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This report discusses the development and implications of Year One Learning Communities at the University of Hawaii Mānoa, focusing on multicultural and athletic support services. It highlights strategic collaborations between academic advisors and graduate assistants to foster student success among diverse and at-risk populations. The program employs social cognitive theory and learning communities to enhance academic self-efficacy and persistence, leading to improved outcomes for student-athletes. The findings underscore the importance of mentoring, leadership development, and faculty interaction in creating a supportive academic environment.
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In Tandem We Persist: First Year Learning Communities and its Multi-cultural and Athletics Support Services Implications Courtney Tsumoto Academic Advisor (Football & Cheer) University of Hawaii Mānoa Student-Athlete Academic Services (SAAS) Office of the Vice-Chancellor for Undergraduate Education (OVCUE) Katie Tuisalo’o Graduate Assistant (Football)
The University of Hawaii Mānoa (From the Manoa Institutional Research Office-- MIRO)
Evolving Demographics of College Students Veterans & GI Bill No Child Left Behind Gear Up AVID Minorities Disability Non-Traditional Transfer Students Student-Athletes
565 Student-Athletes • 21 Division I Sports • Academic Advisors • Program Development: • SAAS Peer Mentoring Program • Ikaika Program (academically at-risk students) • Tutorial Program
Historic Context • In 2005, UH Football lost 5 scholarships
Developmental Challenges Developmental Challenges
First Generation College Students Received Academic Assistance
Solution: Learning Communities Bandura (1991) • Social Cognitive Theory • human behavior is purposive, regulated by forethought Tinto (1999) • Learning Communities • social support strengthen academic self-efficacy and persistence Vygotsky (1978) • Zone of Proximal Development • instructional adaptivity, including scaffolding
Learning Communities to Support Freshmen • Students placed into groups “pods”. • Four interacting pieces to the puzzle. • Advisor and GA: work closely together to strategize. • GAs mobilize Group Leaders • Group Leaders work with their students (pods). • Group leaders chosen for their diverse academic backgrounds to provide wide-range of support (resources) • Group Leaders assigned to pod. • Mentor students individually & coordinate group study sessions.
Direct Leadership Development Goal: Utilize skillsets of all students Benefits: social support, college skill development, positive interactions • Strong students lead study groups supported by pod group leader. • Demonstration of study skills used by the student leaders (modeling). • Student leaders must understand material and learn how to break it down for others.
Skill Building & Development Goal: Develop learning communities and partnerships within pods as well as leadership qualities. Benefits: Social support, college skill development, positive interactions • Group discussion & review of class content. Alternate student leader. • Peer mentor: facilitate note taking strategies and higher level thinking processes • Develop and reinforce rewriting of notes
Interaction with Faculty Goal: Encourage positive interactions with faculty. Benefits: Put professional communication skills into practice, connects with the university. • Students schedule appointments with professors • Organize and talk through questions they have prior to meeting • Debriefing sessions in study hall • What went well/wrong? • Will students meet with other professors?
Peer Mentor & Staff Involvement Peer Mentors focus on Organization and Time-Management • Weekly priority list • Test Prep Worksheet • Travel Plans • Goal Setting • Daily reading objectives • Going through the full writing process Study Skills and Strategy Enhancement • Integrating technology • Utilizing Cell phones • Online Library Access • Visual Organizers • Writing Center • Self-Exploration • Learning Style Assessments • Multiple Learning Strategies • Critical Thinking
Writing Center Forms Study Hall Forms
Outcomes: GPA and APR FB Multi-Yr APR Trend FB GPA Trend
Outcomes: Student Perception After a year in study hall I developed the skills to work more independently 53.33% Strongly Agree 46.67% Agree After a year in study hall, my peers began to recognize me as a leader: 33.33% strongly agree, 60% agree, 13.33% Disagree In my academic pursuit I feel I am supported by the university: 42.86% Strongly Agree, 57.14% Agree
Students are impacted in different ways Student 1 (Lance): Student 2 (Nick): Student 3 (Leo):
Bringing Learning Communities into Your Institution- What we Learned: • Have programs synergistically work together. • Forms are communication tools: If they don’t exist, create them! • Staff: One person can’t do it all. Everyone has a role. Students, peer mentors, GAs, & advisors. • Location: Need to have designated spaces.
References Bandura, A. (2000). Exercise of human agency through collective efficacy. Current directions in psychological science, 9(3), 75-78. Chen, X., & Carroll, C. D. (2005). First-Generation Students in Postsecondary Education: A Look at Their College Transcripts. Postsecondary Education Descriptive Analysis Report. NCES 2005-171. National Center for Education Statistics. Tinto, V. (1999) Taking Retention Seriously: Rethinking the first year of college. NACADA Journal 19(2). Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 52-91.
