1. Deep Dive: Writing Intensive, Service Learning, and First Year Experience
Deep Dive: Writing Intensive, Service Learning, First Year Experience
Michele Cuomo,
HIPS Institute 2018

2. Historically Underserved Students Benefit Even More from High Impact Practices
Too Few Students Participate in High-Impact Practices and Some Groups of Students Participate Much More than Others
High Impact Practices Have a Positive Impact on Learning and Completion
--The Leap Vision of Learning,
Association of American Colleges and Universities

3. Faculty/Staff Development
Low Stakes Writing Exercise:
What are your assumptions about the adoption/scaling of First Year Experiences, Writing Intensive Courses and Service Learning at your institution?
Scale
Integration
Resources
Design
Faculty/Staff Development
Assessment
Equity and Access

4. Service learning Primary Components of Academic Service-Learning
Relevant and Meaningful Service in the Community - The AS-L project should be applicable to the course and worthwhile in meeting community needs.
Enhanced Academic Learning - The AS-L project should complement what is learned in the classroom and provide an experience in a “real world” setting.
Purposeful Civic Engagement - The AS-L project should be designed to have students practice the learning strategies and/or content of the class that meets course learning objectives in a community setting.
Critical Reflection - The AS-L project should ask students to reflect on how the project links to (1) course objectives, (2) the impact of the students’ work in the community, and (3) the impact on the students’ personal and professional development.*
Minimum of 10 Hours
Assessment of A S-L project
Florida Atlantic University

5. Writing intensive courses
A WI course includes carefully crafted formal writing assignments that are linked to the unfolding of course material. Assignments are not "add- ons."
Formal writing assignments are guided; that is, assignment sheets are detailed and students receive ongoing feedback and advice on work in progress.
The assignments and guidance build on the work of the foundational writing courses to promote a common vocabulary and approach to the writing process; there is an emphasis on critical reading and thinking as well as an insistence on professional preparation of written work.
Writing to Learn is writing that is closely associated with the learning process as it occurs in class (lecture or discussion) and as it occurs outside of class (reading and assignments). It is the effort to articulate thoughts that move students toward clarity and coherence.
Students:
write more and get used to it
think more about what they are reading or listening to
become more reflective and more aware of what they do and do not know
do better on formal writing assignments
York College

6. First year experience First Year Summer Experience
First-Year Summer Experience (FSE) programs are designed to help incoming students feel confident and prepared as they enroll at Elon. The FSE programs embrace the university’s commitment to experiential learning, and use this guiding philosophy to help students develop self-awareness, enhance relationships, and define community in preparation for their Elon experience. “Adventures in Leadership” “Discovery”
First Year Foundations
The First-Year Foundations launch the Elon experience by challenging students to think critically, engage globally, and communicate effectively.  The Foundations consist of courses in writing and math, as well as a signature Elon course called “The Global Experience.”  The Common Reading Program supplements the Foundations by facilitating shared intellectual experiences both in and out of the classroom.
Message to Faculty:
Everyone on Elon's campus is a teacher and potential mentor… Please take the time to talk with students about the importance of the Elon Core Curriculum, the purpose of individual requirements, and how students might integrate their learning across the program.  More learning takes place when students understand the purpose of their requirements. 
Elon University

7. Are students: Investing time and effort?
Interacting with faculty and peers about substantive matters?
Experiencing diversity?
Responding to more frequent feedback?
Reflecting and integrating learning?
Discovering relevance of learning through real-world application?

8. High Impact Practices: Eight Key Elements
Performance expectations set at appropriately high levels
Significant investment of time and effort by students over an extended period of time
Interactions with faculty and peers about substantive matters
Experiences with diversity, wherein students are exposed to and must contend with people and circumstances that differ from those with which students are familiar
Frequent, timely and constructive feedback
Periodic, structure opportunities to reflect and integrate learning
Opportunities to discover relevance of learning through real-world applications
Public demonstrations of competence
Ensuring Quality & Takin High-Impact Practices to Scale (Kuh, O'Donnell, Reed)

9. Dive in to some models
“BUNKER HILL COMMUNITY COLLEGE LEARNING COMMUNITY SEMINARS” (1st Year)
UNIVERSITY OF GEORGIA REACTING TO THE PAST (1st Year)
“WIDENER UNIVERSITY FROM CULTIVATION TO CROP” (Service Learning - plus)
“WRITING ACROSS THE CURRICULUM COLORADO STATE UNIVERSITY” (Writing Intensive)
Scale – Integration – Resources –
Design -Faculty/Staff Development - Assessment - Equity and Access

10. "…[HIPS] transformed my teaching"
Are you:
finding the process and planning engaging?
interacting with colleagues differently?
making connections across disciplines?
questioning your assumptions about teaching and learning?

11. Questions?
Michele Cuomo