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

Main Article Content

Bryan Hall
Tom O'Neal


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.


Download data is not yet available.

Article Details

How to Cite
Hall, B., & O’Neal, T. (2016). The Residential Learning Community as a Platform for High-Impact Educational Practices Aimed at At-Risk Student Success. Journal of the Scholarship of Teaching and Learning, 16(6), 42–55.


Andrade, M.S. (2007-2008). Learning communities: Examining positive outcomes. Journal of College Student Retention, 9(1), 1-20.

Astin, A.W. & Oseguera, L. (2005). Degree attainment rates at American colleges and universities. revised edition. Las Angeles: Higher Education Research Institute, UCLA.

BrckaLorenz, A. (2012, September) High-impact practices and student engagement. Paper presented at the Indiana University FACET Faculty Leadership Institute, Indianapolis: IN.

Brownell, J. & Swaner, L. (2010). Five high-impact practices: Research on learning outcomes, completion, and quality. Washington D.C.: American Association of Colleges and Universities.

Buch, K. & Spaulding, S. (2008). A longitudinal assessment of an initial cohort in a psychology learning community. Teaching of Psychology, 35, 189-193.

Engstrom, C.M & Tinto V. (2008). Learning better together: The impact of learning communities on the persistence of low-income students. Opportunity Matters, 1, 5-21.

Indiana Commission for Higher Education Higher Education (2013-15). Performance funding formula model - Weighting and rates for pff. Indianapolis: IN.

IU Southeast Student Success Action Team 2012-2015. (2013). A summaryreport forthe chancellor on task force actions for 2012-2013. New Albany: IN.

Kinzie, J. Gonyea, R. Shoup, R. & Kuh, G.D. (2008). Promoting persistence and success of underrepresented students: Lessons for teaching and learning. New Directions for Teaching and Learning, 115, 21-38.

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington D.C.: Association of American Colleges and Universities.

Lichtenstein, M. (2005). The importance of classroom environments in the assessment of learning community outcomes. Journal of College Student Development, 46(4), 341-356.

Lindblad, J. (spring 2000). Learning community assessment studies: What the Washington Center resources show. Washington Center News, 26, 27.

Office of Institutional Effectiveness at IU Southeast considers the 2006 cohort of full-time students (the most recent cohort for which data is available).

Rachels, R. (2012). The elements of moral philosophy. New York, NY: McGraw-Hill.

Redón, L. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovation in Higher Education, 19, 33-52.

Skloot, R. (2011). The immortal life of Henrietta Lacks. New York, NY: Crown.

Sorcinelli, J. (2012). Blueprint for student attainment: The first-generation study. Bloomington: Indiana University.

Stassen, M. (2003). Student outcomes: The impact of varying living-learning community models. Research in Higher Education, 44(5), 581-613.

Talburt, S. & Boyles, D. (2005). Reconsidering learning communities: Expanding the discourse by challenging the discourse. The Journal of General Education. 54(3), 209-36.

Tinto, V. (2000). What we have learned about the impact of learning communities on students? Assessment Update, 12(2), 1–2, 12.

Tinto, V. & Goodsell-Love, A. (1993). Building community. Liberal Education, 79(4), 16-22.

Zhao, C. M. & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-38.