Mileage May Vary: How Sense of Community in First-Year Seminars Varies across Student Identities and Modes of Instruction
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| Title: | Mileage May Vary: How Sense of Community in First-Year Seminars Varies across Student Identities and Modes of Instruction |
|---|---|
| Language: | English |
| Authors: | Metzger, Kelsey J., Wright, Jake, Erdmann, Robert M., Lemer, Bronson, Olson, Rachel L. |
| Source: | Journal of The First-Year Experience & Students in Transition. Fall 2022 34(2):27-46. |
| Availability: | National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sense of Community, First Year Seminars, College Freshmen, Identification (Psychology), Teaching Methods, In Person Learning, Gender Differences, Racial Differences, Academic Achievement, Social Differences |
| Geographic Terms: | Minnesota |
| ISSN: | 1542-3077 2373-0153 |
| Abstract: | We investigated changes in students' reported sense of community in the context of a one-semester first-year seminar course using the Community and School Community Inventory (CSCI) research instrument across two years with differing instructional formats. We report a statistically significant increase in students' sense of perceived classroom community, but not school community, from pre- to post-course assessment in both years. Additionally, students' sense of social community is most significantly increased for women, students of color, and first-generation college students, but only when the instruction is face to face. Conversely, no student groups reported an increased sense of social community during online instruction. A significant increase in students' sense of learning community from pre- to post-course assessment was only reported by students who identified as male in 2020, and by no groups in 2019. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://www.ingentaconnect.com/contentone/fyesit/fyesit/2022/00000034/00000002/art00002 |
| Accession Number: | EJ1356338 |
| Database: | ERIC |
| Abstract: | We investigated changes in students' reported sense of community in the context of a one-semester first-year seminar course using the Community and School Community Inventory (CSCI) research instrument across two years with differing instructional formats. We report a statistically significant increase in students' sense of perceived classroom community, but not school community, from pre- to post-course assessment in both years. Additionally, students' sense of social community is most significantly increased for women, students of color, and first-generation college students, but only when the instruction is face to face. Conversely, no student groups reported an increased sense of social community during online instruction. A significant increase in students' sense of learning community from pre- to post-course assessment was only reported by students who identified as male in 2020, and by no groups in 2019. |
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| ISSN: | 1542-3077 2373-0153 |
