Online Edition | Washington State University | Pullman, Washington | Friday, January 25, 2002

Teaching & Learning
Teniwe Clusters strengthen 
freshman studies, lifestyle
By Brad Redford, WSU Today Writer

Surviving and flourishing during the freshman year at a four-year university is no easy task. At WSU, about 15 percent of freshmen do not return the following year.

To increase retention and help freshmen thrive academically and socially, WSU instituted a program called Teniwe (ten-a-way) Clusters.

Freshman are given the opportunity to live in residence halls with other students who declare related majors and are taking similar classes. They foster friendships, establish accountability, join study groups, and enjoy better academic performance.

According to research conducted by the Department of Residence Life, freshmen living in Teniwe Clusters completed 13.7 cumulative hours, compared to 12.8 by freshmen living in other residence halls. Teniwe Clusters also have a slightly higher GPA, with 2.84 compared to 2.72.

Another result of the Teniwe Clusters is better retention of first-year students for the next fall semester. Of the students in the program, 89 percent returned to WSU for the next academic school year, compared to 84 percent of other residence halls. The program also has more students with a GPA equal to or greater than 3.0, with 47 percent compared to 42 percent of other residence halls.

School departments approve Teniwe Clusters. The department oversees the classes, approves the curriculum and ensures classroom space for their students.

According to Randy Jorgensen, associate director of residence life, all interaction between the students and faculty is up to them.

"Resident advisors encourage the students to invite faculty to a meal in the Dine With Faculty — Food For Thought program," Jorgensen said. This program allows students to take their professors to lunch or dinner at the dining halls, and the faculty meal is free.

Jorgensen says the popularity of Teniwe Clusters is growing. In 1999, there were 144 students in the program and 2000 saw 243. In this academic year, there are 530 students enrolled.

The program is using a pilot class to help link classes together. The English department has two assistants teaching English 101 to all Teniwe students. This class provides time to write papers for Sociology 101 and Communications 101.

Melissa Tennyson, instructor for English 101, claims a Teniwe class is a teacher’s dream. Participation and dialogue are great, she says.

"I like that the group gets into dialogue fairly quickly," Tennyson said. "That probably has to do with the fact that they are in classes together and they live in the same area."

Adam Tarr, a professor for Comparative American Cultures, along with Tennyson, think the program could be improved. Both believe that the instructors for all three courses need to work out syllabuses together. Tarr felt the English class was expected to pick up the slack of the sociology and communications courses and be the writing instructor for these courses.

"This semester was successful because the composition course (English 101) talks about the same issues as the sociology and communication classes," Tarr added, "but from a more disciplined perspective because the emphasis is on critical reading and critical writing."

Tennyson’s students work on public speaking, connecting to social issues of racism, gender and inequality. She tried to take communications and sociology issues and bring them into the English class.

So, what do students think of the program?

"It’s much better for studying because you know that most of the people from your class are going to be people on these two floors or in this building," said Jason MacKay, a freshman from the communications cluster. "It’s easier to study with a group of people; all you have to do is walk next door or down the hall."

"I think finals were easier and less strenuous because we would go through our stuff and study together," said Karley Donnell, freshman majoring in broadcasting. "You knew everyone in your group and you were more comfortable."

Matthew Foss thought one disadvantage of the program was that it installed a comfort zone in people. He claimed he felt no need to go outside the cluster to meet people; he was pleased with the friendships he had from the program.

"If I were in a class all by myself, I would feel the need to make friends, get study partners and make connections with people," Foss added.