The Residential Learning Community as a Platform for High-Impact Educational Practices Aimed at At-Risk Student Success

Abstract

This paper reports and analyzes the findings of a residential learning community (RLC) project for academically at-risk students piloted in academic year 2013-14 at Indiana University Southeast. Consisting of an array of high-impact practices, and using both student self- reporting measures of our own design and a rubric-based assessment of academic performance, the cohort was retained at a higher rate and performed better on both content outcomes and analytical abilities than their non-RLC peers. These students also expressed a high degree of connectedness to their peers and instructors as well as greater engagement with the university.

Keywords

• retention
• persistence
• residential learning communities
• living-learning communities
• linked courses
• student involvement