First-Year Learning Communities at WCU Report

Transcription

First-Year Learning Communities at Western Carolina University
2011
First-Year Learning Communities
at Western Carolina University
Faculty Learning Community for Learning Communities
9/21/2011
1
REPORT:
DATE:
Monday, September 21, 2011
TO:
Dr. David Belcher
2011
Dr. Beth Lofquist
Dr. Carol Burton
FROM:
The Faculty Learning Community for Learning Communities
Glenda Hensley (Chair), First Year Experience
Margaret Bruder, English
Robert Crow, Coulter Faculty Commons
Janina DeHart, Academic Success Program
Michael Despeaux, Career Services
Kurt Frederick, College of Education and Allied Professions
Enrique Gomez, Chemistry and Physics
John Habel, Psychology
Stephanie Sue Helmers, Residential Living
Scott Philyaw, Mountain Heritage Center
Nory Prochaska, Mathematics Tutoring Center
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2011
CONTENTS
EXECUTIVE SUMMARY
1.
Introduction
--------------------------------------------------- 4
2.
First-Year Learning Communities At WCU ------------ 5
3.
Institutional Comparison ------------------------------------- 6
4.
Challenges and Strategies ------------------------------------ 7
5.
Recommendations for Potential Models ----------------- 8
6.
Assessment ------------------------------------------------------- 9
7.
Action Timeline ------------------------------------------------- 9
8.
Works Cited ------------------------------------------------------ 11
APPENDICES
A.
History of Learning Communities at WCU ------------ 13
B.
Learning Outcomes -------------------------------------------- 15
–
–
–
C.
LC Outcomes
LC Outcomes Figures
QEP Outcomes
Institutional Comparison ---------------------------------–
–
22
UNCG Site Visit Report
Peer Institutions Comparison Chart
D.
Learning Community Management & Organization - 28
–
LC Development Cycle
–
LC Proposal Form
E.
Faculty Scholarship --------------------------------------------- 30
F.
Lead Living-Learning Communities ---------------------- 31
G.
Academic Learning Communities ------------------------- 34
H.
WHEE Teach: A CEAP Learning Community --------- 35
I.
Assessment ------------------------------------------------------- 36
–
2006 Learning Community Perspectives
–
FYE Assessment Data Audit Report
–
FYE Assessment Model Development
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EXECUTIVE SUMMARY
1. INTRODUCTION
In recent years, many colleges and universities have adopted learning communities as a means of
connecting with students, improving student learning, and increasing retention rates. Many faculty
and staff at Western Carolina University wished to explore the suitability of Learning Communities at
WCU. Feedback from a series of campus-wide meetings indicated a sufficient level of campus
interest in Learning Communities to establish a group to formally explore their suitability here.
Using the formal structure provided by the Coulter Faculty Commons ‗Faculty Learning
Communities‘, the group‘s goal was to better understand Learning Communities through:
 a literature review,
 an examination of practices at other institutions, including several within the UNC system,
and
 a review of our historical experience with Learning Communities over the last 15 years.
Our group‘s examination of the literature and research at other institutions clearly demonstrates the
potential of Learning Communities to enhance the student learning experience and improve
retention—an important reason for the increasing adoptions of Learning Communities in higher
education (See Appendix C). Similar studies from the 1990s informed WCU‘s initial decisions.
Based on the recommendations of the General Education Review Committee (1998) and the Liberal
Studies Oversight Committee (2000), WCU became an early adopter of Learning Communities, only
to find them less successful than hoped. In 2005, WCU suspended its institutional mandate to
implement Learning Communities. Currently, WCU‘s few learning communities are created at the
faculty/staff level with minimal institutional support. While we lack formal assessment data,
evidence suggests that Learning Community students have achieved positive learning experiences as
well as higher retention rates and academic performance. A more complete institutional history is
included in Appendix A. Student perceptions of several WCU Learning Communities are included in
Appendix I.
These facts prompted the group to approach a recommendation grounded in institutional history
alongside the current imperatives to strengthen student learning outcomes as defined by the Quality
Enhancement Plan. The group committed to a thorough process that would involve strategic
planning, research, and creative vision to craft a recommendation, recognizing barriers to success as
well as the potential benefits; recognizing that if Learning Communities are to succeed, WCU must
work as a community of faculty, staff, and administrators to find sustainable structures to support
holistic approaches to student learning.
We recommend that WCU reintroduce institutional support for Learning Communities. Research
strongly supports the positive role of Learning Communities in enhanced student learning and
improved retention—two areas of current concern to our university.
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2. FIRST-YEAR LEARNING COMMUNITIES AT WCU
First-year Learning Communities at Western Carolina University have followed several models over
the last fifteen years, some comprehensive and some minimal in structure. (See Appendix A for a
brief historical summary.)
WCU piloted a program of Learning Communities as part of the initial implementation of the Liberal
Studies Program that grew out of the General Education Review (ending in 1999). They were
intended to implement the Integration of Knowledge Fundamental Principle of General Education and
consisted of cohorts of students and instructors in grouped courses who participated in out-of-class
interactions aimed at revealing connections between disciplines. Participation in a learning
community was a liberal studies program requirement.
The implementation of learning communities took two forms, both designed for first-year students:
(1) Courses in Common, consisting of two classes with little interaction between faculty, and (2)
closely coordinated Learning Communities which typically included one or two liberal studies
courses and a section of USI 130 (the University‘s transition course)as the second or third class. All
were administratively managed through the office of Academic Affairs. Some Learning
Communities included a strong residential component, as students were also housed on the same
floor of a residence hall.
The Advising Center manually enrolled students into respective Learning Communities; a
cumbersome but reliable process. In 2005, issues related to the implementation of the Banner
student information system prevented automatically grouping courses for student registration, and,
except for exceptions and additional pilots, the decision was made to suspend the mandate for
Learning Communities or other forms of grouped courses as Liberal Studies requirements. Despite
the absence of a permanent program or institutional charge, some faculty and staff instructors
continued to voluntarily collaborate to create, teach and assess learning communities. In 2010 and
2011, a select group of faculty, staff, and administrators initiated an informal pilot to re-examine
barriers and opportunities related to implementing Learning Communities here at Western Carolina
University.
Evidence revealed that some students enrolled in Learning Communities exhibited stronger academic
performance as well as significantly higher retention rates. These successes are presumed to be the
result of more planning and course integration by faculty, more buy-in by students, and a greater
coherence between and connectivity within the courses. In general, the basic student/faculty
relationship was enriched as a result of active participation of faculty in the grouped course efforts.
The goals and learning outcomes associated with Learning Communities are aligned with Western
Carolina University‘s Quality Enhancement Plan, particularly its focus on the integration of
information and synthesis of curricular and co-curricular experiences. This group has identified a set
of core outcomes to serve as an overarching framework for Learning Communities in general, while
acknowledging that each may choose to include additional learning outcomes appropriate to the
specific Learning Community design and goals. (See Appendix B for a model of suggested learning
outcomes and to review the QEP outcomes.)
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In his Involvement Theory, Alexander Astin (1985) asserts that students who spend more time with
faculty outside of their classroom are more likely to complete college and excel. George Kuh (2008),
in association with the Association of American Colleges and Universities, defines Learning
Communities as a high impact educational practice:
The key goals for learning communities are to encourage integration of learning across courses
and to involve students with ―big questions‖ that matter beyond the classroom. Students take
two or more linked courses as a group and work closely with one another and with their
professors. Many learning communities explore a common topic and/or common readings
through the lenses of different disciplines. Some deliberately link ―liberal arts‖ and
―professional courses‖; others feature service learning.
3. INSTITUTIONAL COMPARISON
Learning Communities have long been utilized by colleges and universities across the country to
meet a variety of goals. The most common goals include deepening student learning, creating a sense
of connection among ideas, and creating a deeper sense of community (MacGregor, Tinto, &
Lindblad, 2001).Moreover, after reviewing 70 assessment studies of learning communities, these
scholars found the following results:
 students fare better academically, socially and personally, (particularly at-risk,
underrepresented or students generally performing below a 2.0 average);
 student learning is deeper, more integrated, and more complex;
 faculty show significant gains in personal, social and professional development;
 both faculty and students develop a greater sense of community; and
 faculty and students gain greater sensitivity to and respect for other points of view, cultures
and people.
The strategies to implement Learning Communities vary. Often, a single institution will employ a
variety of models to meet the needs of different students. The term ‗Learning Community‘ often
refers to a set of at least two linked courses that enroll the same students and provides for an
integrated curriculum, which may or may not have a residential component. In residence life, groups
of students living together in a residence hall may be referred to as a ―living‖ Learning Community.
These groups may or may not have a common course linking their in- and out-of-class experiences.
These most basic conceptions of Learning Communities then take on a variety of structures
according to the needs, support structures, and leadership of a particular institution. Among the
most typical varieties of Learning Communities found are:
 Linked Courses (two classes ―linked‖ under a common theme)
 Freshman Interest Groups or FIGs (small groups of students pulled out of two larger lecture
courses for a common discussion group)
 Clustered or Federated Courses (students taking three or more courses together in which
they are the only members of the class)
 Coordinated Studies (students taking all their courses together in one block of time)
 Residential Learning Communities (students enrolled in one or more classes and living
together in a residence hall
 Residential Colleges (students taking multiple courses, typically core curriculum, and living
together in a designated residence hall)
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Positive outcomes are consistent across different models. Those Learning Communities that
integrate strong residential programs, have committed staff and peer mentors, and emphasize
interdisciplinary collaboration among faculty produce richer learning experiences for both students
and faculty.
In the summer of 2011, a small delegation from WCU went on a site visit to UNC Greensboro
where Learning Communities have been very successful in a variety of formats. There, Chancellor
Brady has made the implementation of Learning Communities an institutional imperative for all firstyear students. (For a full report, see Appendix C.)
4. CHALLENGES AND STRATEGIES
Challenges
This group began with an assessment of the real and perceived barriers to success, knowing that it
would be irresponsible to recommend any action that did not first seek solutions to existing
concerns. A series of campus conversations were conducted to collect and document the
institutional memory and perceptions. Historically, the main barriers to the ongoing success of
Learning Communities at Western Carolina University have been either technical or resource-based.
Our primary challenges include:
 Before Banner was introduced, it was labor-intensive for advisors to manually enroll
students.
 During and immediately after the implementation of Banner, it was difficult to control
registration for combined courses.
 There has been a perceived conflict of interest between the greater University and individual
departments regarding the limited number of spaces allowed for first-year courses and the
resulting exclusion of upper-class students or non-participants in specific sections.
 Faculty are neither compensated nor rewarded in the tenure and promotion process for the
extra time and effort required to build combined courses or courses-in-common.
Strategies:
The current models of Learning Communities at Western Carolina University involve collaborative
partnerships among faculty and staff working to do what is in the best interest of student learning
and experience. Successful implementation of Learning Communities will in turn support university
goals for retention and persistence.
Therefore, WCU should consider the following strategies:
 Early (and ongoing) institutional commitment is required, evident in a multi-year cycle. The
process of identifying instructors and other partners must begin as early as a full year prior to
offering the course. Department and college support must be secured, and the courses must
be built in Banner in time for admissions, academic advising professionals, Orientation, and
other offices to promote the experiences and enroll students. (See Appendices D.)
 Time, training, and resources must be provided for instructors, residential living, and other
allies to develop their courses and collaboration.
 Learning Communities should be centrally managed to ensure continuity and successful
outcomes.
 Credit should be awarded to faculty and staff who participate in Learning Communities
(departmental CRDs and other performance evaluations).
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In his landmark 1990 publication, Scholarship Reconsidered: Priorities of the Professoriate, Ernest Boyer
encouraged faculty engagement in meeting the scholarly needs of the university community and in
recognizing the importance of academic synthesis and integration in teaching. These activities are
elements of a new model for scholarship that recognizes the full range of scholarly activity. Many
members of the faculty at WCU would enthusiastically participate in First-Year Learning
Communities if the ―Boyer Model,‖ which WCU formally adopted some years ago, played a more
central role in acknowledging and rewarding participation in Learning Communities in the
tenure/promotion/retention process. (See the statement about scholarship in Western Carolina
University‘s Faculty Handbook 2011-12, section 4.04, part C in Appendix E.)
In addition to the stated strategies, we call upon both our Faculty Senate‘s Collegial Review Council
and our Office of the Provost to encourage academic departments to recognize that work in FirstYear Learning Communities is worthy of the same rewards as traditional research when this work
meets the same standards; i.e., the work is methodologically rigorous, makes a significant
contribution, receives peer review and is made public. The work of faculty in First-Year Learning
Communities is especially congruent with two of the four forms of scholarship within the ―Boyer
Model:‖ the scholarship of integration and the scholarship of teaching and learning. According to
the WCU Faculty Handbook, the scholarship of integration involves synthesis of information across
disciplines, across topics within a discipline, or across time. Textbooks, bibliographies, and book
reviews are examples of this type of scholarship. The scholarship of teaching and learning is the
systematic study of teaching and learning processes. It differs from scholarly teaching in that it
requires a format that will allow public sharing and the opportunity for application and evaluation by
others.
5. RECOMMENDATIONS FOR POTENTIAL MODELS
We recommend an approach that includes various structures and combinations of courses to better
reflect the diversity of our university makeup. Conceptually and structurally, Learning Communities
may be Living-Learning Communities (LLCs) or may be designed as academic cohorts (ALC)
without the living component intentionally integrated. We also recommend a variety of
organizational frameworks that include concurrent (cohorts enrolled during the same semester);
sequential (one course in fall, followed by one course in the spring); and hybrid (combine a cohort of
two fall courses with one spring class) structures. These are but a few of the options that can serve
as frameworks:
 Combine one transition course with intentional residential program designs. This structure is
now piloting a redesigned model with the LEAD LLC‘s as a collaborative partnership with
the Office for Leadership and Student Involvement, Residential Living, and First Year
Experience. (See Appendix F for details.)
 Combine two academic discipline courses, one being a liberal studies first-year Seminar. This
model is currently a small pilot with three cohorts for fall. All three are a sequential structure
in which students enrolled in a fall section of a seminar will then enroll in the same English
101 in the spring. (See Appendix G for details.)
 Combine a transition course taught by a professional staff instructor with an academic
discipline course, such as a first-year seminar or other liberal studies course.
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2011
Combine two transition courses (each capped at 25) with a larger liberal studies or other
academic discipline course, thus alleviating the enrollment concerns for a course that may
normally cap at 50.
Nest a Learning Community cohort within a larger course.
Develop additional residential college models, exemplified at Western Carolina University by
the Honors College.
Develop frameworks that emphasize relationships with specific majors alongside additional
course options, such as transition courses or first-year seminars. (See Appendix H for
information about WHEE Teach.)
6. ASSESSMENT
Although we have not yet conducted an extensive assessment, evidence from earlier iterations of
Learning Communities suggests that our students have achieved positive learning experiences as well
as higher retention rates and academic performance.
The 2011-12 FY Learning Communities will employ a series of formal and informal data collection
strategies that will lead to a formal assessment plan as the pilot expands. In the fall of 2011, the
Office of First Year Experiences will implement an assessment plan designed by the FYE Cabinet in
collaboration with the Office of Institutional Effectiveness and Planning. We will utilize this
assessment framework to ground plans specific to Learning Communities. (Please reference
Appendix I for a draft of the FYE plan that is still under development.)
7. ACTION TIMELINE
Summer 2011:



Complete the report and presentation for early fall
Invite the Chancellor and Provost, and Carol Burton to a meeting in September.
Share our vision and seek feedback from their perspectives.
Fall 2011:





Proceed with developing examples and models. Invite instructors/courses for an expansion
of the ‗pre-pilot‘ continuation for next fall.
Provide support, track progress, and evaluate strategies and outcomes that will advance the
goals.
Document a literature review or an annotated bibliography as a resource.
Implement assessment strategies tied to the course implementation structure.
Collect data to inform progress and adjustments indicated.
January/February 2012:

Build new first-year learning community cohorts with the help of all stakeholders.
Spring– 2012



Host a series of campus presentations to provide updates and share the summer retreat
proposal.
Make plans and arrangements for the summer retreat.
Analyze assessment data from fall and draft a formative report brief.
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Summer 2012:


Use the retreat to launch teams that will collaborate to develop a series of first-year learning
communities to be implemented in the fall of 2013. This will provide faculty a full year to
plan and from a solid academic and structural foundation.
Develop formal assessment strategies that will be used to guide and inform the development
and implementation of learning community cohorts and models.
Fall 2012


Facilitate building of cohorts and work with teams to provide assistance that we can help to
arrange.
Continue to include assessment and data collection as an integral element of the process.
Spring 2013:

Continue to be a resource for the planning teams and to function as a support/task force.
Fall 2013:


Offer a selection of cohorts and models that evolve from the planning process.
Plan to include a wide representation of disciplines and colleges and models in cohort
offerings.
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WORKS CITED
Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College
Student Development, 40(5), 518-529.
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco, CA: Jossey-Bass.
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter.
Washington, DC: Association of American Colleges and Universities.
MacGregor, J., Tinto, V., & Lindbald, J. (2001). Assessment of innovative efforts: Lessons from the
learning community movement. In L. Suskie (Ed.), Assessment to promote deep learning: Insight
from AAHE’s 2000 and 1999 assessment conferences (pp. 41-48). Washington, DC: American
Association of Higher Education.
Western Carolina University. (2011-12). Faculty Handbook: University Standards for Collegial Review.
(Section 4.04, part C, http://www.wcu.edu/10323.asp). Cullowhee, NC: Western Carolina
University.
Western Carolina University. (2005). Synthesis: A pathway to intentional learning at Western Carolina
University (The Quality Enhancement Plan Learning Outcomes,
http://www.wcu.edu/WebFiles/PDFs/QEP_Outcomes__Metarubrics_27Oct09.pdf ).
Cullowhee, NC: Western Carolina University.
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APPENDICES
A.
History of Learning Communities at WCU ------------ 13
B.
Learning Outcomes -------------------------------------------- 15
–
–
–
C.
LC Outcomes
LC Outcomes Figures
QEP Outcomes
Institutional Comparison ---------------------------------–
–
22
UNCG Site Visit Report
Peer Institutions Comparison Chart
D.
Learning Community Management & Organization - 28
–
LC Development Cycle
–
LC Proposal Form
E.
Faculty Scholarship --------------------------------------------- 30
F.
Lead Living-Learning Communities ---------------------- 31
G.
Academic Learning Communities ------------------------- 34
H.
WHEE Teach: A CEAP Learning Community --------- 35
I.
Assessment ------------------------------------------------------- 36
–
2006 Learning Community Perspectives
–
–
FYE Assessment Model Development
12
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APPENDIX A
History of Learning Communities at WCU
WCU piloted a program of Learning Communities as part of the initial implementation of the Liberal
Studies Program that grew out of the General Education Review (ending in 1999).
According to the General Education Review Committee, Learning Communities were intended to
―implement the Integration of Knowledge Fundamental Principle of General Education. The goal of
participation in a learning community is to discover and appreciate the relatedness of disciplines and
knowledge. Learning Communities consist of cohorts of students and instructors in grouped courses
who participate in out-of-class interactions aimed at revealing connections between disciplines.
Learning communities will be organized in a variety of formats reflecting faculty and student
interests, schedules, and resources. Examples of course groupings include: a writing course + another
core course + a perspectives course, or an oral communication course + another core course + a
perspectives course, or a freshman seminar + a writing course + a perspectives course. Students in
majors that begin in the freshman year (Art, Music) will be accommodated by including major
courses in the groupings. Participation in a learning community is a general education requirement.‖
The initial attempts to implement learning communities took two forms for first year students:
Courses in Common (CC), consisting of two classes with little interaction between faculty, and
closely coordinated Learning Communities (LC) of 2-3 classes. The LCs typically included USI 130
as the second or third class. All CCs and LCs were administratively created through the office of
Academic Affairs. The Advising Center then manually enrolled students in the LCs.
Over a four-year period in the early 2000s, between 6 and 17 genuine LCs were offered each fall,
along with varying numbers of the less structured CC groups. Some of these LC groupings were
quite successful in terms of faculty commitment, student participation, and student success. In 2005,
issues related to the implementation of the Banner student information system prevented grouping
courses for student registration, and it was decided to put grouped courses (both LC and CC) aside
for the time being as a strategy and as a Liberal Studies requirement.
In some years, emphasis was placed on using the groupings as a strategy to support students with
lower entering SAT scores. For example, in 2003, the average SAT for the students participating in
Learning Communities was 985, compared to 1029 for students not in any kind of grouped courses.
Entering GPAs were closer (0.1 lower for LC participants). Even with the lower SAT scores of LC
students, retention rates were comparable for the two groups. This suggests that LC participation is
somewhat helpful (using SAT as a predictor of persistence, the LC group would be expected to have
lower retention). Generally the course groupings with no interdisciplinary or beyond-classroom
faculty interaction saw little improvement over non-grouped courses in student satisfaction.
Initially, some LCs included a strong residential component as LC students were also housed on the
same floor of a residence hall. Anecdotal evidence suggests that some groups found this
arrangement to be too much togetherness. Several students indicated that were not interested in
social interactions with the LC as they believed they were already spending a lot o time together in
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their classes. Anecdotal evidence suggests that a looser residence hall arrangement (same hall, but
not same floor), tended to work better. The success of the classes also depended on the inherent
leadership in the student groupings. There were cases of LCs that were not successful if the natural
social leaders among the students were not strongly academically inclined. In other cases, LCs
exhibited stronger academic performance as well as significantly higher retention rates. These
seemed to be the result of more planning and course integration by faculty, more buy-in by students,
and an overall greater coherence and connectivity within the courses. In general, basic
student/faculty relationship was enriched as a result of active participation of faculty in the grouped
course efforts. However, the students preferred social interactions with their own age cohort, and
efforts to include faculty, even within the residence hall, in social activity met with limited success.
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APPENDIX B
First-year Learning Community Learning Outcomes
First-Year Students who participate in a Learning Community will know how to: (Knowledge)
A. Integrate information from more than one discipline as evidenced in their successful
completion of interdisciplinary• assignments and by their responses to selected items on the
Beginning College Students Survey of Engagement (BCSSE) and on the National Survey of
Student Engagement (NSSE).
B. Collaborate outside the classroom with other students in their LC to master course material
as demonstrated by reflective writings on the Education Briefcase (eBriefcase) and focusgroup interviews.
C. Determine community dynamics as evidenced by the development and implementation of
agreed upon rules and guidelines.
First-Year Students who participate in a Learning Community will be able to: (Skills)
D. Explore connections between disciplines, between personal experience and academic studies,
between curricular and co-curricular activities as evidenced by eBriefcase artifacts.
E. Reconsider their goals and values in relation to course material and those of others in the LC
and larger university community as demonstrated by reflective writings on the eBriefcase and
focus-group interviews.
F. Organize learning and social events that enhance members‘ positive experience of their LC
as evidenced by the content of student satisfaction surveys and event evaluations.
First-Year Students who participate in a Learning Community will consider themselves to be
individuals who: (Dispositions/Attitudes)
G. Actively participate in their community, creating learning and social events that enhance the
experience of all community members as evidenced by student satisfaction surveys and event
evaluations.
H. Cultivate relationships with others that promote their positive integration into the university
community as indicated by their reflective writings on the eBriefcase and focus-group
interviews.
I. Interact in positive ways with diverse students as demonstrated by reflective writings on the
eBriefcase and focus-group interviews
* Interdisciplinary Education:
An educational approach in which students from two or more disciplines collaborate in the
learning process with the goal of fostering inter-professional interaction that enhances the
practice of each discipline.
*Multidisciplinary:
Of, relating to, or making use of several disciplines at once: a multidisciplinary approach to
teaching (Social Science / Education)
Of or relating to the study of one topic, involving several subject disciplines
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Learning Community Outcomes: Knowledge - Skills - Disposition
Figure 1.1
Knowledge
Learning
A
Integrate information from more than one discipline as evidenced in their successful completion of interdisciplinary assignments.
B
Apply college-level study strategies and skills (e.g. time management, note taking) to their academic coursework as demonstrated by
their responses to selected items on the Beginning College Students Survey of Engagement (BCSSE) and on the National Survey of
Student Engagement (NSSE)
C
Collaborate with other students in their LC to master course material as demonstrated by reflective writings on the eBriefcase about
working together outside of class on course assignments (e.g. attending peer-led study groups) and focus-group interviews
D
Make effective use of university resources to enhance academic success (e.g. books and other print materials in the library, online
data bases, events, workshops, etc.) as measured by their GPA, reflective writings on the eBriefcase, and/or focus-group interviews
E
Determine community dynamics as evidenced by the development and implementation of agreed upon rules and guidelines
Leadership
Skills
F
Achieve positive integration into a diverse university community as demonstrated by their responses to selected items on the
Beginning College Students Survey of Engagement (BCSSE) and on the National Survey of Student Engagement (NSSE), writings
on the eBriefcase, and focus-group interviews
G
Collaborate with other students in their LC to master course material as demonstrated by reflective writings on the eBriefcase
about working together outside of class on course assignments (e.g. attending peer-led study groups) and focus-group
interviews.
H
Make effective use of university resources to enhance academic success (e.g. books and other print materials in the library,
online data bases, events, workshops, etc.) as measured by their GPA, reflective writings on the eBriefcase, and/or focusgroup interviews
I
Organize learning and social events that enhance members’ positive about their LC as evidenced by the content of student
surveys
Disposition
Living
J
Actively participate in their community, creating learning and social events that enhance the experience of all community
members as evidenced by student satisfaction surveys and event evaluations
K
Cultivate relationships with faculty members and student peers that promote their positive integration into to the university
community as indicated by their reflective writings on the eBriefcase and focus-group interviews
L
Interact in positive ways with diverse students as demonstrated by reflective writings on the eBriefcase and focus-group
interviews
M
Explore connections between disciplines, between personal experience and academic studies, between curricular and cocurricular activities as evidenced by eBriefcase artifacts.
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Learning Community Outcomes: Knowledge - Skills - Disposition
Figure 1.2
Learning
Living
Leadership
Leadership
Living
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Learning Community Knowledge Objectives
Figure 1.3
Learning Community
Knowledge Objectives
Knowledge
A
B
Leadership
Learning
Living
C
D
Integrate information from more than one
discipline as evidenced in their successful
completion of interdisciplinary assignments.
Apply college-level study strategies and skills
(e.g. time management, note taking) to their
academic coursework as demonstrated by their
responses to selected items on the Beginning
College Students Survey of Engagement (BCSSE)
and on the National Survey of Student
Engagement (NSSE)
Collaborate with other students in their LC to
master course material as demonstrated by
reflective writings on the eBriefcase about
working together outside of class on course
assignments (e.g. attending peer-led study
groups) and focus-group interviews
Make effective use of university resources to
enhance academic success (e.g. books and
other print materials in the library, online data
bases, events, workshops, etc.) as measured by
their GPA, reflective writings on the eBriefcase,
and/or focus-group interviews
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2011
Learning Community Skills Objectives
Figure 1.4
Learning Community
Skills Objectives
Skills
F
Leadership
G
Learning
Living
H
I
Achieve positive integration into a diverse university
community as demonstrated by their responses to
selected items on the Beginning College Students
Survey of Engagement (BCSSE) and on the National
Survey of Student Engagement (NSSE), writings on
the eBriefcase, and focus-group interviews
Collaborate with other students in their LC to master
course material as demonstrated by reflective
writings on the eBriefcase about working together
outside of class on course assignments (e.g.
attending peer-led study groups) and focus-group
interviews.
Make effective use of university resources to
enhance academic success (e.g. books and other
print materials in the library, online data bases,
events, workshops, etc.) as measured by their GPA,
reflective writings on the eBriefcase, and/or focusgroup interviews
Organize learning and social events that enhance
members’ positive about their LC as evidenced by the
content of student surveys
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Learning Community Disposition Objectives
Figure 1.5
Learning Community
Disposition Objectives
Disposition
J
Leadership
K
Learning
Living
L
M
Actively participate in their community, creating
learning and social events that enhance the
experience of all community members as evidenced
by student satisfaction surveys and event evaluations
Cultivate relationships with faculty members and
student peers that promote their positive integration
into to the university community as indicated by their
reflective writings on the eBriefcase and focus-group
interviews
Interact in positive ways with diverse students as
demonstrated by reflective writings on the eBriefcase
and focus-group interviews
Explore connections between disciplines, between
personal experience and academic studies, between
curricular and co-curricular activities as evidenced by
eBriefcase artifacts.
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2011
Quality Enhancement Plan (QEP) Learning Outcomes
From: http://www.wcu.edu/WebFiles/PDFs/QEP_Outcomes__Metarubrics_27Oct09.pdf
Synthesis: A pathway to intentional learning at
Western Carolina University
Learning Goals and Outcomes
The overarching goal is to empower students to integrate knowledge and skills from their academic
and co-curricular experiences to become intentional participants in their own learning. To that end,
WCU hopes to impact students‘ understanding of self, intellectual flexibility and versatility, and
capacity for integrated learning. As a result, WCU expects students to:
1. identify their aptitudes, abilities, and interests and articulate their future goals and
aspirations;
2. modify their behaviors and values in response to knowledge and skills gained from their
academic and co-curricular experiences; and
3. recognize the synthesis of their university experiences relative to their future education
and career plans.
To achieve the expected learning goals, WCU has identified a set of core skills and behaviors
(outcomes) that are central to a student‘s development as an integrated, intentional learner.
These core expectations include the ability to:
Integrate information from a variety of contexts – Students will make connections between personal interest
and abilities, Liberal Studies, programs of study, general electives, and experiential learning
opportunities, and other co-curricular activities; and relate the implications/value of these
connections to ‗real world‘ scenarios.
Solve complex problems – Students will identify the dimensions of complex issues or problems; analyze
and evaluate multiple sources of information/data; apply knowledge and decision-making processes
to new questions or issues; and reflect on the implications of their solution/decision.
Communicate effectively and responsibly – Students will convey complex information in a variety of
formats and contexts; identify intended audience and communicate appropriately and respectfully.
Practice civic engagement –Students will identify their roles and responsibilities as engaged citizens by
considering the public policies that affect their choices and actions; by recognizing commonalities
and interdependence of diverse views/values; and by acting responsibly to positively affect public
policy.
Clarify and act on purpose and values – Students will examine the values that influence their own decision
making processes; take responsibility for their own learning and development in a manner consistent
with academic integrity and their own goals and aspirations; intentionally use knowledge gained
from learning experiences to make informed judgments about their future plans; and bring those
plans into action.
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2011
APPENDIX C
UNCG - Learning Communities Site Visit Report
May 25, 2011
Tour and Visit Hosts
Laura Pipe
Learning Community Director
John Slopper
Executive Director of Undergraduate Studies
WCU Representatives
Glenda Hensley
Director of First Year Experience --Office for Undergraduate Studies
Stephanie Sue Helmers Assistant Director of Academic Initiatives -- Residential Living
Robert Crow
Instructional Developer -- Coulter Faculty Commons
General Information
All learning communities are first-come, first serve -- except for Warren Ashby. All include an
application process to reinforce the intentionality of choices. This has proven to be a positive step
and has worked well for the current population served. They have concerns about this process as the
university moves towards mandates for Learning Communities for all first-year students. In addition
to the upper class models in existence, they also have plans to increase those offerings. By 2014
UNCG's Chancellor has mandated every freshman be enrolled in a Learning Community of 2 or
more courses. They have 3 LLC's and 3 residential colleges (Education, Nursing, Social Services).
80% of freshmen (2700) live on campus. They are researching ways to pre-register and lock in place
the complete freshman student schedules.
Ashby Residential Hall
Hall Size and Staffing:
Ashby Hall is the 'flagship' LLC of UNCG. Ashby is a 2-year LLC of 120 residents - with intentional
self-selection. All student mentors and RA's are selected with input from a resident student
committee. Ashby is part of the College of Arts & Sciences. Its staffing includes the following:
 Director, a live-in staff member who is 1/2 Residential Life and 1/2 Undergraduate
Studies. The Director must be qualified to teach in a specific discipline.
 Five full-time staff members.
 One full-time administrative support staff member.
 Orientation leaders: 20 are each assigned 3 new students.
 Academic Mentors: 4 to 10 live in the hall.
 RA's (many also lived in the hall during their 1st two years.)
Governing & Operations:
The hall is jointly managed by staff and students with student committees for most all aspects
including new resident admissions, budgets, residential programs, selection of upper-classmen peertutors, and rules and regulations definitions and enforcement. All academic advising is in-house.
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2011
Admission criteria:
 Admission is very selective but not based solely on academics, although the average GPA is
3.8. They consider all aspects (such as interests, academics, personality) of each applicant to
determine if they are a good fit for the community.
 The population tends to be artistic and generational. Referrals, including former residents
and teachers, are factored in. Diversity is an issue of which they are conscious.
 Student applications include a written essay, peer evaluation, and personal piece - which can
take unlimited forms (a poem, photo collage, or other creative work) to reflect the student.
 Applications are reviewed and decided upon by a committee comprised of staff and student
residents. Finalists are interviewed before admission.
 The sense of ownership and the seamless connecting of in and out of class experiences are
what make this community work, and work well.
Curriculum:
 The curriculum is a general education core with a thematic/interdisciplinary approach to
design/delivery (the focus is American Studies). Their core, though unique to the college,
satisfies the university general education core.
 Residents must enroll in 6 hrs per semester over the two years, thus satisfying 24 hours of
the university general education requirements.
 The remainder of general education requirements are self-selected from an approved list.
 Transition elements are embedded, due to the intimate nature of the college.
Outcomes:
Academic performance is consistently positive (84 of 120 earned a minimum of 3.4 last year).
PAX Scholars in Guilford Hall
This fall Ashby will have a companion hall for Juniors and Seniors. Their interdisciplinary studies
focus will be Peace Studies. This will permit Ashby students to continue as a community.
Grogan Hall
General
LLC's are organized by particular themes, majors and professional focus areas:
 They are representative of general demographics with diversity and socioeconomics.
 They function with academic units and includes general education.
 All students enroll in University Studies 105, a 2 credit-hour year-long course. The first
semester focus is on research methods and writing; the second semester focus is on a
capstone project. Transition elements are embedded within the course.
Communities for last year: (9)
Business & Entrepreneurship
Creativity & performance
Global Awareness
Making Music: A community of performing musicians
Nursing Profession
Recreation, Exercise, & Fitness
Science & Health Professions
Teaching as a profession
Social & Human Services
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2011
Jefferson
A freshman/sophomore LLC with a focus on entrepreneurship and business.
Strong College
This is a 4-year living community with a co-curricular focus and with learning added. A traditional
European model, it includes a Faculty Fellows model of mentorship and is in the Classics Dept.
UNCG-TEACH
This is a LLC co-sponsored by Education and Undergraduate Studies. Each student will pair 101 in
fall with a choices of general education courses.
Academic Learning Community Models
 A back-to-back schedule block allows for greater immersion and flexibility. I provides a
terrific vehicle for authentic team-teaching.
 One structure allows multiple sections of one course (such as a transition) to be paired with
one large section of a liberal studies lecture course.
 This model holds seats for LC students within a larger course, allowing the LC students to
still learn together over two courses. Professors have both sets of students in a course at the
same time. This model provides an easy buy-in, as it is a 'free' way to pay for a LC.
Professional Development
For integration and different models of integration, they hosted sessions on leading student groups.
The social element is a strong aspect with LLC models and needs reinforcement in the ALC model.
 They hosted a 2-day retreat with Jillian Klinsy, NESSE director, and Joe Cuseo. (the cost
for these two high-profile speakers was 2500.00 and 3000.00, respectively.)
 Undergraduate Studies sponsored a series of faculty developments sessions and workshops:
in-person, online, and via webinars. They also completed the Evergreen development.
 Faculty who elected to continue their work from the workshop to develop an ALC, were
paid a development stipend.
Summer Launch
Going to a full year model, the program is developing a series of LC's to target at-risk students.
Exploratory Studies
One credit-hr. mini LLC's with specific focus and targets.
Transition Course models:
Some transition courses are thematic; they are FFL 100 and FFL 101. They have identified the
primary areas needed as:
 Career services
 Introduction to University Services
 Writing & Speaking Centers (UNCG has a Writing Center and a Speaking Center)
 Financial literacy
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2011
Institutional Comparison - UNCG Narrative
In the summer of 2011, a small delegation from WCU went on a site visit to UNC Greensboro
where Learning Communities have been very successful in a variety of formats. There, Chancellor
Brady has made the implementation of Learning Communities an institutional imperative for all firstyear students.
UNC G's oldest and perhaps strongest Learning Community is The Warren Ashby Residential
College. This two-year residential Learning Community was created in 1970 and serves
approximately 120 students. The students take an interdisciplinary core to fulfill their general
education requirements, and they live together in a residence hall.
UNC Greensboro also offers several Learning Communities through Grogan College. In this
option, students explore careers and majors through small interest groups. As a part of the program,
they are required to take at least one of a variety of courses related to the academic program and a
―Learning Community Experience‖ course designed for the theme of their community. Students
from all the themes live together in Grogan Hall and have a designated upper class Peer Mentor.
Outside of these two residential learning communities, the university also has a wide variety of
curricular based Learning Communities. These are largely comprised of the Linked Courses model
but they also are exploring other models as they seek to meet the Chancellor‘s mandate of having
every first-year student enrolled in a Learning Community.
A couple of the more interesting models included a scaled-back version of a Coordinated Studies
approach where the students will take two courses that meet in one block of time. That one block of
time will be co-instructed by two professors from different disciplines but under a common theme.
Finally, they are also exploring a modification of the FIG model where they would pull small clusters
of students from large lecture courses together into a second smaller course.
We will continue to explore other programs at sister institutions in North Carolina. The University
of North Carolina at Wilmington, for example, has developed Cornerstone Learning Community
where students live and take most of their courses in a residence hall with the same small group of
students. In UNCW‘s model, students take two UNCW University Studies Courses and a First Year
Seminar. The First Year Seminar integrates the material from the two liberal arts courses while also
exposing the students to university resources. In addition, Appalachian State University and the
University of North Carolina at Wilmington offer several living-learning communities that might
serve as models for our future growth of Learning Communities.
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2011
Peer Institutional Comparison & Research
Institution
Learning Communities
Freshman Seminars
Roger Williams University
http://www.rwu.edu/
http://www.rwu.edu/studentlife/reside
ncelife/universityhousing/livingcomm
unities/
http://www.rwu.edu/academics/academi
caffairs/general_education/learning_outc
omes/
Sonoma State University
http://www.sonoma.edu/
http://www.sonoma.edu/sas/reslife/llc.pdf
http://www.sonoma.edu/sas/EMT/communit
y.shtml
http://www.sonoma.edu/sas/reslife/fye/
Clarkson University
http://www.clarkson.edu/
http://www.clarkson.edu/orientation/w
ise1.html
Loyola Marymount
University
http://admission.lmu.edu/
Queens College
http://www.qc.cuny.edu/
http://www.lmu.edu/studentlife/studen
thousing/Life_In_The_Halls/Living_L
earning_Communities.htm
http://www.qc.cuny.edu/academics/speci
alprograms/fyi/Pages/default.aspx
Radford Univ. VA
http://www.radford.edu/
They have themed halls
Tennessee Tech, Cookeville
http://www.tntech.edu/
http://www.tntech.edu/cas/lc/
Do not require freshman seminar
UNC- Greensboro
http://www.uncg.edu
http://search.uncg.edu/search?q=learning+
community&client=default_frontend&out
put=xml_no_dtd&proxystylesheet=default
_frontend
http://www.uncg.edu/aas/fms/
California State UniversitySan Bernardino
http://www.csusb.edu/
Georgia College and State
University
http://www.gcsu.edu/
http://housing.csusb.edu/llc.html
http://advising.csusb.edu/fresem.html
http://www.gcsu.edu/rlc/
http://www.gcsu.edu/planning/docs/appe
ndix_a.pdf List of all their first year
programs
University of Southern Maine
http://www.usm.maine.edu/
http://usm.maine.edu/reslife/LivingLearning/
California Polytechnic
http://www.ge.calpoly.edu
http://www.sas.calpoly.edu/fys/
Western Washington
University
http://pandora.cii.wwu.edu/figsreg/
http://www.wwu.edu/firstyear/
http://pandora.cii.wwu.edu/gene
d/
University of Illinois at
Springfield
http://www.uis.edu/generaled
ucation/
Lamar University
Drake University
Saint Cloud University
http://www.stcloudstate.edu
http://www.uis.edu/colrs/learning/getti
ngstarted/onlinecoummunities.html
They have an online learning
community which I found very
interesting.
http://dept.lamar.edu/stars/LC/index.ht
ml Learning community grouped with
major
http://www.drake.edu/dc/firstyear/
Do not have transition courses
http://www.stcloudstate.edu/fye/learning.a
sp
Same as learning communities link
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2011
Illinois Institute of
Technology
http://www.iit.edu/
Missouri State University
http://www.missouristate.edu/
http://www.iit.edu/housing/choices/pd
f/HRS_Room_Reservation_1.27.10.pd
f Page 2
http://reslife.missouristate.edu/llcmain
.htm
Have freshman seminars within specific
majors
SUNY Binghamton
http://www.binghamton.edu/
http://blogs.binghamton.edu/index.php
/admissions/articles/2008/04/P21/
http://www2.binghamton.edu/orientation
/resources/
Western Kentucky University
http://www.wku.edu/
http://www.wku.edu/housing/index.php?o
ption=com_content&view=article&id=88
&Itemid=84
Indiana Univ. – SE, New
Albany
http://www.ius.edu/index.cfm
Southeast Missouri State
University
http://www.semo.edu/
Shenandoah University
http://www.rps.indiana.edu/lclist.cfml
http://www.su.edu/
Morehead St University
http://www.moreheadstate.edu/
smartcatalog/undergraduate2010-11/2534.htm
Mercer University
Private, “faith based”
http://www.mercer.edu/ccps/
general/
SUNY College at Oswego
http://www.oswego.edu/
Southeastern Louisiana
University
U of Michigan, College of Lit,
Sciences & Arts
http://www.semo.edu/housing/commu
nities/index.htm
http://www.mercer.edu/fys/files/infor
mation/teaching_practices_communiti
es.html
East Carolina U
Calif. State Northridge
http://www.csun.edu/
http://www.oswego.edu/academics/oppo
rtunities/first_year/first_choice.html
http://www.lsa.umich.edu/mlc/overvie
w.asp
http://www.ii.umich.edu/UMICH/lsa_student
s/Home/First%20Year%20Seminars/brochur
e/W09%20FYS%20brochure.pdf
http://services.valdosta.edu/housing/T
ypesofResidentialLearningCommuniti
es.aspx
http://www.ecu.edu/specialprojects/lea
rningcommunities/
http://www.valdosta.edu/oasis/fye.shtml
http://housing.csun.edu/llc_main.php
http://www.csun.edu/univ100/
Only one choice of seminar
SUNY Fredonia
http://www.fredonia.edu/
Fort Hayes State Univ.
http://www.fhsu.edu/
http://www.ecu.edu/csacad/fyc/freshmanseminar.cfm
http://webb.nmu.edu/FirstYearPrograms/
FYE as a special program
http://webb.nmu.edu/FirstYearPrograms/Site
Sections/AboutUs/UN100.shtml
Northern Michigan, Marquette
http://www.nmu.edu/
Santa Clara University, CA
http://www.scu.edu/
http://www.su.edu/arts_Sciences_files/fa
llcoursedescriptions2010.pdf I thought
this was a cool idea
http://www2.moreheadstate.edu/files/pro
jects/genedreform/Advising_Instructions
_for_Academic_Year_2010July_2_2010.pdf
http://www2.mercer.edu/admissions/fysc
hoices.htm They do not have very much
of a variety
http://www.oswego.edu/academics/op
portunities/first_year/first_choice/com
munities.html
http://www2.selu.edu/NewsEvents/Pu
blicInfoOffice/lc.htm
http://www.lsa.umich.edu/advisi
ng/requirements/requirements
Valdosta State U
http://www.semo.edu/firstyearsem/
http://www.fredonia.edu/acadadv/lafye/s
eminar.asp Cool theme idea
http://www.scu.edu/rlc/index-old.cfm
http://www.fhsu.edu/reslife/life-oncampus/fyre/
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APPENDIX D
MANAGEMENT AND ORGANIZATION
Learning Community Development Cycle
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LEARNING COMMUNITY PROPOSAL FORM
1. Proposed Name of Learning Community:
2. Has this LC been offered in the past? If so, please provide date(s) and attach a syllabus.
3. Maximum number of students who can participate?
4. Participating instructors:
Name
Dept.
Address
Phone
Email
Name
Dept.
Address
Phone
Email
Name
Dept.
Address
Phone
Email
5. Have any of these instructors previously taught in a Learning Community? If so, please give
names and dates, if different from #2 above.
6. Who is the primary contact person?
7. Please list the courses that will be included in the Learning Community:
8. Please briefly describe the goals and learning objectives your group will explore and how you
will link the courses:
Signatures:
Instructor
Department Head*
Date
Instructor
Department Head*
Date
Instructor
Department Head*
Date
*Note: Department Head‘s signature indicates support to offer the course(s) indicated above as part
of a Learning Community if this proposal is accepted.
Submit to [NAME] by [DATE]
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APPENDIX E
FACULTY SCHOLARSHIP
Western Carolina University‘s Faculty Handbook 2011-12,section 4.04, part C, ―University
Standards for Collegial Review‖: http://www.wcu.edu/10323.asp
C. University Standards for Collegial Review (from the WCU Faculty Handbook)
Scholarship
Consistent with its mission and vision as a regionally engaged institution, Western
Carolina University defines scholarship broadly through the Boyer Model which
includes four categories of scholarship:
Scholarship of discovery. Scholarship of this type includes original research that
advances knowledge and may involve publishing journal articles, authoring/editing
books, or presenting at conferences. This type of scholarship also includes creative
activities such as artistic products, performances, musical, or literary works.
Scholarship of integration. Scholarship of this type involves synthesis of
information across disciplines, across topics within a discipline, or across time.
Textbooks, bibliographies, and book reviews are examples of this type of
scholarship.
Scholarship of application. Sometimes called engagement, the scholarship of
application goes beyond the provision of service to those within or outside the
University. To be considered scholarship, there must be an application of
disciplinary expertise with results that can be shared with and/or evaluated by peers
such as technical reports, policy statements, guidebooks, economic impact
statements, and/or pamphlets.
Scholarship of teaching and learning. Scholarship of this type is the systematic
study of teaching and learning processes. It differs from scholarly teaching in that it
requires a format that will allow public sharing and the opportunity for application
and evaluation by others.
Faculty members should demonstrate that they are current and scholarly in their
disciplines as reflected in the ways they teach and serve. They are also expected to
demonstrate regular activity in one or more of the types of scholarship listed above.
The relative emphasis on each type of scholarship will be determined in the context of
departmental and university mission and needs. Expectations of scholarly activity
should be consistent with peer institutions. Expectations for scholarship will be
defined by the departmental faculty in the Collegial Review Document and approved
by the department head, dean, and Provost.
Departments should recognize and evaluate a wide variety of scholarly activities
consistent with the department‘s and the University‘s mission. Scholarly activities
should not be rigidly categorized. Many activities and products can be classified as
more than one type of scholarship.
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APPENDIX F
LEAD LLC's (Living-Learning Communities)
Transition Pathways
What is a transition course?
This course will help you make a seamless and holistic transition to your new community at WCU.
•
Learn about campus resources, procedures and policies.
•
Learn to negotiate college life successfully.
•
Discover opportunities for extra-curricular activities.
•
Learn to be intentional in your educational and personal goals.
•
Explore the scope of the world around you and your place in and impact on that world.
What is a learning community?
Residential programming complements academic and co-curricular learning as you navigate the
journey ahead. Please visit to learn more about PEAKS – your first-year community!
•
Link living and learning designs with purpose and intention.
•
Engage students via common learning opportunities.
•
Authenticate new learning experiences via application.
•
Reframe the conversation from ‘I’ to ‘we’.
•
Negate many sources of fear and frustration as students transition to college life.
LEAD LLCs
An intentional pathway to start your climb
Select your experience! LEAD Living-Learning Communities will lay a solid foundation to your academic and personal
success at Western Carolina University. Each LEAD LLC will:

help you make a seamless and holistic transition to college life at WCU, as you are introduced to the
academic, procedural, and social elements of your new community;

explore the principles of leadership development with your enrollment in LEAD 140, or LEAD 150-158
courses; and

integrate residential programming and partnerships that reinforce academic, co-curricular, and thematic
learning outcomes.
Leadership Themes
Connect with other students who share your interests! Integrate classroom learning with residence hall living and cocurricular opportunities. Enrollment in these courses will make you a member of a close-knit community of learners
in your LEAD LLC. Enjoy the support of dedicated Resident Assistants and ‘inside” access to faculty and staff partners
who will serve as expert guides and mentors. * For first-year students only – these courses also serve as an elective
in the Leadership minor.
Visit fye.wcu.edu for lots of information to help you along the way!
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Buchanan Hall LLCs
Band of Brothers
LEAD 150: Band of Brothers
Examine the principles of leadership through the lens of masculinity. Express emotion in an appropriate manner and
explore the bonds that are created between men as you discover how to reach for and utilize your full potential. Help
with the Community Table – engage in community service and make a difference!
Secrets of Powerful Women
Course: LEAD 151 Secrets of Powerful Women: Leading change for a new generation
Experience the bonds that are created between women in the new millennium. Discuss what a successful woman
looks like; how she acts; and examine the role women play in leadership. Mobilize your community and promote
involvement in programs such as “Turn Western Pink” and “Relay for Life.”
Walker Hall LLCs
Freshman Leadership Institute (FLI)
Course: Lead 140: Introduction to Leadership I
Learn about yourself and your peers with a focus on topics such as communication, group theory, diversity, team
building, technology, individual personalities, conflict management, and many more. Only students that have been
accepted into the Freshman Leadership Institute are eligible to enroll in this class and community. Visit
leadershipcenter.wcu.edu for more information!
Going Green
Course: LEAD 152 Going Green: Leadership and environmental responsibility
What does it mean to live and advocate for a sustainable lifestyle? Examine how you play an integral role in energy
consumption and how it affects the economy, environment and our overall footprint on the Earth. Be a leader in your
residence hall community – make your impact!
Global Awareness & Citizenship
Course: LEAD 153 Global Awareness & Citizenship: Leadership from a global perspective
What is the Hero’s Journey? Examine global perspectives and multi-cultural awareness through the lens of leadership
as you participate in activities and dialogue that promote personal growth. Partner with international students and
programs to explore the world from here in Cullowhee!
A Healthier U
Course: LEAD 154 A Healthier U: Leadership and wellness
Take ownership of your wellness – create a lifestyle of balance, growth, and success. Take a holistic perspective –
how do environmental and social and cultural factors impact physical well-being. You can join the student Wellness
Council and help plan events such as the PEAKS 5K Night Race or bring Yoga to the residence hall.
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Project CARE
Course: LEAD 155 Project CARE: African-American leadership
Examine diversity and ethical considerations and the principles of leadership through the lens of African-American
student populations. How do society groups and individuals measure success as it pertains to people of color and of
different cultural and social origins? Partner with other communities to promote a diverse and inclusive community!
Cultural Competency and Social Action
Course: LEAD 156 Cultural Competency and Social Action: Leadership in diversity & social justice
Delve into issues of diversity, civic engagement, globalization, social justice, and personal responsibility. Examine how
to deal with complex issues from a position of strength, as you find your own voice and become empowered to lead
and serve. Get involved with the Respect Campaign and more!
Digital Culture
Course: LEAD 157 Digital Culture: Leadership and technology
Examine the ways in which digital technology has changed how we create, communicate and interact – how it now
informs and influences social interaction, culture, social issues, and identity! Generate innovative ideas for the
Catamount community!
The Creative Life
Course: LEAD 158 The Creative Life: Leadership and the arts
What’s your story? Experience the arts at WCU – as a participant and as a witness. Take ownership of your creative
power to communicate expressively and effectively within the context of leadership and advocacy. Discover arts the
Western Way: investigate, integrate, create!
Find the Pathway that works for you!
LEAD LLCs are grounded by the WCU Quality Enhancement Plan and a dynamic partnership between the Office of
First Year Experience, Office of Leadership and Student Development, and Department of Residential Living.
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APPENDIX G
ACADEMIC LEARNING COMMUNITIES: Example LC02
Academic Learning Communities: ALC cohorts provide an interdisciplinary approach to learning.
Students enroll in paired courses taught by professors who collaborate on all curriculum and course
delivery designs to enhance learning, experience, and successful outcomes. Often a pairing of a
transition course and a first-year liberal studies course, such as the first-year seminar, ALC cohorts
help students examine, analyze, and make meaning of knowledge and apply understandings. There
are many varieties of and ALC, and not all include a transition course. ALC cohorts may follow a
parallel or sequential pathway, depending on the course pairing and learning goals. Students may
check the catalogue and confer with their advisor each semester to see what is offered.
LC02: How Real is Race?:
Race as a Psychological and Cultural Concept in Contemporary (post-racial?) America
This Learning Community consists of a first-year seminar in Psychology and a Composition 1 course
in English. The first-year seminar is an introduction to the basic methods of study and knowledge of
human behavior in relation to the social, cultural, and natural environment. The composition course
integrates the topics of racism and prejudice in popular culture, with emphasis on film, with
discussions of strategies in the writing process. The point of departure is a vision of popular culture
as a form of social problem-solving as students learn to read more critically. Our focus is on the
psychological and cultural concept of race, which continues to have much influence in contemporary
(post-racial?) American society. We not only explore the concept of race from the perspective of
psychology, we also draw on resources in anthropology, sociology and sociobiology, and
contemporary literature and film in order to construct responses to questions about race.
PSY 190 - How Real is Race? The Psychology of Race and Prejudice
As a psychological and cultural concept, race continues to have much influence in contemporary
(post-racial?) American society. In this seminar we not only explore the concept of race from the
perspective of psychology; we also move beyond psychology to take a broader, social-science
perspective on race and prejudice. Drawing on a range of theoretical, empirical, and experiential
resources in psychology, as well as anthropology and cultural biology, we construct responses to the
many questions about race: How real is race? What is biological fact and fiction? What are the roles
of culture and ethnicity? How do we learn race and racism? Can racism be unintentional? Is a postracial society possible or even desirable? (Liberal Studies First Year seminar)
ENGL 101 – Composition 1
First year composition approaches writing composition as a process and product. The course
emphasis is on writing as a tool for reading, thinking, and communicating. This course uses the
conceptual frameworks explored in the learning community cohort to integrate the topics of racism
and prejudice in popular culture, with an emphasis on film and discussions of strategies in the writing
process. . In working out ideas through writing, the goal is for students to recognize the value of their
personal experiences and cultural backgrounds in determining who they are, what they think and how
they communicate ideas in an academic environment. In that vein, students do a lot of careful
reading, deep-level thinking, and creative discussion as they improve their writing skills. (Liberal
Studies - C1)
34
2011
APPENDIX H
WHEE TEACH: A CEAP Learning Community
College of Education & Allied Professions / WHEE TEACH Learning Community
The College of Education & Allied Professions has teamed up with the student organization WHEE
TEACH to create a dynamic first year experience for our students interested in becoming educators.
Because we believe in a holistic approach to student engagement, we created a first year experience
that we believe will be educational, fun, fulfilling and meaningful for our students. If you choose to
be in the College of Education & Allied Professions / WHEE TEACH learning community, here‘s
what your first year could look like:
A. You can live on a hall together with other education majors, creating a community of sharing,
learning and friendship that will enhance your first year and beyond.
B. You can take the First Year Seminar, EDPY 190: What is Education For? in the fall semester
alongside your roommates and friends on the hall, and then you would take ENGL 101 with a
special topic in Education with the same group of friends in the spring. So you would spend an
entire academic year thinking, discussing, writing and reading about topics in education with your
hall-mates.
C. You can join the student organization WHEE TEACH, which is an organization for future
teachers that are interested in social, educational and volunteer opportunities that will enhance their
own learning about teaching and inform their ideas and expectations about the profession.
Co-Curricular
EDPY190 - What is Education For? (F)
ENGL101 - Special Topic: Education (S)
WHEE TEACH
WHEE TEACH
Academics
Residential
Scott Hall
If you have questions about this exciting new opportunity, please contact Kurt Frederick in the College of Education
& Allied Professions at [email protected] or (828) 227-3836.
35
2011
APPENDIX I
ASSESSMENT
Student Perceptions and Data from 2006:
Although we have not yet conducted an extensive assessment, evidence suggests that students have
achieved positive learning experiences as well as higher retention rates and academic performance.
Quotes from some of our students follow:
“Not only did I interact with the professors almost like friends the other student in my raft became my
roommate for the year.”
“My experience in this learning community has been a great one and I believe adventure sports combined with
service learning made me understand everything better.‖
“At first I thought that the learning community was going to be a hard class that involved a lot of class work
and a lot of homework. But the learning community I’m in has taught me a lot about life and culture at
Western... The class trips and relationships I’ve formed with my teachers and my fellow students will last a long
time.”
“I feel that I have gotten involved and began to put my roots down. The first year interest group has definitely
been a help in my first semester at WCU.”
“As far as how it will impact my future at Western, I’m not really sure. I know that it has created new
friendships for me and that it will impact my future greatly because now I want to stay here because of the
friendships formed. At first, I was contemplating transferring but now that I have new friends, I’m not as
willing to transfer.”
“I have met some of my really close friends through this community and it has made my transfer from Georgia a
lot easier.”
“...I feel that [the instructors], and the other teachers and faculty involved in the learning community class did a
good job with meeting their goals due to the relationships made and the amount of participation in the
community.
This course helped me find the resources I will need now and later in my college career.”
Data from the same Learning Community in 2006 demonstrates the following result that positively
compares with the overall first-year class:
Retention (Fall to Spring for Fall 2006 1st Year Class): 83.15%
Retention (Learning Community Finishers): 93.3% (including W: 87.6%)
Average Fall GPA for 1st Year Class: 2.81
Average Fall GPA for Learning Community Finishers: 3.02
36
2011
WCU Mini Data Audit
By David Onder
In June of 2011, the First Year Experience (FYE) Cabinet at Western Carolina University (WCU)
conducted a mini data audit for the purpose of identifying data relevant to the FYE program. This
report describes a subset of the data identified in this audit. This report was written with the
assistance of Glenda Hensley, Director of FYE, Steve Dutton, Assistant Director of Leadership,
Brian Boyer, Residential Case Manager, and Robert Crow, Coordinator of Instructional
Development and Assessment.
Western Carolina University is a medium-size four-year public institution located in
Cullowhee, NC, USA. The residential campus is situated in a quaint mountain location in the heart
of western North Carolina, just a few miles from Great Smoky Mountain National Park and the Blue
Ridge Parkway. The institution has a student population of 9407, with an undergraduate FTE of
6844 (a breakdown of demographics can be found in Table 1 in the Appendix). Over 80% of our
student body are under the age of 25 with an estimated first-generation population of 30% (that is,
those students who have at least one parent that has not completed a 4-year degree).
Program Description
The First Year Experience at WCU is an 18 month window – from the time students are
accepted until they become a sophomore. Our office strives to help students find what they need
when they need it, whether it be more information about living at WCU, details about academics, cocurricular options, organizations, or how to become involved with the community. The First Year
Experience office:
• oversees a selection of academics, including the first-year seminar in liberal studies, transition
courses, and learning communities;
• collaborates with divisions across campus to foster partnerships and a holistic teaching and
learning experience and environment;
• provides information, resources, and support networks for students, faculty, staff, and
families.
Goals for the Office of First Year Experience are to:
foster opportunities and environments for a successful and holistic college experience for our
students;
facilitate collaboration and partnerships among faculty and staff that is inclusive of diverse
perspectives;
focus students towards intentionality – in the classroom and beyond - consistent with the
university Quality Enhancement Plan;
facilitate integrated and engaged initiatives aimed to enhance students‘ ability to synthesize
learning experiences.
Supply Side
In our initial mini audit, we identified 11 sources of data that are currently being collected by
programs that serve first-year students, or by the university which span the four domains of
Academic, Co-curricular, Personal Development, and Faculty/Staff. The areas and programs for
which data was collected include:
37
2011
Department or Unit
Assessment Type
Target Population
Office of Institutional Planning
& Effectiveness
BCSSE
All freshmen
& Effectiveness
NSSE
Sample of freshman and
seniors, completed in spring
Office of Leadership and
Student Involvement
Pre/post test
Cat Camp - freshmen
participants (~60)
Office of First Year Experience
Survey & Syllabus comparative
analysis
First-Year Seminar Faculty
(~35)
Office of Undergraduate
studies
Survey of USI Instructors
Students in USI 130 transition
courses
Advising Center
AdvisorTrac Visits
Students who visit the Advising
Center
Career Services
Survey - Etiquette Dinner
Event attendees - students
Career Services
Survey - Career Day
Event attendees - students &
employers
Department of Residential
Living
Student Success Initiative (SSI)
First-year students
Mathematics Tutoring Center
Tutor self-evaluation
Tutors who work in the MTC
& Effectiveness
Institutional Data
Demographic and academic
data collected on all students
In particular, we would like to look at four of these data sources: 1) BCSSE/NSSE (Academic); 2)
SSI (Personal Development); 3) Cat Camp and 3rd assessment (Co-Curricular); and 4) Institutional
Data (HS GPA, GPA, Retention, etc.).
BCSSE/NSSE
WCU participates every three years in the Beginning College Survey of Student Engagement
(BCSSE) and the National Survey of Student Engagement (NSSE), which combined provide a
picture of our ―first-year students' pre-college characteristics and their engagement during the first
year‖ which will help us identify ―areas of correspondence as well as gaps in engagement‖ (BCSSENSSE Combined Report, p. 2). This data is collected by the Office of Institutional Planning and
38
2011
Effectiveness (OIPE) or by Indiana University Center for Postsecondary Research, the developers of
NSSE. The results of these surveys are provided to OIPE and include aggregate reports as well as
individual responses.
Since the BCSSE-NSSE provides, essentially, a pre/post survey, it provides an opportunity
to see how experiences in the first year affect the student. In particular, there are numerous
questions that look at student connections outside of class - ―Work with classmates outside of
class‖, ―Discuss ideas … outside of class‖, ―Work with faculty members on activities other than
coursework‖ - or that look at how the college environment has helped a student to grow in
intentional ways - ―Have serious conversations with students of a different race or ethnicity than
your own‖, ―Talked with a counselor, teacher, or other staff member about college or career plans‖,
―Had serious conversations with students who are very different from you in terms of relig. beliefs,
pol. opinions, or values‖, ―Try to better understand someone else‘s views by imagining how an issue
looks from his or her perspective‖, ―Learn something that changes the way you understand an issue
or idea‖. The data for these questions should provide some insight as to how, as a whole, the
university is assisting first-year students.
Student Success Initiative
The Student Success Initiative (SSI) is a tool that was implemented at the inception of the
Western Carolina PEAKS in the fall of 2007. It has undergone many revisions since first being
adopted from the University of South Carolina. The SSI is essentially an intentional meeting that
takes place three times each school year, twice in the fall semester, and once in the spring, between
each campus Resident Assistant with each of their residents. The goals of the SSI are to:
1. help to build relationships between the RA‘s and their students;
2. identify at-risk students (i.e. struggling in classes, want to transfer, having personal issues,
etc.);
3. connect students to appropriate campus resources to ensure their successful transition.
At the beginning of each SSI the Resident Assistant asks a series of ―tracking questions.‖ These
are targeted questions that are used to be able to quickly identify specific areas where students may
be succeeding or struggling. Students are asked to rate on a 1-10 scale (1 being poor and 10 being
outstanding) their happiness with WCU, how their relationship with their roommate is going, their
stress level, and their overall experience. After each SSI session is conducted, the SSI‘s are collected
by Residential Living Staff and we enter the ―tracking questions‖ into a database. This helps us begin
to identify students that we feel are in danger of not succeeding, or that may leave WCU.
Cat Camp
Cat Camp is a program for first-year students emphasizing assistance on the college student
transition. The assessment provides a snapshot of the impact that co-curricular involvement has on
the participants' transition. Participants received a pre-Cat Camp assessment focusing on their
expectations of the program and for their first year. Participants then received a post-test
immediately following the program intent on determining the immediate impact of the program on
their perception of the upcoming academic year. A second post test was administered approximately
3 months after Cat Camp to determine the impact on the program on their overall transition
academically, socially, and involvement.
The data is collected before, immediately following, and months after the conclusion of Cat
Camp. Further efforts will be made by the Office of Leadership and Student Involvement to track
Cat Camp participants throughout their duration at Western Carolina University. An intended
outcome of Cat Camp participation is increased peer-to-peer contact among participants through
matriculation.
39
2011
Institutional Data
The institutional data that OIPE collects includes admissions data (demographics, High
School GPA, High School Rank, SAT/ACT score, etc.), financial aid data, and enrollment data
(coursework and grades). These data can be used in connection with the other data collected to look
at sub-populations of data.
Connections
The goals we are using in this document are not the final learning outcomes, which will be
defined later this summer. We expect, however, that these four data sources will provide a
comprehensive and holistic ―picture‖ aimed as assessing the goals of the First Year Experience
program. In particular, these four data sources comprise an assessment of academic engagement and
personal development within both academic and co-curricular frameworks. In doing so, a holistic
‗picture‘ of the status of FYE offerings may be assessed, revisioned where inadequacies may exist,
and re-tooled where appropriate or necessary. BCSSE/NSSE data point to academic success and
engagement in the disciplinary curriculum comprising the FYE program of study. SSI is an ongoing
and formative evaluation conducted throughout students‘ first year at the institution and leads to the
assessment of students‘ personal and social gains. Cat Camp specifically targets students‘ transition
into the context of higher education and allows for adjustments to be made on individual as well as
programmatic bases. The fourth measure, institutional/archival research data (GPA, retention rates,
and other associated measures), provide both individual and categorical information that
compliments the other major data sources and which can be conceptualized as the type of
triangulation necessary if a comprehensive and holistic assessment of the FYE program is to
conducted.
Demand Side
Because the first-year experience is defined by and encompasses units across many divisions,
program assessment will entail a review of each of these units with regard to how they overlap,
intersect, and collaborate to provide a holistic educational experience and one that will insure
successful outcomes for students. Thus, our data audit and analysis will seek to integrate narratives,
data, assessment instruments, and outcomes from all units that provide services specifically and
directly to first year students in order to map FYE assessment from a programmatic level. The FYE
Cabinet will begin this process this summer, with the intent to create a unified set of learning goals
and outcomes for FYE. From this, the Cabinet will then develop an assessment plan for these goals
and outcomes, which will require a more detailed look at the available data sources.
For example, one area that is deficient is data that informs Faculty and Staff effects on FYE.
After completion of the above mentioned goals and outcomes, and the completion of the assessment
plan, it is believed the Cabinet will be in a better position to determine how best to approach this and
other data deficiencies.
References
Indiana University Center for Postsecondary Research. (2009). BCSSE 2008-NSSE 2009 Combined
Report (Generated specifically for WCU). Bloomington, IN: Author.
Fact Books. (2011). Retrieved June 23, 2011 from http://www.wcu.edu/28504.asp.
First Year Experience. (2011). Retrieved June 23, 2011 from http://fye.wcu.edu
40
2011
Appendix
UNKNOWN
25
3
42
3020
112
57
3532
0.5%
3.5%
1.1%
0.3%
0.0%
0.6%
40.3%
1.5%
0.8%
47.1%
Female
33
223
72
56
0
82
3341
111
53
3971
0.4%
3.0%
1.0%
0.7%
0.0%
1.1%
44.5%
1.5%
0.7%
52.9%
Total
72
489
155
81
3
124
6361
223
110
7503
1.0%
6.5%
2.1%
1.1%
0.0%
1.7%
84.8%
3.0%
1.5%
100.0%
TOTAL
WHITE
83
MULTIRACIAL
NON- RESIDENT
ALIEN
266
HISPANIC
NATIVE
HAWAIIAN
Male
BLACK
39
ASIAN
NATIVE
AMERICAN
Table 1 - Race/Ethnicity, Load, and Gender - Undergraduate
Totals may not total 100% due to rounding; Race/Ethnicity definitions based on IPEDS definintions.
Data from the Western Carolina University Fact Book.
41
2011
FYE Assessment Model Development - 2011
The development of the assessment model began with an on-line course attended by a contingent of
the FYE Cabinet and steered by David Onder as our official ‗student.‘ We met weekly to review the
assignments, readings, and course discussions. This early phase of research and learning provided the
framework that would guide the early stages of our plan.
The following goals and learning outcomes were identified by the FYE Cabinet during the summer
of 2011 in a series of half-day retreats. The group is now working to complete the data audit
referenced in the preceding report by David Onder, and to begin the process of collecting data. The
process timeline will be cyclical with three goals assessed each year. As one set is under evaluation to
be addressed, the next will be in a data collection phase. Thus, all goals will be assessed every other
year. The process of developing goals and outcomes evolved from those areas that are common to
all units who provide services to first-year students. Although not every unit will address all
outcomes, the combined force of units should.
We have taken the stance that as students leave their first-year, second-year programs should have a
reliable expectation of student preparation as they continue their college career. It is also expected
that once this process is in place, these goals, outcomes, and assessment processes will inform the
work and vision of individual units, to create an ongoing relationship and conversation centered on a
continuum of improvement.
Year 1 Assessment Targets
Discover College
Students will adapt successfully to new environments and responsibilities, and will discover and
utilize the resources available to them which include academic gateways, social networks, and cocurricular and personal development opportunities.
 Outcome 1: Students will identify the purpose and function of the campus resources that serve
as tools for success (i.e., the Core Elements).
 Outcome 2: Students will engage with the campus community.
Be Involved
Students will identify their roles and responsibilities as engaged citizens by considering the public
policies that affect their choices and actions; by recognizing commonalities and interdependence of
diverse views/ values; and by acting responsibly to positively affect public policy. [QEP: Practice civic
engagement]
 Outcome 1: Students will practice the Community Creed.
Connect the Dots
Students will make connections between personal interest and abilities, general education, programs
of study, general electives, experiential learning opportunities, and other co-curricular activities; and
relate the implications/value of these connections to ―real world‖ scenarios. [QEP: Integrate
information from a variety of contexts]
 Outcome: Students will identify connections between personal experiences and closely related
academic knowledge (i.e., facts, ideas, concepts, experiences).
 Outcome 2: Students will articulate their own strengths and challenges as learners in dealing
with a specific task, performance, event, etc.
42
2011
Year 2 Assessment Targets
Think First
Students will identify the dimensions of complex issues or problems; analyze and evaluate multiple
sources of information/data; apply knowledge and decision-making processes to new questions or
issues; and reflect on the implications of their solution/decision. [QEP: Solving complex problems]
 Outcome 1: Students will select from available information and resources to solve issues in
their collegiate lives and campus communities.
 Outcome 2: Students will construct a plan to achieve an intended solution.
Exchange Ideas
Students will convey complex information in a variety of formats and contexts; identify intended
audience and communicate appropriately and respectfully. [QEP: Communicate effectively and responsibly]
 Outcome 1: Students will communicate as appropriate to the context and audience in order to
articulate needs or share information.
Calibrate Your Compass
Students will examine the values that influence their own decision- making processes; take
responsibility for their own learning and development in a manner consistent with academic integrity
and their own goals and aspirations; intentionally use knowledge gained from learning experiences to
make informed judgments about their future plans; and bring those plans into action. [QEP: Clarify
and act on purpose and values]
 Outcome 1: Students will choose learning experiences consistent with their own values & goals.
 Outcome 2: Students will prioritize values that influence decision making.
43

First-Year Learning Communities at WCU Report

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