1. Re-Envisioning CSU: Teaching with High-Impact Practices Kathleen Pickering Anthropology; Vice Provost, Undergraduate Affairs Jennifer Cross Sociology Jennifer Krafchick and Toni Zimmerman Human Development and Family Studies Gwen Gorzelsky English; The Institute for Learning and Teaching

2. Assessment of student involvement in active learning practices Part of Student Success Initiative –Increase student engagement –Increase student retention, persistence and graduation rates –Prepare students for Current Global Trends Better Aligned with Learning Styles of Contemporary Students Part of CSU Legacy of Excellence High Impact Practices

3. Collaborative Assignments and Projects Undergraduate Research Service Learning and Community-Based Approaches Diversity/Global Learning Internships Writing-Intensive Courses Capstone Courses and Projects Learning Communities Potential HIPs

4. Requires significant reflection of how the experience contributes personal and professional growth, and specialized knowledge Provides opportunities for knowledge transfer, application, and testing in variable situations Demands high levels of intellectual and personal engagement and effort Encourages collaboration with diverse others Provides rich and frequent feedback from faculty/staff/outside partners Builds relationships with peers through substantive interactions Builds relationships with faculty/staff/outside partners through substantive interactions Elements of Success

5. LONG-TERM LEARNING OUTCOMES Jeni Cross, Sociology

6. CAPSTONE CBR ONE agency partner 3 credits lecture 1 credit LAB –30 hours research –Collaborative teams –Final presentation to community partner NO EXAMS Writing Intensive Soc 462 3 credits 3 small assignments –4-8 hours –Individual work –Small teams (2-4) Two Sociology Courses

7. CBR is a collaboration between faculty, students and community partners: –Engages partners in EVERY stage of research Questions Data collection Data interpretation Writing results CBR validates multiple sources of knowledge and expands the uses and production of knowledge through its emphasis on collaboration and shared activity. CBR seeks to promote social change and social justice. CBR: 3 Guiding Principles

8. NGOs Neighbor to Neighbor Fort Collins High School SAVA The Center Local Government Larimer County –Health & Environment –Parks/Volunteers CO State Patrol City of Fort Collins –Social Sustainability –Utilities Milliken CSU  Transportation Services  Fort Collins High School  SAVA Past Partners 2003-2015

9. “Dr. Cross, people were thanking us for asking their opinion!”

10. “When I wrote my final evaluation of Soc331, I considered the project a waste of time and told you so. I could not have been more wrong. I hope you accept this apology. Now, I know that this was one of the most beneficial experiences of my college career. This project provided me with invaluable experience in how the entire sociological process works and gave me important research experience for jobs and graduate school.” ---Lindsey Benefits of CBR

11. Community Based Research (CBR) –Worked in teams or small groups –Conducted research with a community partner –Engaged in Reflection Internship –Worked 150 hours with a community agency –Participated in a course that met every other week. –Engaged in Reflection Traditional Capstone Seminar –Participated in weekly readings and discussions –Conducted research projects in small groups or individually Colorado State University Sociology Capstone Courses

12. PREPOST CBR & Internship Social Networks

13. Course(%) Change in Density (%) CBR Capstone Social Change Pretest6% 433% Post-test32% Research Methods Pretest5% 100% Post-test10% Sociological Thought Pretest5% 60% Post-test8% InternshipPretest5% 40% Post-test7% Valued density

14. Community Based Research InternshipTraditional Capstone Seminar After this course I had more respect for research-based knowledge 97% 44%62% I value participating in research (i.e. responding to a survey) as a result of conducting research in this class 90% 49%59% Knowledge of the Discipline

15. Community Based Research InternshipTraditional Capstone Seminar I developed professional skills 100% 91%62% I learned how to communicate effectively with professional audiences 92% 74%59% It enhanced my ability to work as a member of a team. 97% 67%38% Professional Skills

16. Community Based Research InternshipTraditional Capstone Seminar I know more about what it means to be a member of a community 100% 65%32% I have a deeper commitment to participate in my community 92% 56%35% I am more involved in activities to help other people in the community 82% 56%41% Community and Personal Life

17. FORUMS First-Year Seminars Internships Study Abroad Service-Learning Courses CBR Courses Capstone Courses Living/Learning Communities Research Experiences ACTIVITIES Collaborative Learning Active Learning Applied Research/Projects Project-based Learning Reflective Writing HIP Forums & Activities

18. High Impact Forums & Activities

19. For more information, please contact: Jeni Cross, PhD Associate Professor, Sociology Director of Research, Institute for the Built Environment Jeni.Cross@colostate.edu Hannah Love Doctoral Student Sociology hannahbethlove@gmail.com

20. CAMPUS CORPS… CAMPUS CONNECTIONS Jen Krafchick and Toni Zimmerman

21. High-Impact Forums and Activities

22. What is Campus Connections? Service-learning course (HDFS 470) Open to all majors/years at CSU Offered every fall and spring Four sections (Mon, Tues, Wed, Thurs from 3-9 pm) Students mentor at-risk youth (11-18 yrs) referred from the juvenile justice system, schools, human services, etc. Mentors are paired 1:1 with youth and work both individually and in multidisciplinary teams

23. Fulfilling the Land Grant Mission TeachingResearchService Prepare university students to become highly skilled, civically engaged professionals Contribute to the mentoring scholarship through rigorous research Promote the resilience and life success of at-risk youth in our community. Partner with community agencies to strengthen systems in order to better serve at-risk youth and their families.

24. Background 2009: –Rates of youth involved in the juvenile justice system increased dramatically during the economic recession –District Attorney & Juvenile Magistrate asked for creative solutions –Research based design – best practices in mentoring –Federal funding to launch program ($500,000 - CNCS grant) 2010: –Launched two sections – Spring 2010 –Mentors from only four majors (HDFS, HES, Psych, Spanish) –Expanded to include students from all major and all years at CSU due to student demand

25. 2010-2015: –Four sections every fall/spring + two summers Approximately 32 mentoring pairs per section –Over 2,000 CSU students have participated –Over 1,700 at-risk youth have participated –CSU students from over 90 different majors –CC launched at UNC this semester –William T. Grant Foundation 3 year funding ($580,000) –Other grants and contracts include: Bohemian Foundation United Way El Pomar Justice Assistance Grant Poudre School District Thompson School District Department of Human Services Senate Bill 94 Current Achievements

26. Role in CCCourse# credits# students/sem MentorHDFS4703128 Mentor CoachHDFS470320-25 HDFS InternHDFS4887-88-10 Research AssistantHDFS49838-10 CC Learning Community Member Any CC credit Variable15-25 Graduate Clinical Intern (Family Therapy) HDFS6883-66-8 Academic Credits

27. Schedule Weeks 1-3: Mentor Training Weeks 4-15: Mentoring & Training

28.  CSU student participation in CC is associated with 63% lower odds of dropping out of CSU in any given year (2012)  CSU student participation in CC is associated with 127% higher odds of graduating (2015)  Both of these are after controlling for a number of factors that have been shown to predict persistence and graduation. Institutional Research Outcomes

29. Participation in Campus Corps accounted for significant changes: Community Service Self-Efficacy Service Learning Benefit Self-Esteem Civic Attitudes Political Awareness Civic Action Interpersonal Social Skills Program Evaluation Findings

30. “[In Campus Corps] I gained a whole family and a place to belong at CSU.” “I was ready to drop out of college before joining Campus Corps and now, because of my time spent with the youth, I am excited about the possibility of pursuing an education degree.” “I graduated over a year ago and Campus Corps was the most meaningful and rewarding part of my college career.” Student experiences

31. For more information, please contact: Jen Krafchick, PhD, CFLE Assistant Professor Human Development and Family Studies jen.krafchick@colostate.edu 970-491-2171 Visit us online: http://www.hdfs.chhs.colostate.edu/students/undergraduate/campuscorps/

32. High-Impact Practices Consultations TILT

33. HIP Resources

34. General Physics I & II: One-Minute Essays

35. TILT Resources Course Development & Design: http://tilt.colostate.ed u/courseDD/ Professional Develompent: http://tilt.colostate.ed u/proDev/