(QEP) Engaging the First Year Student - West Texas A&M University

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QEP: Engaging the First Year StudentWest Texas A&M UniversityBarriers to Success• Proposed changes to core curriculum requirements are tenuous for many reasons, but theprimary reason is that the core is territorial. No action or lack of action can best be madeunder uncertainty or fear, but under logical reasoning. The University core is currently thelargest in Texas, see (http://statecore.its.txstate.edu/) for a comparison of core curriculum inthe State.• People do not like change. Faculty who do not teach core level classes may find uniquechallenges and opportunities by stepping out of their topic specific classes to teach in thecore.• The lack of faculty or the shortage of faculty in some fields makes it difficult for somedepartments to put PhD’s in core classes.• The core is not valued by students or faculty. All too often, students feel that the core is abarrier to cross before taking classes they want.INITIATIVE 4Project “Citizen U.”:Infusing Service-Learning into the CurriculumBenchmark of Best PracticesElements of this initiative were based on service-learning learning programs at ColgateUniversity; Portland State University; IUPUI; Murray State University, Clarion University,Rockhurst University, California Polytechnic State University, and University of Utah. Importanttexts used were: Challenging and Supporting the First year Student: A Handbook for Improvingthe First Year of College (2005) and Achieving and Sustaining Institutional Excellence for theFirst Year of College (2005).Purpose StatementService-Learning is a “method under which students learn and develop through thoughtfullyorganizedservice that: is conducted in and meets the needs of the community and is coordinatedwith an institution of higher education and with the community; helps foster civic responsibility;is integrated into and enhances the academic curriculum of the students enrolled: and includesstructured time for students to reflect on the service experience” (Plater, 2004, p. 5). Service-Learning is distinctly different from volunteerism or community service because it establishes apedagogical connection and facilitates reflection on a course’s learning outcomes as experiencedthrough the service performed.Service-Learning partnerships must parallel with the learning outcomes of the course. A recentevaluation study published by Astin and his colleagues at the Higher Education ResearchInstitute at UCLA collected longitudinal data from a sample of more than 20,000 undergraduatesattending national colleges and universities. About a third of these students had participated inService-Learning during college. Through both quantitative measures and in-depth case studies,the researchers found a significant positive impact of Service-Learning courses on studentacademic achievement, as measured by such variables as GPA, writing skills, and criticalthinking skills. More than 80% of the students felt that their service “made a difference” and that24
QEP: Engaging the First Year StudentWest Texas A&M Universitythey had learned from their service experience. The qualitative data suggested that Service-Learning is effective in part because it facilitates four kinds of learning outcomes:1) increased sense of personal efficacy,2) increased awareness of the world,3) increased awareness of one’s personal values4) increased engagement in the classroomDr. Astin called Service-Learning one of the most important pedagogical innovations of the pastfifty years (Virginia Commonwealth University, www.vcu.edu/quality). The student learningoutcomes will be more effectively taught and demonstrated through linkage to the community.Identifying the Objectives“Citizen U.” Service-Learning Initiatives will infuse new purpose and interest into learningcourse objectives through partnerships between course curriculum and community needs. Forservice-learning to enhance the WTAMU campus, measurable objectives have been developed.Objectives Assessment OutcomesEnhance engagement for learning • Number of service-learning • 30 courses will be designated as “Servicecourseobjectives through servicelearningpartnerships betweenpartnershipsLearning” coursesclasses and the community• Curriculum revisions • Course will create new assignments to(Objective 1)• CIEQ/CEAimprove student learning outcomes• S-L pre/post tests• Develop partnerships with community• Change course descriptions• Improved teaching evaluationsProvide students with theknowledge, ability, and desirefor lifelong learning &involvement with community(Objective 2)Develop student ability to inquire,think, analyze, and problem-solve(Objective 3)Develop student ability to write,read, speak, and listen(Objective 4)Demonstrate student commitmentto community through Leadership& Service Transcript(Objective 5)• S-L pre/post tests• Volunteer rates at partnerorganizations• NSSE• Student, faculty, partnershipacademic assessments• Curriculum revisions• Student, faculty, partnershipacademic assessments• Evaluation of student graduateper major• Student transcripts reflect atleast 5 S-L courses and 100hours of volunteer work• Students will be more civically engaged• Students will volunteer at greater rates• Students will connect course content tocommunity needs for greater learning• Students will produce more productive,purposeful, and useful work• Students will improve their academic andprofessional abilities• Students graduate with service transcriptsBarriers to SuccessSocial Barriers• Students do not want to be engaged with their community or their peers.• The generation that is most connected via technology is least connected to and as acommunity.• According to the Civic and Political Health of the Nation Report (2002), 70% of studentstoday distrust those around them, compared to the 36% of baby boomers that harbordistrust.25
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(QEP) Engaging the First Year Student - West Texas A&M University

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