1. Scott Evenbeck, Ph.D. IUPUI July, 2009 IHEP Summer Academy Ft. Lauderdale, FL

2. Scott E. Evenbeck IUPUI University College 815 West Michigan Street Indianapolis, IN 46202 Phone: (317) 274-5032 Fax: (317) 278-2216 evenbeck@iupui.edu http://uc.iupui.edu

3. Learning communities have been transformational for higher education. As faculty, advisors, and others have come together across departments and across campus, learning communities have been the platform not only for transforming the first year of study but also for campuses to forge new partnerships and strategies for enhancing student success. Student success begins in the classroom, and learning communities provide the contexts for entering students to connect with one another and with their learning in ways that serve them well.

4. Can you remember your first semester in college? Why did you stay or why did you leave?

5.  The National Picture  Bringing It To Campus – What Can We Do?  The Results  Going Back To My Question – How Can We Provide A Context For Student Success?  Discussion

6.  Liberal Education and America’s Promise (LEAP) of Association of American Colleges and Universities (AACU)

7.  The Essential Learning Outcomes  The Principles of Excellence Source: Association of American Colleges and Universities. (2007). College Learning for the New Century.

8. Beginning in school, and continuing at successively higher levels across their college studies, students should prepare for twenty-first century challenges by gaining:

9. Knowledge of Human Cultures and the Physical and Natural World  Through study in the science and mathematics, social sciences, humanities, histories, languages, and the arts

10. Intellectual and Practical Skills  Inquiry and analysis  Critical and creative thinking  Written and oral communication  Quantitative literacy  Information literacy  Teamwork and problem solving

11. Personal and Social Responsibility  Civic knowledge and engagement —local and global  Intercultural knowledge and competence  Ethical reasoning and action  Foundations and skills for lifelong learning

12. Integrative Learning  Synthesis and advanced accomplishment across general and specialized studies

13. Principle One: Aim High and Make Excellence Inclusive  Make the Essential Learning Outcomes a framework for the entire educational experience, connecting school, college, work, and life

14. Principle Two: Give Students a Compass  Focus each student’s plan of study on achieving the Essential Learning Outcomes and assess progress

15. Principle Three: Teach the Arts of Inquiry and Innovation  Immerse all students in analysis, discovery, problem solving, and communication, beginning in school and advancing in college

16. Principle Four: Engage the Big Questions  Teach through the curriculum to far- reaching issues—contemporary and enduring—in science and society, cultures and values, global interdependence, the changing economy, and human dignity and freedom

17. Principle Five: Connect Knowledge with Choices and Action  Prepare students for citizenship and work through engaged and guided learning on “real-world” problems

18. Principle Six: Foster Civic, Intercultural, and Ethical Learning  Emphasize personal and social responsibility, in every field of study

19. Principle Seven: Assess Students’ Ability to Apply Learning to Complex Problems  Use assessment to deepen learning and to establish a culture of shared purpose and continuous improvement

20.  First Year Seminars  Learning Communities  Themed Learning Communities (TLC)  Bridge  Bridge + TLC

22.  Faculty  Academic Advisor  Student Mentor  Librarian

23. Students will begin to develop a comprehensive perspective on higher education.

24. Students will have the opportunity to experience a safe, supportive, and positive university learning experience, which includes the establishment of a network of staff, faculty, and other students.

25. Students will understand and begin to practice basic communication skills appropriate to the academic setting.

26. Students will begin the process of understanding critical thinking in the university context.

27. Students should begin to develop a knowledge of their own abilities, skills, and life demands so that they can develop these more effectively in pursuit of their academic goals.

28. Students should understand the role and make full use of IUPUI resources and services which support their learning and campus connections.

29. A wide variety of educational programs have the “learning community” label. In general, most learning communities consist of a cohort of students who take one or more courses together. Frequently, the courses are organized around a common theme and many learning communities require students to be involved in out-of-class activities. Some learning communities include a residential component. Even though they may be different features, participating in a learning community has generally been consistently linked to higher levels of student achievement, learning, and success (Taylor, Moore, MacGregor & Lindblad, 2003).

30.  Cohort Groups  First Year Seminar One of the courses

32.  3 or more linked courses including an integrative first year seminar connected through an interdisciplinary theme.  First year seminar is taught by an instructional team including a faculty member, academic advisor, librarian and student mentor  Faculty and instructional team members work together to integrate the curricula  Involve exciting opportunities for experiential learning (co-curricular/service learning experiences)

33. Non-major Specific:  For Love AND Money (English, Psychology, Math & Career Exploration Seminar)  Push it to the Limit: African American Perspectives and Expressions on Power in American Society (Sociology, Public Speaking & First Year Seminar)  Can’t We All Just Get Along? (Anthropology, Psychology, English and First Year Seminar) Major Specific: School of Education  Urban Community Past and Present (Examining Self as Teacher, History, English, First Year Seminar) School of Nursing  So…You Say You Want to Be a Nurse (Sociology, English Composition & Nursing Success Seminar)  Herron School of Art  Business  Engineering  Technology  Psychology  Forensic Science  SPEA  Social Work  Liberal Arts Complete listings and descriptions: http://tlc.iupui.edu/2007/index.html

34. Themed Learning Community Students learn through:  Museums (Eiteljorg, IMA, Indiana State Museum, Freedom Center)  Plays (at the Madame Walker Theater, IRT and more)  Festivals  Service Learning (community agencies, local schools, shelters, Juvenile Detention Center)  Meeting with NCAA president  Visiting a local mosque during Ramadan  Participating in a live global discussion with Israel  Interviewing with Channel 8 News

35.  What is the Bridge Program?  A two week program designed to transition students from high school to college  Free to students  Chance to meet other students and make college friends  A way to learn skills and information to prepare for college success  Joint program with University College and academic schools 35

36.  “Jump-Start Academic Careers”  Sharpen skills in math, writing & communications  Prepared & ready to start first semester college  Get to know campus & resources  Form connections with faculty, academic advisors & student mentors  Create friendships 36

38. Impact of Participation in a First-Year Fall 2007 Seminar: One-Year Retention Type of Admit First-Year SeminarNRetention RateAdjusted Rate Regular Admits Non-Participants17569% Participants145874% Overall163374% Conditional Admits Non-Participants6546%49% Participants60861%60% Overall67359%

39. Six-Year Graduation Rate - IUPUI (IN only) First-Time, Full-Time Cohort Cohort Year First Term Learning Community StatusnAve. SAT Ave. HS%ile Official Six-Year Graduation Rate 1 Pct. Completed any Degree or Certificate within Six Years 2 Dual Admits1999Participant27410947644%45% Non-participant11010857339%48% 2000Participant26810897647% Non-participant14411077446%48% UC Regular Admits1999Participant36210267345%48% Non-participant12210287138%39% 2000Participant34410257242%45% Non-participant10810257539% UC Conditional Admits1999Participant11678814217%19% Non-participant2708914211%14% 2000Participant10659044521%23% Non-participant3348994513%14% 1 The official six-year rate is based on completion of the degree or certificate within 150% of usual time to degree (e.g. 6 years for bachelors, 3 for associate). 2 Completed any degree or certificate within six years.

40. Comparison group – students who participated in a freshman seminar or learning community. *adjusted to control for significant covariates including: course load, gender, ethnicity, SAT scores, high school percentile ranks, units of high school math, and first-generation students. GPA and First Year Retention in the TLCs

41. 98% of students surveyed said they would recommend the Summer Bridge program to other first- year students. 2008 = 98% 2007 = 98% 2006 = 99% 2005 = 96%, 2004 = 98%

44.  11 TLC + Bridge Sections  33% of 2009 TLCs include Bridge  58% of 2009 Bridge sections include a TLC

45. “Case Study” Communicating Today’s Health Science Culture 45

46. NAvg. Fall GPA Avg. Predicted GPA Difference% below a 2.0 GPA DFW Rate Bridge- TLC 2002.962.860.1111%13.13% TLC3542.712.690.0316%18.16%

48. A TLC affords many opportunities for both students and faculty, and among the greatest of these is the coordination and collaboration among instructors to implement the theme across the courses such that students can acquire a deeper understanding of the theme via various modes and different perspectives. For example, our TLC theme deals with the issue of social justice, and students are able to examine social justice as it relates to education, service-learning, history, and writing. As students experience their instructors working together toward this end they come to appreciate the significance of, in this case, social justice issues and consider and reflect upon their own values as they relate to these issues. (Deborah Biss Keller, Ph.D., IU School of Education at Indianapolis/University College)

49. What amazes me about my TLC students is how deeply they engage in the theme and class activities. Months after a TLC is over, I will learn that students formed a Facebook site named after the TLC, or that groups of students revisited a field trip site together, like the art museum or a restaurant. Often, students email articles to me or stop by my office to talk about subsequent experiences that reminded them of the TLC. Last year, a student applied to participate in a filmmaker’s trip to Thailand after our TLC viewed a film about preventing child prostitution in that country. The students seem to incorporate the theme, and the knowledge gained in TLC classes, into their future lives. (Francia Kissel, TLC Faculty)

50.  The TLC helps students begin to see their academic work from multiple perspectives.  The integration of disciplinary concepts and assignments in the TLC allows students to take part in a more holistic learning experience.  Students often find comfort in attending most of their classes with the same students in the TLC, which is not an easy feat on a campus of 30,000 students. (David Sabol, TLC Faculty)

51.  Joan Pedersen: “ I have enjoyed developing creative assignments and engaging activities to teach my subject in a new way”  Robert Brown; “ Participating in the TLCs has made me a better listener to all of my students. It has also changed the way that I teach and explain things to students”  Deb Keller: “It has provided me with an opportunity to work with faculty outside my discipline. In addition, as I result of working in the TLCs, I have written and submitted for publication an article with a colleague in my school on civic engagement in the first year of college; and I have presented at a conference with another colleague in my school… on learning communities”  Bev Linde: “More satisfaction. Research opportunities. Shared colleagues from related but different disciplines. Enjoyed adding Sociology to the mix.”  Bob Osgood: “Reinforced beliefs in integrated curr(iculum). Strengthened bonds with students as a group & indiv(iduals). Kept me interested in first-year students. Allowed SL (service learning).”

52.  It was amazing to watch Mary Price, as she taught fall semester 2008’s SLA-S 100. The class was quiet, and many seemed to have a narrow set of life experiences thus far. Mary meets the student where they are, yet she requires them to stretch beyond their academic (and social!) comfort zones. Our course was linked with History and a Speech course. One morning, Mary brought in croissants and explained to the class the historical significance and the representations of the shape, etc. She showed how something so common, something that we take for granted, could have a deeper history, if we bothered to research, learn, and seek out that history. It was a transformative experience.  Serving as a instructional team member of a Bridge Themed Learning Community was one of the highlights of my 13 year advising career. As faculty, staff and students, we sang, we cried, we worked hard together and it all paid off. As I see the students around campus, I see proof of our bond- our superior communication and collaboration. The group of students was stellar and they will continue to be, due to their positive start.  The service learning experiences that my Themed Learning Community participated in left an indelible impression on my life and on my students. Often times, more is gained from stepping outside of ourselves to help others. We, then, view our own lives through a slightly different lens. This new perspective makes us better community members, better students or staff members. All IUPUI students should take the time to serve! (Shannon Kelley, TLC Advisor)

53.  It taught me about the community and enhanced my global view of the world.  The pairing of the classes really emphasized how different academic disciplines influence one another  All classes were connected- so at times we were learning diff aspects of one subject  It helped the instructors focus more on me as an individual I didn't feel like just another number in a classroom  The TLC experience contributed to my learning through being with the same students which in return allowed me to become comfortable with speaking openly in public as well as express my opinion.

55.  Helps to facilitate the transition from high school to college;  Is positively related to high levels engagement during college;  Positive educational outcomes, including grades;  Desired learning outcomes;  Satisfaction with college;  Persistence and graduation rates;  Greater openness to diversity; and  Lower levels of binge drinking behaviors

56. Research has provided strong, consistent support for this premise, finding that engagement is positively related to learning outcomes

57. Learning communities with courses or discussion groups that were intended to help students integrate course material, and learning communities that required student to participate in out-of-class activities, had consistent positive relationships with a wide range of student engagement and learning outcomes (National Survey of Student Engagement, 2007).

58.  First and foremost, participating in a learning community has little direct effect on learning outcomes.  Learning community membership was directly associated with higher levels of student engagement.  Learning community faculty members and other institutional personnel would be well advised to focus on what students will do to learn, rather than simply what students will learn.

60. “I say make it possible for every student to participate in at least two high impact activities during their undergraduate program, one in the first year, and one later related to their major field. The obvious choices for the first year are first-year seminars, learning communities, and service learning. A common intellectual experience should be a non- negotiable organizing principle for these early college activities. In the later years of college, study abroad, internships and other field experiences, and a culminating experience are all possible.”

61. High Impact Activities   First-Year Seminars and Experiences  Common Intellectual Experiences  Learning Communities  Writing-Intensive Courses  Collaborative Assignments and Projects  Undergraduate Research  Diversity/Global Learning  Service Learning, Community-Based Learning  Internships  Capstone Courses and Projects Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute.

62. Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute.

63. Effects of Participating in High-Impact Practices on Deep/Integrative Learning and Gains Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute.

64. Marked by 6 Conditions 1. Time on Task Activities demand students devote considerable time & effort to purposeful tasks. Most require daily decisions that deepen students’ investment in the activity. 2. Faculty and Peer Interaction Nature of activities puts students in circumstances that essentially demand interaction with faculty and peers about substantive matters over a period of time. Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute.

65. Marked by 6 Conditions 3. Interaction with Diversity Participation increases the likelihood that students will experience diversity through interaction with people who are different from themselves. Students are challenged to develop new ways of thinking & responding to novel circumstances. 4. Frequent Feedback May be faculty, internship supervisors, peers, others. Close proximity may provide opportunities for nearly continuous feedback. Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute.

66. Marked by 6 Conditions 5. Connections between learning context and real- world settings Opportunities for students to see how what they are learning works in on and off campus settings. 6. Occur in context of Coherent, Academically Challenging Curriculum Infused with opportunities for active, collaborative learning. Students better understand themselves in relation to others and the larger world. Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute.

67. 1. Engagement in the first year is essential to student persistence & success 2. Some students appear to benefit more than others from the same educational programs or practices Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute. Results: Engagement & Retention

68. Effect of Engagement on FY GPA by ACT Scores Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute.

69. Source: Kinzie & Evenbeck, “Setting up Learning Communities That Connect with Other High Impact Practices,” Washington Center, Learning Community Summer Institute.

72.  Washington Center for Improving the Quality of Undergraduate Education National Learning Community Institute (http://www.evergreen.edu/washcenter/home.asp)http://www.evergreen.edu/washcenter/home.asp  Conference: National Learning Communities Conference, November 12-14, 2009, Marietta, GA (http://www.kennesaw.edu/fyp/learning_communities/nlcc/2009/index.html)http://www.kennesaw.edu/fyp/learning_communities/nlcc/2009/index.html  Journal of Learning Communities Research (http://www.kennesaw.edu/jlcr/)http://www.kennesaw.edu/jlcr/  Networks  Atlantic  California Learning Communities Consortium – (http://www.callearn.org/)http://www.callearn.org/  Illinois Consortium of Learning Communities  Southern  Websites  Lumina Foundation for Education - (http://www.luminafoundation.org/)http://www.luminafoundation.org/  Association of American Colleges and Universities (AAC&U) – (http://www.aacu.org/)http://www.aacu.org/  National Resource Center for the First-Year Experience and Students in Transition -(http://www.sc.edu/fye/)http://www.sc.edu/fye/  Foundations of Excellence in the First College Year – (http://www.fyfoundations.org/)http://www.fyfoundations.org/