Nearly every Ohio University freshman is in a learning community, but what are they and should students opt-in to the program?
Each year about 98% of OU’s incoming class becomes a part of a learning community, claimed Brock Stephan, assistant director of student leader engagement. These communities provide a built-in group of support as students settle into their first semester on campus.
Stephan described learning communities as a “home base” for incoming students.
In learning communities students take a series of clustered classes with 20 to 25 other students, according to Stephan. This cohort shares a one-credit hour course and two general education courses so students can see members of their learning community in other classes.
“While we introduce information and resources and everything else that you need to be a successful bobcat, it is much more in terms of building the people that you're going to be with for your entire four years and beyond,” Stephan said. “Those connections are really powerful during that first year.”
Though being in a learning community is not required, it is strongly recommended by the university. Learning communities are instructed by a faculty or staff member from a student's academic college and assisted by learning community leaders, upper class students within a similar major.
“You get somebody that's been in your position before within that major,” Stephan said. “ … And then you also have the faculty member that can introduce those other resources and make talking with faculty less scary during that first year.”
Megan Hastings, a senior studying engineering, technology and management, will be a learning community leader for the third, and last, time this fall semester. She was inspired to take on the role to help students transition into college, following her experience as a freshman.
“It was a little daunting in my major, especially with engineering being a very male dominated field,” Hastings said. “Our learning community leader was actually a female, and I also had another girl in the class with me, so it was great seeing that and being able to form connections.”
In class, students participate in team building exercises, develop major-related skills and engage in academic activities with other members. Outside of class, cohorts will often get together to study or socialize. This could be activities scheduled by the leader, such as a hike or game nights, or scheduled by the students themselves.
“It's a great opportunity to make friends … it actually helps you get more comfortable meeting new people,” Hastings said.
Learning communities also bring students on experiential field trips, exposing them to real-world opportunities.
“I'll use chemistry as an example,” Stephan said. “So, a chemistry professor takes (the class) on a field trip to the chemistry labs, and they're walking around the labs doing a fun experiment during the seminar course as an example. And then somebody's like, ‘oh, I want to do research and talk to a professor.'”
Learning communities provide incoming students with an introduction to the university and open doors for future opportunities.
“It really is a catalyst for building connections,” Stephan said. “When it can feel like you're just one out of 5000 incoming students … you instantly have 25 people.”
Incoming students can sign up for learning communities at Bobcat Student Orientation during their scheduled advising session.
