Freshman Learning Communities (FLCs) are programs in which 15 to 30 first-year students enroll in several general education courses focused on a common theme (Jaffee, 2004). While there are different types of learning communities, they are all designed for the same purposes. One of the primary purposes in implementing freshman learning communities is to assist students in their transition to a new environment. This acclimation involves learning more about other students, faculty members, campus culture, and academic expectations. However, with freshman learning communities also come downsides. Both aspects must be evaluated to determine whether freshman learning communities are effective. The biggest benefit to participating in freshman learning communities is the ability to interact and socialize with a group of students known as a cohort. Lichtenstein (2005) noted that these programs are based on the premise that the greater the student's social involvement in college life, the greater the chance for academic success. This group of students not only helps reduce transition anxiety, but also provides students with the social support needed to successfully progress through college (Engberg, 2007). Due to the small size, students have more opportunities to participate, discuss and generally get to know each other. Students in learning communities not only tend to form their own support groups that extend beyond the classroom, but they also spend more time together outside of the classroom (Tinto 2000). You are encouraged to participate as a group in outside-class discussions, social activities, and study groups. Since students are usually grouped based on commonalities, it is possible to address and... diminished so that first-year students get exactly what is intended from the courses and activities. Works Cited Engberg. ME (2007). The influence of “successful” first-year courses on student learning and democratic outcomes. Journal of College Student Development, 48, 241-258.Jaffee, D. (2007). Peer groups and unintended consequences of freshman learning communities. College Teaching, 55, 65-71.Jaffee, D. (2004, July 9). Learning communities can be cohesive and divisive. The Chronicle of Higher Education, B16.Lichtenstein, M. (2005). The importance of classroom environments in evaluating learning community outcomes. Journal of College Student Development, 46, 341-356. Tinto, V. (2000). What have we learned about the impact of learning communities on students? Evaluation update, 12, 1-2, 12.