Monday, February 2, 2009
Effective July 1, the Department of Student Success will discontinue thematic learning communities because of budget cuts.
Learning communities are designed primarily for freshmen and are composed of groups of about 20 students who enroll in two core courses and a seminar course that focus on a particular theme. Students enroll in learning communities in addition to their regular course schedule.
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Despite budget cuts, the Business and Engineering Thematic Learning Communities will continue to operate.
Learning communities this semester have themes such as “Business and Society in East Asia” and “Gender Matters: Women Creating a Life of Meaning.” Students are connected with a peer adviser, participate in study groups and attend seminars with their professors that often focus on career and professional development. Some communities are even assigned to live on the same floor at residence halls.
Christa Curette, Port Arthur, Texas, junior and peer educator for the LC program, said the program was a great tool for academic success and it was also effective in helping freshmen transition into college life.
“I think it’s just a positive influence overall,” Curette said. “We can show them that we’re upperclassmen and we’ve been through the freshman year and we’re here if they need to talk or need any kind of guidance.”
Administrators cut the program in order to help meet the state mandated budget cuts. Each academic department at the University has been asked to reduce its budget by about seven percent for the 2009 fiscal year. By cutting the LC program, the University will save $302,741.
Jake Busted, a 3rd-year graduate student and GTA in the American Studies Department, discusses themes of his American Identities class with students in Bailey Hall Friday morning. The class is one of several in the University system that is part of the Learning Communities system. Learning communities will be discontinued in July because of budget cuts.
“One of the challenges with any decision like this is that we feel like we have a lot of programs that are doing a good job with excellent staff and the learning communities were one of those programs,” said Kathryn Nemeth Tuttle, associate vice provost for student success.
Tuttle said the learning communities were cut because freshmen weren’t always aware of the option, which made it difficult to get a large number of students involved. She said the learning communities were part of a very labor intensive program that also required a large time commitment from faculty and staff.
However, the School of Engineering has decided to continue its learning communities on its own budget after a group of students approached the school and asked for the program to continue.
“Probably half of the students in engineering either leave or change majors and the other half take five or six years to graduate because the coursework is so difficult,” said Curette, who campaigned to keep the learning communities running. She said the support that learning communities provide to any students, not just engineers, was a vital part of success.
“We understand the difficult decisions that all of us are having to make right now,” said Ian Cahir, communications coordinator for the School of Engineering. “But from our point of view this is just about making a positive move for the School of Engineering.”
Faculty and administrators at the University are trying to fill the void that will be left by the learning communities in other ways.
David Gaston, director of the University Career Center and facilitator for the international careers community, said his class has gone to London over spring break for the past three years to visit with employers, companies and graduate schools. He said it had been very beneficial and that several of his students had gone on to pursue careers abroad.
“The part that we’re going to miss is the opportunity to put our learning into practice over spring break,” Gaston said. “But as far as attaining and developing the knowledge, we will still be there.”
Gaston said a lot of what was covered in classes could be addressed on an individual basis by making an appointment with the Career Center.
Tuttle said she hoped to build on the orientation seminars, called PRE 101 in the course catalog. These classes focus on helping students make a successful transition to the University.
Tutoring services are also offered through several places on campus, including the Academic Achievement and Access Center Web site and Student Senate Web site.
Students can also sign up to be or work with a tutor through the Academic Achievement and Access Center or on the Student Senate Web site.
— — Edited by Liz Schubauer
Campus tutoring services help students succeed
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