Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution

• Main Authors: Justine O. Hobbins, Mildred Eisenbach, Kerry L. Ritchie, Shoshanah Jacobs
• Format: Article
• Language: English
• Published: Society for Teaching and Learning in Higher Education 2018-10-01
• Series: Canadian Journal for the Scholarship of Teaching and Learning
• Subjects: learning communities; student performance; residence; first year university; retention
• Online Access: https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss2/7

This study investigated the relationship between residential living scenario and first year grades, second year retention, and 5-year graduation rates of students at a Canadian comprehensive university. We compared the academic outcomes of students living in residence learning communities (RLCs) to those in other living scenarios (traditional residences and off-campus). RLCs have been shown to be positively associated with student academic outcomes in the United States; however, the data to support RLCs in Canada is nonexistent. A longitudinal observational study was conducted to analyse the academic outcomes of a complete cohort of students (n=4805) who lived in RLCs (18%) and non-RLCs (82%). Results indicated that RLC students, on average, achieved higher first year averages, 2nd year retention rates, and 5-year graduation rates relative to non-RLC students, thereby contributing to the goals of post-secondary institutions to attract and retain their students through to graduation.