Seamless Learning: Connecting to Educational Opportunities

1. Seamless Learning: Connecting to Educational Opportunities Michelle Burke – Director of the Office of Student Life Marlene Kowalski-Braun, – Asst. Vice Provost of Student Affairs Brian Jbara - Director Office of Integrative Learning and Advising Eric Klingensmith – Counseling & Career Development Center

2. Objectives for Today • Networking and idea-sharing • Overview of the Academics Beyond the Classroom initiative and connections to Liberal Education/Integrative Learning at GVSU • Review of data collected by the Student Services Co-Curriculum Programming Committee • Workshop – helping you advance student learning by connecting students to out-of-class experiences in your own curriculum

3. Benefits to Students • Supports student learning • Connects in and out of classroom learning • Makes programming for students more intentional • Supports High Impact Practices (aacu.org)

4. Why ABC? • We know students’ overall experiences contribute to their success. (Astin) • Blended (in/out-out-of-class) experiences help students learn more and persist. (Tinto) • More than 82% of GVSU students say they are influenced to attend programs when encouraged by a faculty member. (Student Life Annual Survey) • Collaboration and communication

5. www.aacu.org High Impact Practices • First Year Seminars • Common Intellectual Experiences • Learning Communities • Writing Intensive Courses • Collaborative Assignments and Projects • Undergraduate Research • Diversity/Global Learning • Service Learning/ Community-Based Learning • Internships • Capstone Courses and Projects

6. Learning Outcomes Learning Outcomes

7. Educating the whole student: Learning Student Learning Imperative(1996) Learning Reconsidered I (2004) Learning Reconsidered II (2006) The concepts of learning, personal development, and student development are inextricably intertwined and inseparable. Liberal Education An approach to learning that empowers individuals and prepares students to deal with complexity, diversity, and change. It emphasizes broad knowledge of the wider world as well as in-depth achievement in at least one specific field of study. A liberal education helps students develop a sense of social responsibility, strong cross-disciplinary intellectual and practical skills, and a demonstrated ability to apply knowledge and skills in real-world settings.

8. Formed Division Co-Curricular Committee (2007) Goals:  • Coordinate our own co-curricular offerings to avoid duplicating or competing and as a way to save money. • Add learning outcomes to our co-curricular activities so that the student learning that occurs becomes intentional • START with the learning outcomes and THEN plan the activity. • We first used UNILOA but have since shifted to LEAP learning outcomes as outlined by AAC&U to be in line with Gen Ed and national research on student learning. • Work with the Lib 100 coordinator closely since these classes assign several co-curricular experiences to their students.

9. Co-Curricular Beginnings… • We invited Lib 100 faculty to “teach” our committee about the class – this included readings, lectures, etc.  This was helpful in getting the staff to understand faculty expectations. • We invited the Gen Ed coordinator in to talk about how our co-curricular activities might complement Gen Ed goals and classes. • We developed a calendar of co-curricular activities – in order to give our staff a sense of our “rhythms during the year”. • We created a common evaluation form for all co-curricular programming in our Division

10. Co-Curricular Progress…. Fall 2009 We developed the ABC (Academics Beyond the Classroom) concept as a way to publicize our programming to faculty.  This included a number of initiatives:  • Development of a logo (apple) • Ahard copy brochure sent out to all faculty with a note from Vice Provost and Dean of Students • Presentation of ABC at the fall teaching conference (along with free apples) Spring 2010 We added a website to ABC and put all of our co-curricular programming for each semester on it.  The website includes a search feature by student services unit and/or learning outcome.  2010/11 We continued to work with faculty to encourage their use of ABC programming.  • We presented to the Campus Life Committee (faculty consultants to our Division) and the fall teaching conference again • We worked with the Gen Ed coordinator to determine how to add co-curricular to classes • We met with the Lib 201 faculty coordinator to determine possible co-curricular offerings for that class.

11. Navigating ABC Co-Curricular Programs • www.gvsu.edu/abc • View by Month • View by Learning Outcomes • Civic Responsibility • Foundations and Skills for Lifelong Learning • Integrative Learning • Critical Thinking • Intercultural Knowledge and Competence

13. LIB 100/201 Co-Curriculum • Intentionally inserting experiential learning into curriculum (not “in addition”) • Allows students to connect theory and “practice” • Helps facilitate student reflection, perspective, and a deeper learning of course material • Exposes students to a wide range of ideas and experiences • http://www.gvsu.edu/integrativelearning/-co-curriculum--147.htm

14. LIB 100/201 Co-Curriculum • Allows for effective partnership between Academic and Student Affairs • Bridges the “gap” for students • Creates an environment for collaboration • Provides event coordinators with the opportunity to engage a wide variety of students

15. LIB 100/201 Co-Curriculum • Multiple forms of assessment- aligned with the goals of each division • Student learning increased through intentional planning and organization • Value created for all involved: • Students • Faculty • Departments • Campus Divisions

16. How we collect/manage data • Common participant evaluation form for Student Services programs • Developed by the committee and updated each year • Demographic data, academic connections, learning outcomes • After each program, host department compiles data and sends it to ABC assessment coordinator (graduate assistant) • Report produced for each Fall and Winter semester.

17. 2012-2013 Evaluation Data • 212 programs evaluated in the 2012-2013 academic year. • Approximately 8,013 attendees to co-curricular programs put on by the various offices within the Division of Student Services. • 5,457 evaluations were completed. 68% return rate! • 28% of attendees who completed evaluations reported they were receiving class credit.

18. 2012-2013 Evaluation Data

19. 2012-2013 Evaluation Data

20. Collaboration Opportunities for Collaboration

21. Workshop • How do you/can you connect out-of-class experiences to the courses you teach? • LEAP Outcomes Campus Toolkit: http://leap.aacu.org/toolkit • Leadership University (e-portfolio) www.gvsu.edu/leadershipuniversity