The Residential Learning Community as a Platform for High-Impact Educational Practices Aimed at At-Risk Student Success

Bryan Hall, Tom O'Neal


This paper reports and analyzes the findings of a residential learning community (RLC) project for academically at-risk students piloted in academic year 2013-14 at Indiana University Southeast. Consisting of an array of high-impact practices, and using both student self- reporting measures of our own design and a rubric-based assessment of academic performance, the cohort was retained at a higher rate and performed better on both content outcomes and analytical abilities than their non-RLC peers. These students also expressed a high degree of connectedness to their peers and instructors as well as greater engagement with the university.


retention, persistence, residential learning communities, living-learning communities, linked courses, student involvement, student engagement, high-impact practices, assessment

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ISSN 1527-9316