Impact of Learning Communities on Retention at a Metropolitan University

Abstract

The authors of this study investigated if participation in Learning Community (LC) programs had an impact on the academic success and satisfaction of freshmen who attend a primarily commuter metropolitan university. The LC model used in this study clustered three courses together without thematic linkage or integration. A variety of methodologies were used to assess program impact, including matching learning community students to a control group on the basis of demographic information, academic information, major, and course-taking patterns. Some of the significant differences between the LC and non-LC students were that students who enrolled in LCs had higher grade point averages, earned more hours, were more satisfied with their college experiences, and were less likely to be placed on academic probation. This research demonstrates that LC programs which simply cluster courses can make significant differences in the lives of students who attend commuter campuses.