%0 Journal Article
%T A Cohort-based Learning Community Enhances Academic Success and Satisfaction with University Experience for First-Year Students
%A Corey A. Goldman
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2012
%I Society for Teaching and Learning in Higher Education
%X Assessment of a successful cohort-based learning communities program for first-year undergraduate students shows that students in the program perform better academically and also report a higher level of satisfaction with their university experience than students who are not in the program. Students enrolled in arts and science at the University of Toronto, who take several large-enrolment courses in their first year, may optionally participate in the First-Year Learning Communities (FLC) program, designed to assist with the academic and social transition from high school to university. In this Freshman Interest Group model of learning community, the curriculum across the clustered courses is not linked. The FLC program was assessed over a five-year period, using student academic records and self-reported survey data. This paper also provides details on program design and implementation.L¡¯¨¦valuation d¡¯un programme de communaut¨¦s d¡¯apprentissage fond¨¦es sur les cohortes pour les ¨¦tudiants de premi¨¨re ann¨¦e du premier cycle qui a obtenu du succ¨¨s montre que ceux qui sont inscrits ¨¤ ce programme ont de meilleurs r¨¦sultats scolaires et sont plus satisfaits de leur exp¨¦rience universitaire que les autres. Les ¨¦tudiants inscrits en arts et sciences ¨¤ l¡¯Universit¨¦ de Toronto, qui suivent plusieurs cours de premi¨¨re ann¨¦e o¨´ il y a de nombreux inscrits, peuvent participer au programme de communaut¨¦s d¡¯apprentissage la premi¨¨re ann¨¦e (CAPA) qui vise ¨¤ les aider ¨¤ effectuer la transition entre l¡¯¨¦cole secondaire et l¡¯universit¨¦ sur le plan scolaire et social. Dans ce mod¨¨le de communaut¨¦s d¡¯apprentissage destin¨¦ au groupe d¡¯int¨¦r¨ºts particuliers des ¨¦tudiants de premi¨¨re ann¨¦e, il n¡¯y a pas de lien entre les programmes d¡¯¨¦tudes des participants. Les chercheurs ont ¨¦valu¨¦ le programme pendant cinq ans ¨¤ partir des dossiers scolaires des ¨¦tudiants et des donn¨¦es d¡¯un sondage r¨¦alis¨¦ aupr¨¨s d¡¯eux. Le pr¨¦sent article fournit aussi des d¨¦tails sur l¡¯¨¦laboration et la mise en  uvre du programme.
%K learning communities
%K Freshmen Interest Group model
%K academic transition
%K social transition
%K student
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol3/iss2/3