Browsing Division of Undergraduate Education by Author "Angermeier, Lisa"
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ItemFirst-Year Seminars IUPUI High-Impact Practice Taxonomy(2018-02-19) Baker, Sara; Powell, Amy; Sabol, David; Johnson, Charlie; Orme, William; Angermeier, Lisa; Bowman, HeatherFirst-year seminars are designed to assist entering students as they form connections with the IUPUI community, including other students, faculty, and advisors in a prospective major. This First-Year Seminars High-Impact Practice Taxonomy seeks to clearly define the features of First-Year Seminars as a high-impact practice. The taxonomy describes four attributes of First-Year Seminars practice along three dimensions of impact—High-Impact, Higher-Impact, and Highest-Impact. ItemThemed Learning Communities IUPUI HIgh-Impact Practice Taxonomy(2018-02-27) Baker, Sara; Powell, Amy; Sabol, David; Johnson, Charlie; Orme, William; Angermeier, Lisa; Bowman, HeatherA themed learning community (TLC) at IUPUI is a first-year seminar and two discipline-based courses linked by a theme that a group of 25 freshmen enroll in as a cohort. Themed learning communities enhance student learning by cultivating interdisciplinary understanding and integrative learning. The theme of each learning community provides a foundation for curricular connections between disciplines, and out-of-classroom experiences enhance the academic experience. The faculty team collaborates to create an integrative, supportive, and challenging learning environment designed to support first-year students, furthering IUPUI's mission of undergraduate student learning and success and community engagement through collaboration across disciplines. Purpose This Themed Learning Communities High-Impact Practice Taxonomy seeks to clearly define what makes a themed learning community at IUPUI a different student and faculty experience than the same courses taken and taught individually. Additionally, the taxonomy aims to: 1. Provide guidance for themed learning community teams in planning, developing, implementing, and reflecting on their work; 2. Provide direction to the Themed Learning Communities program for faculty development; and 3. Provide a tool for encouraging program fidelity.