this data, we gathered that similar to the question in the "Presence" section that asked respondents to describe their RLC theme, roughly 1/2 of students stated that RLCs did not shape their college experience. Given that the RLC themes are central to major aspects of the program, such as events and classes, we concluded that there is a correlation between these two findings. Namely, first-year students that are unaware of RLC themes are unaffected by the RLC system in their college experience. Additionally, the variety of the responses to the second question reveals the RLC system's ability to tailor to a diverse student population. Every first-year at SCU has a unique view on the concept of establishing "community" on campus, whether that be in the classroom or in the RLCs. This data shows that a major strength of the RLC program is that in its many connected events, classes and themes, students are able to find a wide-ranging community that can accommodate their varied interests and needs.
In your opinion, what are the strengths/weaknesses of the RLC housing system at SCU?
In this question, we wanted to open the floor for students to share their thoughts on the RLC system's strong and weak points. Instead of focusing on a specific element of the RLC system, such as the linked classes or activities, we gave a more open-ended question to measure the efficacy of the system on a larger scale. The responses we received highlighted these respective strengths and weaknesses:
Strengths:
1. The RLC events put on by staff foster community and provide students with constant programming/activities.
1. The RLC events put on by staff foster community and provide students with constant programming/activities.
- "Strengths would be how the planning of events shows how much the staff cares about the residents of the buildings and encourages the students to respect each other, the staff, and the building."
- "The events are very fun and people are likely to come out."
- "Strengths: good way to introduce people to college; gives people activities to do during the week."
- "Only strength is the RLC linked class, which helps people get settling in and get know your classmates in class as well as in dorms."
- "Strength: Having CTW1 and 2 with students living in your dorm. Get to know people quickly in your dorm and have immediate friends."
- "My professor for my CI lives within my RLC. He understood us, the students, on a more personal level, which made his class fantastic."
Weaknesses:
1. The RLC system is a good idea, but the execution is bad and therefore, it does not have a big impact on life at SCU.
From these results, we gathered that although the programming of the RLC program (events and classes) is very effective for some first-years, a lack of consistency in regards to emphasizing the RLC system and its themes is a major weakness. Additionally, the weaknesses cited by first-years were centered on underemphasis and bad execution, rather than inherent flaws of the RLC program. This finding is promising because it shows that students like the concept of the RLCs, and more importantly, are open to it playing a larger role at SCU upon revision.
1. The RLC system is a good idea, but the execution is bad and therefore, it does not have a big impact on life at SCU.
- "I think that the RLC's are a good idea if they could really take root. As of right now I don't think that they are very prevalent or play much of a role in day to day life, that doesn't mean that they can't though."
- "I still don't really know Alpha's values. Also, the idea of an RLC is nice, but there is very little incentive to participate in RLC events."
- "I think there is definitely effort in bringing in academic and learning experiences, but I don't think many students in the on campus housing really partake in them as much as the school would probably aspire. I honestly forget that I am in a RLC at times because it really isn't acknowledged very much during the year."
- "Many events in my hall are themes around RLCs, but to be honest I wish they were more specific and tailored to each RLC because I am honestly still not sure what my theme is."
- "Weaknesses: connections to RLC themes at community events seem forced at times."
- "Themes are not what students care about or would be interested in."
From these results, we gathered that although the programming of the RLC program (events and classes) is very effective for some first-years, a lack of consistency in regards to emphasizing the RLC system and its themes is a major weakness. Additionally, the weaknesses cited by first-years were centered on underemphasis and bad execution, rather than inherent flaws of the RLC program. This finding is promising because it shows that students like the concept of the RLCs, and more importantly, are open to it playing a larger role at SCU upon revision.
If you could change or improve one aspect of the RLC system, how would you do it?
Given all the reflection we were prompting first-years to do on the RLC system, we wanted to give them an opportunity to consider how they would revise the RLC system at SCU. We found that although there were certain outliers, there were recurring suggestions for the RLC-linked class system, prominence of the themes, and restructuring of events.
1. RLC-linked Class System
From this data, we gathered that the major improvements that first-year students want in the RLC program are a stronger emphasis on RLC themes and more student access to specific programming. For the classes, this access would mean more opportunities for RLC-linked classes, and for the events, having more student input to make them meaningful and to draw more participation. Additionally, it was interesting to see that these suggestions/sentiments were consistent across all respondents, including those that stated that the RLC program did not impact their college experiences. This showed us that the students at SCU have invaluable input into how the RLC system can be improved and therefore, it is crucial that the university implements these revisions to make the program more relevant to first-year students.
1. RLC-linked Class System
- "I would have more RLC-based classes, so people on different floors can interact."
- "I would want to make it easier to sign up for RLC-linked classes. First-year students especially would benefit from having classes with people in their RLC because they're likely to keep running into these people."
- "I would have the professors get to know the students better. My experience with my RLC linked class was probably the best I'll ever have. I learned a lot and got closer with my floor mates."
- "I think making the theme more enforced or more experienced by students."
- "Come up with RLC themes that are more relatable."
- "Make the themes more noticeable."
- "Focus less on having lots of small creative/social events and more on holding bigger building-wide events."
- "Encourage more community involvement (student-submitted events)."
- "Have more activities pertaining to the main mission of the RLC to make it more prevalent."
From this data, we gathered that the major improvements that first-year students want in the RLC program are a stronger emphasis on RLC themes and more student access to specific programming. For the classes, this access would mean more opportunities for RLC-linked classes, and for the events, having more student input to make them meaningful and to draw more participation. Additionally, it was interesting to see that these suggestions/sentiments were consistent across all respondents, including those that stated that the RLC program did not impact their college experiences. This showed us that the students at SCU have invaluable input into how the RLC system can be improved and therefore, it is crucial that the university implements these revisions to make the program more relevant to first-year students.
Discussion
In testing the efficacy of the Residential Learning Community (RLC) system at SCU, we found that the programming that students attended, such as events and RLC-linked classes, was largely successful at developing community. With that said, however, these two components of the RLC program need to be revised in order to maximize attendance by first-year students. Giving more opportunities for first-year RLC-linked classes and reorganizing events to be more reflective of RLC themes as well as student desires would be effective measures. Additionally, the faculty director (FD) role should be altered by creating more RLC-linked classes in which the FDs can serve as professors to enhance student education and connectivity within RLCs.
With this in mind, the RLC system seems to require modifications rather than radical change. The intentions and ideas that drive the system are in the right place, and therefore, with adjustments, the RLC system can shift from being effective for only a select group of first-year students to being central to all first-year social/academic experiences at SCU. Finally, from all our survey responses, it is clear that certain students are simply disillusioned by the RLC program, and therefore, have not been open to its potential impact. Our hope is that by improving the system to reflect student desires, the first-year students that are impacted by the RLC program will serve as its advocates to hesitant current and incoming students. It is only through this collective, peer-to-peer acceptance of the RLCs at SCU that all students can benefit the most from living in these learning communities as opposed to traditional dorms.
With this in mind, the RLC system seems to require modifications rather than radical change. The intentions and ideas that drive the system are in the right place, and therefore, with adjustments, the RLC system can shift from being effective for only a select group of first-year students to being central to all first-year social/academic experiences at SCU. Finally, from all our survey responses, it is clear that certain students are simply disillusioned by the RLC program, and therefore, have not been open to its potential impact. Our hope is that by improving the system to reflect student desires, the first-year students that are impacted by the RLC program will serve as its advocates to hesitant current and incoming students. It is only through this collective, peer-to-peer acceptance of the RLCs at SCU that all students can benefit the most from living in these learning communities as opposed to traditional dorms.