Instructor Workshop May 14, 2015

The unexamined life is not worth living-- Socrates Welcome to BIC 1212 The Examined Life: Human Development and College Life

Chickering’s Vectors of Identity Development

Vector 1: Developing Competence Intellectual—ability to use reasoning and critical thinking skills Physical and Manual—involvement and attention to wellness, artistic, and athletic activities Interpersonal—ability to communicate and work well with others

Vector 2: Managing Emotions Identify and manage emotions Control by external rules Control by internal norms Ability to manage one’s reactions to events

Vector 3: Developing Autonomy Movement toward Interdependence Emotional independence Instrumental independence Ability to have an independent outlook on life but understand the need for interdependence

Vector 4: Establishing Identity Process identity to emerge with a healthy self- concept in all facets of identity (who I am) Sense of self Self-esteem

Vector 5: Developing Mature Interpersonal Relationships Develops intercultural awareness, appreciation for others, tolerance for others Ability to accept others, respect differences, and appreciate commonalities Friendships with greater depth Incorporate significant other Parents become adult friends

Vector 6: Developing Purpose Vocational commitment Lifestyle/pattern emerges Family commitments Personal interests Values and choices lived and chosen Strong outlook on professional self, makes meaning, establishes positive relations with others

Vector 7: Developing Integrity Congruence in behavior and values Adherence to moral and ethical principles Internal values Emulates own values as an individual in 3 stages: humanizing values, personality values, and developing congruence

The 7 Vectors in the College Years

Teaching NSE at Baylor What parts of Chickering’s theory apply to entering freshmen at Baylor? Why? What is my place/role in contributing to the development of my students? What particular tasks are the most needed in a successful transition to college? How can my course contribute to a student’s personal development? Are there activities, assignments, or pedagogical approaches you use in a NSE section that are different from other iterations of the course?

Dimensions of the Examined Life IntellectualPhysicalEmotionalSocialSpiritual Skills: writing, speaking, critical thinking, study Time Management Nutrition Health Care Exercise Sleep Substance Abuse Stress Stress Management Depression and Anxiety Basic Emotions Resiliency Conflict Resolution Self-Knowledge Theater/music activity Macro identity (gender, race, religion, socio-economic) Micro identity (relationships, family) Service activity Values and Behavior Faith Development Calling and Vocation Religious Practices

The Examined Life—Fall calendar Month by Month Transition Issues IntellectualPhysicalEmotionalSocialSpiritual Aug/Sept: Make connections in Welcome Week; course expectations; college life; Vocation and major exploration. Orientation to the Library and Academic Integrity Sept: Health and Wellness. My Fitness Pal assessment. Set goals for Oct. wellness project Oct: Roommate Issues, Homesickness, Changes in relationships, Depression and Anxiety, Personality Assessments Theater/music activity Late Oct/early Nov: living and working in groups, social identities, students may start to experience severe academic distress, Service activity Mid to late Nov.: Religious faith, spiritual practices, vocation and calling, holiday time (what will I say?) Contemplative Activity Journals

Activities for College Students by Vector Developing Competence: – Ice breakers – Social Gatherings – Athletic/recreational activities – Wellness activities (i.e. stress management) – Musical/theatrical performances – Trips to art museums – Learning to use the library resources – Guest speakers

Managing Emotions – Conflict Resolution – Developing healthy relationships – Developing positive self-image – Anger management – Stress management – Appropriate expression of ideas/thoughts/frustration – General wellness – Good eating/sleeping habits – Celebrating success – Personal and academic goal-setting

Developing Autonomy – Transition to a new environment – Understanding student responsibilities – Career planning, selection of major – How to use university resources – How to live on your own – How to live with your parents as an adult – Financial management and planning Establishing Identity – Understand values, beliefs – Physical being, priorities, sexuality – Exercises that lead to self-discovery, leadership development, body image acceptance – Community Service – Service Learning

Mature Relationships – Develop healthy relationships – Communication as a couple, within a group – Balance roles with significant other – Develop trust – Exposure and education in diversity and multiculturalism Developing Purpose – Life skills development – Resume writing/workshops, job search strategies – Interviewing skills – Career exploration – Academic Planning and Advising

Developing Integrity – Examine the congruence between actions and values – Continued exposure to new ideas and cultures; appreciate and celebrate differences

New Student Experience Learning Outcomes What we are trying to accomplish... By the end of the first year, each new student will: 1.Understand Baylor’s mission 2.Engage in spiritual formation 3.Connect to Baylor 4.Develop personal and professional goals 5.Succeed academically 6.Develop autonomy

Integrating NSE goals into major-specific course NUR 1101 Introduction to the Art & Science of Nursing Is a career in nursing right for me? If so, what should I expect: academic requirements, nursing school culture and format, career options and lifestyle?

Understand Baylor’s Mission; Connect to Baylor; Succeed Academically Class discussion of mission and 4 C’s Student organization assignment (Late Nite) Faculty lecture on the Art & Science of Nursing Time management worksheet Individual follow up after MapWorks and Academic Warnings come out

Career Development Interview with practicing nursing & 3 page summary – APA formatting required – Instructor provides interview protocol Field trip to School of Nursing in Dallas Group presentation about 1 nursing specialty Guest speakers Readings

Spiritual Formation Guest speaker about how faith is integrated into the daily life of a nurse Prayer requests and devotional time in class

Reflection Papers Purposes Engage reflectively on the transition experience to college Provide instructor with a pulse on class and individual concerns and retention risks Practice writing skills

Reflection Papers About which parts of attending Baylor are you most excited? About which parts of college are you most anxious or fearful? (NSE goal #3) Reflect on your visit to the Louise Herrington School of Nursing and Dallas. Was it what you expected? What did you learn about the nursing profession and/or being a nursing student? Can you see yourself living in Dallas and being a student at LHSON in two years? (NSE goal #4) What have you learned from the NUR 1101 course? What plans or strategies do you have for the next year to prepare yourself to be a successful nursing student? (NSE goals #4, #5)

General Education Outcomes The Four Cs: – Communication: Communicate effectively and clearly – Critical reasoning: Be proficient in evaluating evidence, articulating arguments, and justifying conclusions – Civic leadership: Understand the challenges of a global society with a commitment to civic responsibility – Christian perspective: Demonstrate knowledge of the Christian scriptures and Christian heritage that enables participation in discourse from a Christian perspective