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Vol. 3, No. 3, May 1998
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Students'
Experiences in Mason's Linked Courses
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| I.
About GMU Linked Courses |
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Linked Courses connect two or three courses for the purpose of
enhancing learning and community among students and among students and faculty.
Specifically, during fall semester 1997, sections of English
101 were combined with Anthropology
114, Biology 103, Economics
103, Government 132, History
121, Psychology 100, Sociology
101 and Psychology 100 with e-mail mentoring in two-way linkages. Two-way links
without an English component were created by combining Communication
101 and University 100,
Government 103 and Communication 100, Government 103 and Philosophy
111, and Psychology 100 and University 100. Three-way course linkages were formed
by combining English 101, Government 103 and Philosophy 111 and English 101, Sociology
101 and University 100. The following significant differences were found among
students enrolled in two- and three-way linked courses:
* Students in three-way
linked courses reported a significantly closer relationship with linked course
faculty than students in two-way linkages (p<.03).
* Students in two-way
links without an English component had a significantly higher expectation
for "curricular connections" than other linked students (p<.03).
* Students in three-way
linked courses were more likely than other linked students to say that curricular
connections had been made (p<.008).
| II. Surveying & the
Response Rate |
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Of the 565 students enrolled
in the linked courses during Fall 1997, 342 students were in class and completed
the survey at the end of the semester. A survey response rate of 61% was achieved.
Results from the end of course questionnaire are shared in this report.
| III. Choosing a Particular
Linked Course |
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As identified in the introduction
of this report, there were many linked course combinations and sections available
to students. When asked why they chose a particular course, students overwhelmingly
(82%) said because of interest in the subject matter (44%) or because the linked
course was a required course for their major (38%).
Others reported that their
first choice course was filled (7%), that they expected some difficulty and
wanted help with the subject matter (6%) or they enrolled for the opportunity
of community service (5%).
| IV. Academic and Social Community
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Students agreed that a
number of the basic tenants or goals of the linked courses were achieved. Eighty-three
percent agreed that social community developed in the courses and that students
experienced a closer relationship with linked faculty than with faculty teaching
other courses (67%). Regarding faculty-student contact, one student said, "Getting
to know the professors and feeling comfortable talking with them" was the one
best aspect of the linked courses. (See Table 1.)
Sixty-nine percent said
that the linked courses helped make the transition to college easier, that they
were more comfortable in their larger non-English class as result of the link
(57%) and a majority (53%) reported that an academic community formed between
students. Writing about the transition from high school to college one student
wrote, "The Linked courses helped me with the transition to college from high
school. These courses helped me adapt to larger lecture courses."
| Survey Question |
Strongly Agree |
Agree |
Total |
| A "social community" developed in my linked courses. |
40% |
43% |
83% |
| It was easier to achieve a sense of community in my
English class. |
33% |
45% |
78% |
| I experienced a closer relationship with linked faculty
than with faculty teaching other courses. |
33% |
34% |
67% |
| An "academic community" formed among students. |
17% |
38% |
55% |
| The linked courses helped make the transition to college
easier. |
26% |
43% |
69% |
| As a result of the link, I was more comfortable in my
larger, non-English course(s) |
21% |
36% |
57% |
| A sense of community carried over to my non-English
class. |
19% |
44% |
63% |
| V. Linking the Course Content
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Connecting the content of the English and non-English courses
is a primary goal of the linked courses program. Indeed, students overwhelmingly
agreed (83%) that they had an expectation of curricular connections when they
enrolled in the links. Nearly three-quarters of students (72%) agreed that these
connections were made and 64% said the number of curricular connections were appropriate.
One student wrote, "The best part was that what we worked on in sociology was
continued in English. We could perfect our writings for both classes in English."
Over one-third (37%) said that because of their linked experience, they started
to make connections in other non-linked courses.
| Survey Question |
Strongly Agree |
Agree |
Total |
| When I enrolled in the links, I expected a great deal
of curricular connections between the courses. |
39% |
44% |
83% |
| Faculty opinions and views may differ depending on their
academic discipline. |
25% |
53% |
78% |
| My linked course did make curricular connections. |
26% |
46% |
72% |
| Curricular connections helped me see subject matter/educational
relationships. |
17% |
48% |
65% |
| The number of curricular connections between the courses
was appropriate. |
18% |
46% |
64% |
| Because of the links, I have been able to make curricular
connections in other, non-linked courses. |
10% |
27% |
37% |
| VI. Most Appealing Aspects
of the Linked Courses |
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Students were asked to write about the most appealing aspects
of their linked courses. The highest proportion of comments received (27%) noted
the strong academic or social community in the courses and a similar proportion
(25%) said that the links supported learning. A report listing students' verbatim
comments is available upon request.
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VII. Why Students Enroll in
the Linked Courses Program
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Students reported a variety
of reasons for enrolling in the Linked Courses Program. Anticipating learning
more or better (26%), smaller class sizes (22%), being the only courses available
(20%), or a recommendation (15%) were reasons four-fifths of the students enrolled.
Additional reasons are highlighted in the pie chart below. Commenting on class
size, one student wrote, "I liked having a small English class with students
that were all in the same Psychology class so we could discuss things together."
Reference: Masterson, John
T. "Learning Communities,
the Wizard, and the Holy Grail," AAHE Bulletin, Vol. 50, No. 8, April
1998.
