The Effect of Learning Communities on Freshman Student Retention Rates and GPA at a Public 4-Year Institution of Higher Education

This study examined the effect of GSD 101 Learning Communities (a cohort program for freshmen at Eastern Kentucky University) on the retention and first-year grade point average of first-time, full-time freshmen at the university. The study specifically examined students enrolled in GSD 101Z and ENG 101Z (the learning communities sections) in the Fall 2014 semester versus the students enrolled in the regular GSD 101 and ENG 101 classes during the same semester. A large institutional database was used to identify the students in the study and their demographic differences. Results showed that participation in learning communities did not make a significant difference in the fall-to-fall retention or the cumulative GPA after the first year. It did show, however, that students who have higher high school grade point averages are more likely to be retained and that high school GPA was a higher indicator of retention than ACT scores

Training University Tutors to Work with Bilingual Students

The purpose of this project was to train university tutors to improve their support of bilingual students (ESL/ELL students). We developed an evidence-based training session that emphasizes university connectedness and cultural inclusion. This one-hour training included background information, tutoring tips, and time for discussion. The majority of tutors (44 out of 47) reported learning something helpful they could use when tutoring. While this intervention was specifically designed to target bilingual students, most evidence-based tips discussed here are applicable to all students. It is crucial to provide tutors with the skills and resources necessary to better connect with their students

Factors that Influence Academic Satisfaction in University English as a Second Language Students

The present project is based on a study that measured four factors that could affect academic satisfaction in English as a Second Language (ESL) students: English proficiency, cultural inclusion, connectedness to school, and faculty relationships. The results from this study were used to directly benefit ESL students by creating teaching resources and providing training to faculty and tutors across campus. During two of the tutor sessions provided as training, tutors at EKU provided feedback on the helpfulness of the session, advice for ESL students, and advice for professors at the university. This feedback was analyzed and will be discussed in this poster.https://encompass.eku.edu/pedagogicon_postergallery/1014/thumbnail.jp