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Sherry Bassi, School of Nursing John Sears, Residential Life Creating an Effective Curriculum Learning Community Institute May 18, 2010.

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Presentation on theme: "Sherry Bassi, School of Nursing John Sears, Residential Life Creating an Effective Curriculum Learning Community Institute May 18, 2010."— Presentation transcript:

1 Sherry Bassi, School of Nursing John Sears, Residential Life Creating an Effective Curriculum Learning Community Institute May 18, 2010

2 Creating an Effective CurriculumPresenters: Sherry Bassi, Ed.D., PHCNS, BC Assistant Professor School of Nursing John Sears, Ph.D. Associate Director of Residence Education Residential Life

3 Creating an Effective Curriculum 1. Identify the key players in a UConn LC Session Goals 2. Describe why collaboration is key 3. The Triad Model: Developing a curriculum as a team 4. Identify Practical tips for success

4 Creating an Effective Curriculum 1. Informal Session Format 2. Ask questions! 3. Share examples 4. Have fun![laugh at jokes]

5 Creating an Effective Curriculum UC LC TP U niversity of C onnecticut L earning C ommunity T eam P layers

6 Creating an Effective Curriculum The Learning Community Team F aculty D irector F YE I nstructor L earning C ommunity C oordinator The “A” Team F YE S tudent M entor L earning C ommunity P artner

7 Creating an Effective Curriculum The Learning Community Team H all D irector R esident A ssistant The “SA” Team

8 Creating an Effective Curriculum The Learning Community Team Who’s in the room?

9 Creating an Effective Curriculum The Learning Community Team

10 Creating an Effective Curriculum The Learning Community Team

11 Creating an Effective Curriculum Collaboration Literature: Language, Culture & Models Faculty from different disciplines (Eimers, 1999) The move from student development: Learning Reconsidered (2004) Models for collaboration Barriers Faculty hooks SA Staff hooks Why is (real) collaboration important?

12 Creating an Effective Curriculum The Student Experience Good Learning Community CurricularCo-curricular

13 Creating an Effective Curriculum The Student Experience Great! Learning Community CurricularCo-curricular

14 Creating an Effective Curriculum The Student Experience Life-changing! Learning Community CurricularCo-curricular Seamless Curricular & Co-curricular

15 Interaction with Faculty Outside the Classroom …frequent interaction with faculty members is more strongly related to satisfaction with college than any other type of involvement, or, indeed, any other student or institutional characteristics. - Astin, 1985 Creating an Effective Curriculum

16 Triad Approach A method to seamlessly merge the curricular and co-curricular aspects of a learning community

17 Creating an Effective Curriculum Triad Approach First year experience @ ECSU Dissertation-connectedness as a protective factor Understanding the development of matriculating students is the first step in making a difference in their lives. Struggling with large class sizes and getting to know students Background

18 Creating an Effective Curriculum Triad Approach Theoretical Tinto (1993)-3 stages Tinto (1993)-3 stages Separation Separation Transition Transition Incorporation Incorporation Astin(1985) Involvement Theory Astin(1985) Involvement Theory Emphasized that students learn and develop when they become active in the collegiate experience Emphasized that students learn and develop when they become active in the collegiate experience Upcraft (1995) expanded on this theory: Upcraft (1995) expanded on this theory: "The greater the quantity and quality of involvement, the more likely the student will succeed in college" (p.18). "The greater the quantity and quality of involvement, the more likely the student will succeed in college" (p.18).

19 Creating an Effective Curriculum Triad Approach Personal Philosophy Strengthen student’s confidence by integrating knowledge Create good habits of mind and interaction Explore professional and civic responsibilities as an educated person Engage in UConn’s diverse cultural life (Have Fun)

20 Creating an Effective Curriculum Triad Model LC Coordinator FYE Mentor LC Partner Hall Director Faculty Director/ FYE Instructor RA LC

21 Creating an Effective Curriculum Triad Model

22 Creating an Effective Curriculum Building a Syllabus Meet late spring to compose the course description and objectives Meet late spring to compose the course description and objectives Meet early summer to develop course outline Meet early summer to develop course outline Agree on guest presenters Agree on guest presenters Equally distribute class dates Equally distribute class dates Designate dates where all three members of the TRIAD are present (first and last most important!) Designate dates where all three members of the TRIAD are present (first and last most important!) Re-emphasize that the RA is a member of the TRIAD (and his/her programs count!) Re-emphasize that the RA is a member of the TRIAD (and his/her programs count!)

23 Creating an Effective Curriculum Triad Model (Ultimate) Goals Create a sense of community on the floor and in the class Create a sense of community on the floor and in the class Become integrated in campus life Become integrated in campus life Recognize the civic responsibility in service Recognize the civic responsibility in service HAVE FUN!!! HAVE FUN!!! CONNECTEDNESS!!! CONNECTEDNESS!!!

24 Triad Model Creating an Effective CurriculumResults… Less work “sharing” the course Less work “sharing” the course RA became an honor student RA became an honor student Publication on mentoring Publication on mentoring Publication for faculty Publication for faculty Networks with other departments Networks with other departments Built longstanding partnership with Residential Life Built longstanding partnership with Residential Life Depends on the LC Depends on the LC Year to year varied Year to year varied Great to see students when they became upperclassmen students in class or clinical Great to see students when they became upperclassmen students in class or clinical

25 Triad Model Creating an Effective Curriculum A learning community prevents isolation; a learning community solves problems; a learning community enhances professional growth; and a learning community fosters mutual respect and connectedness. These accomplishments will reduce the number of nurses leaving nursing and ……… foster retention and thus, enhance recruitment. Bassi & Polifroni (2005)

26 References Creating an Effective Curriculum Alitzer, A., Glover, W., Seehafer, & A., Walch, T. (1996). A model for increasing collaboration between academic and student affairs. College Student Affairs Journal, 16, 56-61. Astin, A..W. (1985). Achieving educational excellence: A critical assessment of priorities and practice in higher education. San Francisco: Jossey-Bass. Bassi, S. & Polifroni, C. (2005). Learning communities: The link to recruitment and retention, Journal for Nurses in Staff Development, 21 (3), 103-109. Eimers, M. (1999). Working with faculty from different disciplines. About Campus, March-April, 18-24. Fried, J. (1998). Steps to creative campus collaboration. Invited paper, National Association of Student Personnel Administrators. Lamadrid, L. (1999). Putting Descartes before the horse: Opportunities for advancing the student affairs link with academic affairs. College Student Affairs Journal, 19, 24-34.

27 References, continued Creating an Effective Curriculum Learning Reconsidered: A Campus-Wide Focus on the Student Experience. (2004). NASPA/ACPA Joint Policy Paper. Pearson, F. & Bowman, R. (2000). The faculty role: Implications for collaboration with student affairs. College Student Affairs Journal, 19, 29-40. Tinto, V. (1993). Leaving college: Rethinking the causes of student attrition, (2 nd ed.) Chicago: University of Chicago Press. Upcraft, M. L. (1995). Insights from theory: Understanding first-year student development. First-Year Academic Advising: Patterns in the Present, Pathways to the Future, 18, 15-24. (Monograph #18). Columbia, SC: University of South Carolina, The National Resource Center for The First-Year Experience and Students in Transition.

28 Creating an Effective Curriculum Sherry Bassi 486-0597 sherry.bassi@uconn.edu sherry.bassi@uconn.edu John Sears 486-6184john.sears@uconn.edu

29 Living & Learning University of Connecticut Learning Communities Learning Communities


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