Oregon State University offers five General Chemistry sequences (non-science majors, science majors, engineers, honors, and nursing); the largest being the non-science majors sequence with an enrollment of 900 students. These students come from diverse backgrounds and are participating in diverse programs.

We have assembled a group of 24 students enrolled in the non-science majors sequence in a learning community that investigates laboratories and participates in recitation sections together. Additionally, these students are enrolled in other courses together. The community promotes academic success by emphasizing student-student and faculty-student interaction and interdisciplinary linkage of courses. Essentially classes are linked around an interdisciplinary theme; such as nutrition. Students foster greater intellectual connections between disciplines. Communities focus on improving the quality of learning; process, not just content or outcomes. Learning communities can change the culture of an institution toward collaboration between academic and student affairs and between faculty by team teaching, shared curriculum development, and addressing student issues.

Focus on student learning calls for opportunities for faculty to learn and design methods of delivering instruction that will engage our students. Across the nation, we know that institutions are looking at supplemental instruction, learning communities, and active learning. Dr. Vincent Tinto visited our campus last year and made a strong case for improving student learning through faculty development and learning communities. The energy and conversation following his visit resulted in our program.

Data and results will be discussed. Additionally, the presenter will have participated in the Learning Community Institute at The Evergreen College in June 2006. Results, a strategy plan, and impressions will be presented.