Browsing Division of Undergraduate Education by Author "Baker, Sara"
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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. ItemSummer Bridge IUPUI High-Impact Practice Taxonomy(2018-02-19) Bowman, Heather; Sabol, David; Baker, SaraDescription The IUPUI Summer Bridge Program is an intensive two-week pre-semester program for incoming freshmen delivered through an instructional team approach. The Summer Bridge student cohorts continue into the fall semester as first-year seminar classes. The program’s mission is to support entering students to make a successful transition into the life and community of IUPUI and enhance rates of retention and persistence by providing early academic and social support. The program mission aligns with the missions of IUPUI and University College to support teaching, academic excellence, and student persistence. Purpose: 1) Provide opportunities for intensive community building and institutional connection 2) Facilitate an understanding of college-level expectations 3) Deliver first-year seminar (FYS) content early and intensively (see FYS Template and Taxonomy) 4) Strengthen students’ college-level academic skills (e.g., math, writing, reading, public speaking) 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.