Integration of Learning
Task Force Proposals |
The ‘I’ Experience
Integration of Learning Task Force - The ‘I’ Experience
This proposal establishes an Integrated (“I”) Learning Experience for first year students. As part of the “I” experience, all first year students will be required to attend 6 co-curricular on-campus activities (three per semester). These activities must be selected from an approved list of offerings. Approved offerings will be related to a broadly developed theme (expanded “W” theme) that has relevance to multiple disciplines and will reflect issues relevant to today’s world. Completion of the “I” will be a graduation requirement.
After each “I” activity, a discussion
session will be scheduled for the first year students who attended the
activity. Focused discussion sessions
will be led by a junior or senior student (student government representative)
who has worked with an assigned faculty to prepare for the discussion.
Successful implementation of the “I” experience will require establishing an “Integration” Commission to oversee the details of the proposal and maintain the intentionality of the process. It is recommended that the “I” Commission be included under the auspice of the Center for Academic Innovation. The Commission should pay special attention to the diversity of approved “I” events, the system used to monitor student compliance and the coordination of the upper class students responsible for leading “I” discussions.
In accordance with the mission of Saint Mary’s College, it is believed that the “I” requirement will better equip our students to develop their talents and prepare them to make a difference in the world by exposing them to the life of the mind outside of the classroom. Integrating their coursework with co-curricular offerings will promote a life of intellectual vigor, aesthetic appreciation, religious sensibility, cultural understanding and social responsibility.
As developed by this task force, integrated learning is an intentional process focused on creating opportunities for resonance among the learner’s coursework (both intra- and interdisciplinary), community life, and personal and interpersonal experiences. The goal is to enhance the holistic education of our students – academic, cultural, social, physical and spiritual – as put forth in the college’s mission statement.
Discussions with upperclassmen and alumni demonstrate that Saint Mary’s College does an excellent job integrating learning with our “finished product”, yet this seems to happen almost accidentally. It is unclear how the intersection of curricular and co-curricular activities shape who our students become. It can be argued that integration is a maturational process that occurs more in spite of us than because of us. If this is so, is there a way to facilitate that maturational process so that our students “get it” earlier so they can benefit more from what the Saint Mary’s community has to offer?
When analyzing what is currently in place at SMC, it is evident that there are some significant programs that facilitate integration already in existence.
1) Orientation
The Orientation program provides diverse information that is crucial to the successful adaptation of first year students to the Saint Mary’s community. The orientation program is integrated, bringing diverse programs on campus to the attention of the student and her parents.
2) The Office of First Year Studies
While conducting academic advising, the staff of the office of First Year Studies provides a framework for integration with first year students. For example, explaining why a math major’s knowledge base will be enhanced by taking a history course lays a foundation for integration.
3) Tandem courses
The tandem courses that currently exist on campus are an obvious way to encourage the integration of learning from a curricular perspective. These courses truly model liberal arts learning. The tandem courses provide a rich foundation for learning that encourages the student to think critically and to apply what they have learned. Additionally, because of increased exposure among the students and faculty participating in the tandems, students (and faculty) get to know each other better which further enhances the learning environment. Currently tandems are offered primarily for first-year students earning their “W”; the success of the current tandem courses supports further development of additional tandems.
4) Senior Comprehensive
Many seniors demonstrate the integration of learning that has occurred at SMC as they complete their senior comprehensive project. The requirements for the senior comprehensive could be expanded by departments so that students are required to demonstrate integration of learning in their project.
Additionally, many faculty encourage the integration of learning through the course texts, assignments, and guest speakers that they select.
All of the above examples of integration of learning could be enhanced by concentrating on the intentionality of the process. Integration of learning should be a focus, not merely a by-product.
While brainstorming how to address our initial charges, task force members considered the impact integration of learning might have on student attrition. Could an enhanced effort to integrate learning impact student attrition? At Saint Mary’s College attrition (for other than academic reasons) typically occurs between the 1st and 2nd year. Institutional research indicates that the greatest reason for this attrition is related to social integration; there is not a “good” personal fit between the first year student and the college. With attrition in mind, it is obvious that the first year is the time to “capture” the commitment of the students to the Saint Mary’s College community. Theoretically, this could be achieved by increasing the first year student’s involvement on the campus (and with other students) thus further engaging the students.
Many colleges have first year experiences designed to “capture” their students’ interest and commitment to the institution. The majority of college programs researched (the list of which can be accessed at http://www.sunysb.edu/Reinventioncenter/resfresh.html) by this task force involved special topic seminars led by faculty committed to enhancing the experience of first year students. The majority of these programs boasted a small student to faculty ratio (15 – 20:1). This ratio was designed to personalize the freshman experience by giving them close contact to a faculty member. It is believed that these programs enhance academic outcomes. This type of experience does not seem necessary given the small student faculty ratio at Saint Mary’s College. First year students currently have access to the majority of their faculty on a regular basis.
Some colleges have developed a set of common experiences among first year students. These common experiences provide a point of reference that can be reflected in a variety of classes (colored by the focus of that class) thereby integrating learning. This type of “common experience” is similar to what the college already does with the “W” theme of the year and could readily be expanded to include “I” offerings.
As proposed, the “I” experience would provide a unique experience for both the first year student and the upperclassman. The first-year student would be exposed to the diverse co-curricular offerings on campus early in her college life. For the first year student, attendance at these activities would broaden her understanding of the liberal arts basis of the college by broadening her intellectual experience outside of the classroom. The “I” experience would create opportunities for resonance among the learner’s coursework (both intra- and interdisciplinary), community life, and personal and interpersonal experiences.
An additional benefit of the “I” experience for the first year student would be making a meaningful connection with a more mature (experienced) student. Our upperclassmen are the strongest selling point of the college, they embody what is special about Saint Mary’s. Our experienced students can serve as role models, advisors & beacons of hope for the first-year students.
The upper division students would also benefit from the “I” experience by gaining meaningful leadership experience. Working with a faculty in a peer-mentoring role to prepare for “I” discussions and then leading the first-year students in the discussion would further develop the leadership skills of our graduates.
The “I” experience could be promoted as a marketing tool to attract students to Saint Mary’s.
It is difficult to determine the college’s risk in not supporting this proposal, the risks are more abstract. There could potentially be a loss in revenues by students lost due to attrition.
The more significant loss would be in failing to capitalize and expand on what makes Saint Mary’s such a special place. This experience could be an attractive selling point to potential students.
C. Relation of the proposed program to the strategic plan (relate to specific action detail)
Initial charges for the Integration of Learning Task Force:
Initiative 3: Examine and enhance the ways in which students integrate learning across the curriculum.
3.1 Define the integration of learning.
Integrated Learning is an intentional process focused on creating opportunities for resonance among the learner’s coursework (both intra- and interdisciplinary), community life, and personal and interpersonal experiences. The goal is to enhance the holistic education of our students – academic, cultural, social, physical and spiritual – as put forth in the college’s mission statement.
Initiative 1: Promote a learning environment that fosters an integrated development of each student’s intellectual, spiritual, emotional, social & physical life.
1.1.1 Design an organizational structure to promote holistic student development
Enhanced student satisfaction, enhanced student learning, increased attendance at campus sponsored events, increased intellectual interaction among students, decreased student attrition.
Attrition rates; sophomore/senior student satisfaction ratings (current tools would need to be modified to incorporate integration of learning); alumni satisfaction scores (current tools would need to be modified to incorporate integration of learning); the National Survey of Student Engagement.
E. Budget
The direct cost of implementing this program would be the cost of National Survey of Student Engagement: $4,000/year.
The remaining costs are theoretical. For Example, if we have 400 first year students and we require them to go to 6 events and they ALL chose to go to events that required tickets (and each ticket costs $5), the college would theoretically lose $1,200 in revenue for event attendance. Not all “I” experiences will require admission.
In addition, student attendance to events on campus historically has been low. Last year, 300 students attended campus events (requiring admission). It is not known how many of these students were first year students, sophomores, juniors or seniors. Getting the students to attend events in their first year may encourage them to attend events through out their years at Saint Mary’s. This would produce an increase in revenue for the college.
Saint Mary’s historically has low student attrition. The retention rate for the entering class of: 2000 = 82%, 2001 = 81%; 2002 = 85%; 2003 = 87%. The average year retention rate for the past four years has been 83.8%. A retention rate of 90% is considered excellent among college campuses. With that in mind, if we were successful in “capturing” the commitment of an additional 3% of students to the Saint Mary’s College community that would equal 12 students/year. Lost revenue for these students would be approximately $360,000. (These numbers are based on an incoming class of 400 and the cost of tuition/room & board being $30,000.)
It is difficult to determine additional budgetary implications of this proposal. Additional costs could be added depending on how the “I” Commission determined to implement the requirement. For example, would faculty mentoring the upper division students to lead the “I” discussion groups get release time? How would student attendance be monitored? Would this require an additional staff person or additional equipment?
Launching
the Boat and Staying Afloat – A Comprehensive Orientation Plan for First-year Students
A. Description of the proposal including title of Task Force and Proposal
Integration of Learning Task Force – Launching the Boat and Staying Afloat – A Comprehensive Orientation Plan for First-year Students
This proposal establishes an Orientation Board who will oversee the successful integration of first year students into the Saint Mary’s Community. The Orientation Board will have the authority/responsibility to dictate what is included in orientation & when this information is presented to the students/families. (Launching the boat)
To assist students to make a successful transition from high-school to college, the Orientation Board will develop a series of sessions that first year (first semester) students will take to facilitate the transition to college life. Topics may include (but are not limited to): goal setting and time management, study skills, test-taking skills, reading and note taking skills, healthy lifestyles, campus involvement, security and personal safety, money management. (Staying Afloat)
1. Why is this activity particularly important to the college?
The orientation process is critical to the successful integration of first-year students to the Saint Mary’s community. It launches them into their college life and sets the tone for their experience at Saint Mary’s College. A multidisciplinary board to oversee the process would encourage collaboration among the campus community and result in a more cohesive program.
A comprehensive first-year orientation effort to “launch the boat” and “keep it afloat” could be used as a marketing tool to attract students to Saint Mary’s College. Parents want to know that their daughters are going to be provided with the necessary support(s) throughout their first year to facilitate their success (academically & socially).
2. What would be the impact if this proposal were not funded?
Loss of revenue when students opt not to attend SMC.
Decreased parent and student satisfaction.
Increased student attrition
C. Relation of the proposed program to the strategic plan (relate to specific action detail)
Initial charges for the Integration of Learning Task Force:
Initiative 1: Promote a learning environment that fosters an integrated development of each student’s intellectual, spiritual, emotional, social & physical life.
1.1.1 Design an organizational structure to promote holistic student development
1.1.2 Develop an integrative approach to the first-year student experience beginning with orientation
D. Specific outcome of the proposal
Increased student enrollment, increased student satisfaction, decreased attrition
Attrition rates; sophomore/senior student satisfaction ratings (current tools would need to be modified to incorporate orientation); alumni satisfaction scores (current tools would need to be modified to incorporate orientation).
The orientation costs for summer/fall of 2004 was $28, 617.00. This proposal would not significantly alter that budget although additional cost could be incurred depending on how the Orientation Board designed the orientation program.