2. About American University
Mid-sized (7,500 undergrad), selective (26% admit), private university, in DC
New Carnegie classification in 2016 – Doctoral: Higher Research Activity
89% one-year retention and 80% six-year graduation for most recent cohorts
Profile of undergraduates has changed since 2008 – some examples:
Student Type
1 YR Retention
First-Generation Students 3%
10%
88%
Pell-Eligible Students 8%
20%
91%
Black Students 4%
89%
Hispanic/Latino Students 7%
14%
Ratio of Need vs. Merit Aid
1:4
4:1 --
Student Type
First-Generation Students 3%
10%
Pell-Eligible Students 8%
20%
Black Students 4%
Hispanic/Latino Students 7%
14%
Ratio of Need vs. Merit Aid
1:4
4:1

3. AU’s Commitment to Students
“Now more than ever, we recognize that different types of students face different challenges and have different needs, and that our efforts to further academic learning and student development must be intentionally integrated. Creating an environment that enhances the ability of all students to succeed and thrive, whatever their particular challenges, remains our aspiration.”
- from AU self-study report (2016)

4. Our Focus: Help Students Thrive
Culture: relationship-centered and values an integrated, holistic experience
Structure: reimagined to make student experience the priority
Who thrives? Our data suggests it is students who have:
Strong sense of belonging and inclusion
Clear belief that the university works together to resolve issues
Actionable knowledge of who/where to go for help when they need it
Expressed satisfaction with the quality of their academic experiences

5. In AY 2018-2019, American University will require all
1780
first-year students to complete a year-long transitions course.
THE BIG PICTURE

6. FYE
Students take American University Experience (AUx) to prepare for the transition from high school to college and become part of a new culture.
AUx1
Mentors students through academic, cultural, and psycho-social adjustment to AU.
AUx2
Creates a space for students to begin learning and discussing topics of race, identity, privilege, bias, and discrimination.

7. AUx Timeline
Semester, Year Courses #of Students #of Sections Fall, 2015 Sociology Course 14 1 Fall, 2016 Pilot #1: AUx Spring, 2017 Pilot #1: AUx Fall, 2017 Pilot #2: AUx Spring, 2018 Pilot #2: AUx Fall, 2018 Full Roll-out ~ Spring, 2019 Full Roll-out ~

8. AUx Timeline
Semester, Year Courses #of Students #of Sections Fall, 2015 Sociology Course 14 1 Fall, 2016 Pilot #1: AUx Spring, 2017 Pilot #1: AUx Fall, 2017 Pilot #2: AUx Spring, 2018 Pilot #2: AUx Fall, 2018 Full Roll-out ~ Spring, 2019 Full Roll-out ~

9. Students Enrolled in “AUx”, by Fall Term

10. AUx is full-year 3.00 credit graded and required academic course specially designed to help students transition into their first year at American.
PROGRAM OVERVIEW
AUx1 (1.5 credits) is taken in the first semester and AUx2 (1.5 credits) is taken in the second semester
Hybrid course with videos, articles, interactive media and assignments provided online through Blackboard
Weekly in-class discussion co-facilitated by an AUx faculty/staff Instructor and a junior/senior AUx Peer Leader
Classes taught in “living room style” to encourage comfort and open dialogue

11. Race-based Incidents Fuel Campus Discussions
American University investigating after black student says banana was thrown at her (9/16/2016)
Nooses showing up in D.C. area as hate incidents pop up around country (6/2/2017)
Confederate Flags With Cotton Found on American University Campus (9/27/2017)
Elisabeth Holmes / The Eagle

12. AUx1 Course Goals & Learning Outcomes
Goal #1: Students will learn the benefits of engagement with their new campus community.
Identify policies, programs, and support resources at American University (including staff, faculty, and peers) and discuss how they can contribute to their academic success and personal well-being
Orient themselves to campus and begin to engage with AU's policies, programs and support resources
Apply knowledge-based skills (e.g., time management, self-care, task prioritization) to develop healthy habits, to embrace change, and to cope with the stresses that often accompany major life transitions
Goal #2: Students will explore their identities as young adults.
Explore, define, and express their own identities, strengths, challenges, passions and goals orally and in writing
Prepare for future decision-making related to their academic course of study and career aspirations by applying critical thinking and transferable skills to develop realistic goals
Goal #3: Students will learn to become part of a diverse community.
Analyze the multiple aspects of diversity and inclusion and examine how those dimensions impact their and others' experiences at AU
Demonstrate empathy and respect for those whose experiences and opinions vary from their own
Practice respectful cross-cultural communication skills while effectively advocating for themselves and others

13. AUx1 Course Themes
Theme 1: Welcome Eagles To The American University Experience (AUx)
Online Welcome: Your Summer Introduction
Class 1: Introduction to AUx
Class 2: Freedom of Expression in the Classroom & on Campus
Class 3: Learning About Campus Resources
Theme 2: Navigating Your First Year Inside & Outside the Classroom
Class 4: Building Academic Success
Class 5: Budgeting Wisely
Class 6: Health & Wellness
Class 7: Managing Your Time & Finding Balance
Theme 3: A Culture of Inclusion
Class 8: Exploring Identities
Class 9: Diversity, Bias, & Privilege
Class 10: Finding & Creating Community on Campus
Class 11: Understanding Your Rights & Responsibilities
Theme 4: Looking Ahead
Class 12: Setting Goals for Your AU Experience
Class 13: Defining Leadership & Success
Class 14: Reflecting Back & Looking Ahead

14. AUx2 Course Goals & Learning Outcomes
Goal #1: Students will continue to explore and analyze the concepts of identity introduced in AUx1 – including but not limited to race, gender, and sexual expression, class, religion, and disability – as they pertain to society and themselves.
Examine the social and historical roles of race and ethnicity to establish a foundation for lifelong learning on a complex, dynamic topic
Explore the individual, group, and institutional dimensions of race and ethnicity, bias, and privilege from multiple academic perspectives
Goal #2: Students will explore and model ways of communicating and living in a diverse society, specifically by addressing divergent opinions on challenging topics.
Demonstrate research and analytical skills and express their thought and opinions in writing and in prepared presentations
Engage in civil discourse, monitored debates, and participate in allyship scenarios

15. AUx2 Course Themes Theme 1: Introduction & Key Concepts
Class 1: Introduction to AUx2
Class 2: Exploring Our Diverse Identities
Class 3: Bias & Discrimination In Our Classroom and Our World
Class 4: Examining Race and Class Privilege
Class 5: Race & Racial Formation
Theme 2: An Historic and Contemporary Lens
Class 6: Native American Exploration & Manifest Destiny
Class 7: Slavery's Realities & Resonance
Class 8: Abolition & the Early Women's Movement
Class 9: Immigration & Defining Whiteness and Otherness
Class 10: Emergence of a Modern Civil Rights Movement
Class 11: Intersections of Multiple Identities
Theme 3: Theory Into Practice
Class 12: Skill Building- Allyship
Class 13: Skill Building- Moderating Civil Discourse
Class 14: Letter Readings & Course Conclusion

16. Grading Assignments in AUx
All assessments have detailed instructions in Blackboard and will be scored using standardized rubrics
Students should review all instructions and the rubric in Blackboard before submitting each assessment
Excerpt from the AUx syllabus:
“Your work and participation in the course will NOT be assessed on the nature of your personal perspectives and opinions – there are no “right” or “wrong” ways to think. As outlined in the rubrics that follow, students will be evaluated on how well the perspectives and opinions expressed relate to the course concepts. This includes how clearly opinions and claims are supported by or connected to specific learning materials, illustrated by examples from other sources or lived experiences, and synthesized within the larger context of the course.”

17. Reflective Writing Rubric
Excellent
Good
Satisfactory
Needs Improvement
Unacceptable
Absent
Submission is on time
0 points
Assignment is submitted on time via Blackboard.
N/A
-20 points
Assignment is submitted late (within 24 hours), without instructor approval.
No submission OR assignment is more than 24 hours late (unexcused).
Relevance and completeness
23 to 25 points
Explicitly addresses all parts of the prompt(s), including any required references to assigned materials and/or experiences.
20 to 22 points
Attempts to address all portions of the prompt (including any required references to assigned materials and/or experiences), with occasional minor digressions or omissions.
18 to 19 points
Attempts to address all portions of the prompt (including any required references to assigned materials and/or experiences), with repeated minor omissions or digressions.
15 to 17 points
Substantially strays from the topic, omits one part of the prompt, OR fails to fully address two or more parts of the prompt (including any required references to assigned materials and/or experiences).
1 to 14 points
Fails to address the assigned topic OR omits more than one part of the prompt.
Mastery of content
Explicitly and thoroughly connects to assigned materials, preparatory work, and/or experiences (as prompted). Demonstrates thorough and accurate understanding of relevant course content and concepts.
Connects to assigned materials, preparatory work, and/or experiences (as prompted). Demonstrates accurate understanding of relevant course content with minimal errors or omissions.
Connections to assigned materials, preparatory work, and/or experiences (as prompted) are occasionally inadequate or incomplete. Demonstrates general understanding of relevant course content with occasional errors.
Understanding of relevant course content is somewhat superficial or inaccurate.
Fails to demonstrate understanding of relevant course content.

18. Reflective Writing Rubric
Excellent
Good
Satisfactory
Needs Improvement
Unacceptable
Absent
Reflection
23 to 25 points
Synthesizes and reflects upon course concepts, assigned materials, and/or experiences (as prompted). Reflections are specific, relevant, and supported by evidence.
20 to 22 points
Reflects upon course concepts, assigned materials, and/or experiences (as prompted). Provides supporting examples or evidence.
18 to 19 points
Reflects upon course concepts, assigned materials, and/or experiences (as prompted). Supporting examples or evidence are occasionally inadequate.
15 to 17 points
Reflection is superficial, lacks specific connections to course concepts and assigned materials/experiences, or relies heavily on unsubstantiated opinion.
1 to 14 points
Reflection is grossly inadequate and/or irrelevant to the topic.
0 points
No submission OR assignment is more than 24 hours late (unexcused).
Writing
19 to 20 points
Clear, concise, and well organized. Uses an appropriate style with minimal writing errors. Sources are properly cited, as needed.
17 to18 points
Well written and logically structured, with occasional minor writing or stylistic errors. Adequately cites sources, as needed.
15 to16 points
Includes frequent or repeated minor errors in writing, style, and/or citations.
13 to14 points
Includes one or more significant errors in writing, style, and/or citations.
1 to12 points
Submission is inappropriate, hard to read, sloppy, and/or fails to cite sources, as needed.
Formatting
5 points
Thoroughly adheres to all formatting requirements.
4 points
Attempts to adhere to all formatting requirements, with occasional minor errors.
3 points
Attempts to adhere to all formatting requirements, with repeated minor errors.
2 points
Fails to adhere to one formatting requirement.
1 point
Fails to adhere to two or more formatting requirements.

19. AUx Assessment Rigorous: uses control groups and econometric analysis
Mixed methods: employs quantitative and qualitative methods
Longitudinal: tracks student and program performance over time
Outcomes-Based: reports on key performance indicators and metrics to drive decision-making

20. AUx Assessment - Indicators
% rated “Almost Always” or “Most of the Time” (Spring 2017)
All First-Year
AUx1
AUx1 Control Group
I feel included on campus
I have a mentor who encouraged me to pursue my goals.
Do you take an active role in ensuring you have a positive experience at AU?

21. AUx Assessment - Indicators
% rated “Almost Always” or “Most of the Time” (Spring 2017)
All First-Year
AUx1
AUx1 Control Group
I understand how to navigate university services.
University communications are relevant to me.
When I have a problem on campus, I know where to go to resolve it.

22. AUx Assessment - Retention
What impact, if any, did being assigned to AUx have on retention?
95% first to second year retention for AUx students in the pilot
86% retention for the control group
89% retention for the overall AU population
Is there evidence of a retention increase for the pilot?
AUx students intend to return at a rate of 8 percentage points higher than those not in AUx.
Early returns (spring enrollment) shows that 99% of AUx students returned, compared to 97% not enrolled in AUx.

23. Preparing for the Future of AUx
Budget
Space and time constraints
Section-based diversity
Special populations
Recruitment and hiring process
Teacher training
Creating a campus culture
On-going assessment

24. Discussion
Our contact information:
Visit the AUx website
Andrea Malkin Brenner, PhD
Director, American University Experience (AUx)
AUx Curriculum Designer
Assistant Professor, Department of Sociology
Jimmy Ellis
Director, Student Success and Assessment
Office of Undergraduate Education and Academic Services