Integrating High-Impact Practices on CSU Campuses November 9, 2011 Dial in: (866) Access: # Fall 2011 webinar from CSU Graduation Initiative PowerPoint version 4 11/8/2011

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overall URM non-URM California State University System six-year graduation rates by 2015

overall URM non-URM California State University System six-year graduation rates by 2015 “The bottom line: all groups are doing better, and the CSU is graduating more students within six years than ever before. However, the successes aren’t evenly distributed: some URM populations lag national averages, and some non-URM populations are way ahead. The result is a persistent achievement gap that frustrates our attempts at equity.” calstate.edu/graduate

Agenda for this webinar 2:00 High-Impact Practices nationally: definition, examples, where the work leaves off Susan Albertine Ken O’Donnell 2:15 Integration at Channel Islands: using the Tk20 platform to integrate ePortfolios of high-impact student work with other student data Marie Francois 2:25 Integration at East Bay: using freshman seminars for all, as a site of learning communities and service learning Sally Murphy 2:35 Integration at Sacramento State: using a “connections” framework to deliver HIPs by cohort year Sheree Meyer 2:45 Question and Answer all 3:00 End

Educational experiences that are: - purposeful - effortful - characterized by deep faculty-student interaction common CSU examples: * learning communities * undergraduate research * service learning * international experiences * internships * ePortfolios * civic engagement * peer mentoring

National finding: Students benefit and participate disproportionately. “On almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning.”

Two findings in the CSU:

HIP from the start Service learning tutor homeless children, create public health campaigns, restore New Orleans, educate about bullying Team teaching Business of Art; Science & Public Policy; History & Psychology of Nazi Germany; The University International experiences UNIV 392s South Africa, Japan, Ireland, Paris, Spain & Morocco, Model UN, CSU Study Abroad Peer mentors University Experience Associates, EOP, Advisers Internships & Capstones individual & collaborative Undergraduate research UNIV 498s stem cells, earmarks FYE learning communities linked classes, DIGs New High-Impact Practice? : GE beyond seat time

Reflecting on Learn & Serve Upload video clips of service learning site & of class discussion with peers & professor about what is learned. Reflect on videos & on how your service relates to theories & approaches studied in class. Turning point in my scholarship Upload interdisciplinary assignments or student- faculty research project poster Include & reflect on faculty feedback & reflections on research project. Reflect on growth as a scholar. My Events Blog Who what when where Leadership role? Connect to mission perspectives, theories, courses What most surprised you? What stands out? What more do you need to know to better appreciate or understand the event?

Peer Mentors at CSUEB AY AY AY AY applicants 60 applicants 42 applicants number of students participating as peer mentors in their sophomore year

Peer Mentors at CSUEB 94% 88% 95% freshman participants who felt listened to, respected, and supported by their peer mentors freshman participants who see their peer mentors as positive role models sophomore peer mentors active in student government, student groups, and residential life

Assignments, Activities, Experiences Project-Problem Solving; Authentic Audience Sacramento State Baccalaureate Learning Goals (BALGs) Competence in the Disciplines in at least one major field of study and informed understandings of other fields, drawing on the knowledge and skills of disciplines outside the major. Knowledge of Human Cultures and the Physical and Natural World. Focused by engagement with big questions, contemporary and enduring. Intellectual and Practical Skills Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, & standards for performance. Personal and Social Responsibility : anchored through active involvement with diverse communities and real ‐ world challenges. Integrative Learning**, Including: synthesis and advanced accomplishment across general and specialized studies. **Demonstrated through application of knowledge, skills, and responsibilities to new settings and complex problems. Sacramento State Baccalaureate Learning Goals (BALGs) Competence in the Disciplines in at least one major field of study and informed understandings of other fields, drawing on the knowledge and skills of disciplines outside the major. Knowledge of Human Cultures and the Physical and Natural World. Focused by engagement with big questions, contemporary and enduring. Intellectual and Practical Skills Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, & standards for performance. Personal and Social Responsibility : anchored through active involvement with diverse communities and real ‐ world challenges. Integrative Learning**, Including: synthesis and advanced accomplishment across general and specialized studies. **Demonstrated through application of knowledge, skills, and responsibilities to new settings and complex problems. Motivated & Sustained Learning Communication Cognition Democratic Participation & Civic Engagement VALUE RUBRICS VALUE RUBRICS : DOMAINS: Lifelong Learning Integrative Thinking Intercultural Competence Information Literacy Oral Communication Written Communication Reading Civic Engagement Teamwork Critical Thinking Creative Thinking Inquiry and Analysis Problem Solving Ethical Reasoning Quantitative Reasoning Service Learning & Community Engagement FYE Experiences Learning Communities, Capstone Experience Common Intellectual Experiences Collaborative Assignments Research and Inquiry Internships, Study Abroad

A “Connections” Framework at Sacramento State: Student Affairs + Academic Affairs Connecting to the Career Connecting to the Community Connecting to the Discipline Connecting to the Campus

Freshman (0-30 units) First Year Seminar Learning Communities Student Organizations and Leadership Initiative Sophomore (31-60) Undergraduate (Community-Based) Research Second Year Experience Student Leadership Initiative (continued) Junior (61-90) Service Learning Writing Intensive in the Discipline Internships Senior and Beyond ( ) Action Research or More Advanced Undergraduate Research (per discipline) Capstone Experience Cooperative Education Connected to the Discipline Connecting to the Campus Connecting to the Discipline Connecting to the Community Connecting to the Career

Upcoming opportunities December 1 & 2Engaged Learning workshops (LAX & SFO) calstate.edu/graduate December 2proposals due, Give Students a Compass calstate.edu/app/compass March 22-24AAC&U Conference on Student Success: Pushing Boundaries, Raising Bars; Seattle, WA aacu.org/meetings/studentsuccess12