2013 Conference Archive
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Abstract
The research-based Trelawny Learning Community (TLC) at James Madison University has three objectives: 1) provide research experience for first-year Biology majors; 2) increase student/department connection; 3) build teamwork skills. The program aims to inspire first-years to investigate and embark on science careers. TLCs take courses together and live in one dorm, but each joins a research laboratory corresponding to individual interests. TLCs attend research-themed seminars, co-run an ecology project, and help organize the department's research symposium, guided by upperclassman mentors who demonstrate resources, co-lead trips, and drive discussions. Student journals are NVIVO-coded for research/interaction/emotion themes to track learning and personal growth. TLCs know significantly more faculty and graduate students (avg. 6.1, 3.7) than non-TLC first-years (avg. 1.7, 0) and cite friendship (34.6%), confidence in major/career (30.8%), department interaction (19.2%) and pursuit of interests (15.4%) as benefits. I illustrate these outcomes along with fallbacks and improvements to this still-evolving program.
Location
Concourse
Publication Type and Release Option
Event
Recommended Citation
Gobetz, Katrina, "Living and Loving Biology: A Learning Community with Research for College First-Years" (2013). SoTL Commons Conference. 36.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/36
Living and Loving Biology: A Learning Community with Research for College First-Years
Concourse
The research-based Trelawny Learning Community (TLC) at James Madison University has three objectives: 1) provide research experience for first-year Biology majors; 2) increase student/department connection; 3) build teamwork skills. The program aims to inspire first-years to investigate and embark on science careers. TLCs take courses together and live in one dorm, but each joins a research laboratory corresponding to individual interests. TLCs attend research-themed seminars, co-run an ecology project, and help organize the department's research symposium, guided by upperclassman mentors who demonstrate resources, co-lead trips, and drive discussions. Student journals are NVIVO-coded for research/interaction/emotion themes to track learning and personal growth. TLCs know significantly more faculty and graduate students (avg. 6.1, 3.7) than non-TLC first-years (avg. 1.7, 0) and cite friendship (34.6%), confidence in major/career (30.8%), department interaction (19.2%) and pursuit of interests (15.4%) as benefits. I illustrate these outcomes along with fallbacks and improvements to this still-evolving program.
