annual report 2015 - 2016 · 2017. 3. 16. · annual report 2015 - 2016 . florida state university...

LIVING-LEARNING COMMUNITIES ANNUAL REPORT 2015 - 2016

FLORIDA STATE UNIVERSITY

UNIVERSITY HOUSING LIVING–LEARNING COMMUNITIES ANNUAL REPORT 2

Mary B. Coburn Vice President for the

Division of Student Affairs

—

DIVISION OF

UNDERGRADUATE STUDIES

Karen Laughlin

Dean of Undergraduate Studies

Sara Hamon Associate Dean &

Coordinating Faculty Director

Christina Pater Living-Learning Communities Assistant

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UNIVERSITY HOUSING

Shannon Staten Executive Director

Chandra Myrick

Director, Residential Student Experience

Denise Mercier Coordinator, Living-Learning Programs

LIVING-LEARNING COMMUNITIES

ANNUAL REPORT 2015-2016

FLORIDA STATE UNIVERSITY

TABLE OF CONTENTS

Overview and Goals 3

Academic Exploration & Discovery at Bryan Hall 6

Global & Public Affairs Learning Community at DeGraff Hall 12

Music Living-Learning Center at Cawthon Hall 16

Nursing Learning Community at Wildwood Hall 22

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SPONSORING COLLEGES Pre-Health Professions Learning Community at Reynolds Hall 26

Arts & Sciences Sam Huckaba, Dean

Human Sciences

Michael D. Delp, Dean

Music Patricia Flowers, Dean

Nursing

Judith McFetridge-Durdle, Dean

Social Sciences and Public Policy Tim Chapin, Interim Dean

Social Justice Living-Learning Community at Wildwood Hall 30

Women in Math, Science & Engineering (WIMSE) at Cawthon Hall 34

3 UNIVERSITY HOUSING LIVING–LEARNING COMMUNITIES ANNUAL REPORT

OVERVIEW AND GOALS

The Living-Learning Communities (LLCs) at Florida State University are a vital part of the academic engagement programs available to first-year residential students. LLC members live in the same residence hall and participate in academic activities related to a specific theme or major as facilitated by a faculty director who often has an office within the building. Currently, there are seven LLCs involving nearly 500 students.

While each of the LLCs is unique, they all have a one-hour colloquium course taught by the faculty director. Most programs also offer one or more reserved LLC sections of courses that meet liberal studies or major requirements so that LLC students can take small classes together -- sometimes in classrooms in their own residence halls. Through these courses and other community activities, the LLCs provide students with mentoring and regular interaction with full-time and tenure-track faculty. Additionally, they introduce students to all this major research university has to offer, including access to some of Florida State’s most distinguished scholars and artists. Being part of an LLC helps students build on the high levels of motivation they bring to college. Further, the overarching benefits are that a higher proportion of these students are retained to the sophomore year and graduate. For trend data, see Exhibits 1 and 2 on the following pages. Latest data indicate:

• 95.4% of the 2013 LLC freshman cohort was retained to the sophomore year versus 92.5% of the total freshman cohort not participating in an LLC.

• 59.0% of the 2011 LLC freshman cohort graduated in four years versus 57.8% of the total 2011 freshman cohort not participating in an LLC.

• 83.2% of the 2009 LLC freshman cohort graduated in six years versus 79.3% of the total 2009 freshman cohort not participating in an LLC.

Each LLC is sponsored by a college or division within the University and operates with support from both the Division of Undergraduate Studies and the Division of Student Affairs. Dr. Sara Hamon (Associate Dean of Undergraduate Studies) serves in a consultative role with course scheduling, student advising, and registration. Ms. Denise Mercier (Coordinator of Living-Learning Programs, University Housing) provides coordination and communication related to housing and LLC application, selection, and assignment processes. Both staff members and all of the LLC faculty directors are active in recruiting students to participate.

Goals of the LLC Program at FSU 1. To promote the academic success, retention, and graduation of FTIC students. 2. To facilitate a positive transition from high school to a large residential research university with high

academic expectations. 3. To cultivate strong student connections with one or more faculty and staff members and other students. 4. To get students involved with the wealth of resources and programs available to enrich the

undergraduate experience and add value to the baccalaureate degree. 5. To introduce or advance knowledge and skills that students will use in their majors, careers, or in

service to their communities and the nation.


OVERVIEW AND GOALS

Collective LLC highlights and accomplishments for the 2015-16 academic year include: Developing and implementing a survey to give students the opportunity to evaluate the LLC experience and to assess its impact on retention. The survey had a 51% response rate, i.e., 218 of 428 first year students. See Exhibit 3 for the results of key questions related to LLC goals. Incorporating additional E-Series (IFS) courses into LLC offerings to maximize opportunities for students to meet general education requirements within their programs. Infusing more opportunities for service-learning, study abroad, tutoring, major/career exploration, and other high impact educational practices into our LLCs. Collaborating on a presentation entitled “Integrating High Impact Educational Practices into your LLCs” at the ACUHO-I Living Learning Programs Conference in St. Petersburg, Florida.

Expanding student mentorship opportunities and involvement with LeaderShape© to prepare them for this leadership role. Participating in the academic carousel at Preview with a professional display board which highlights each of our LLC programs and promotes the application process. Holding two planning meetings and 5-6 lunch meetings for LLC faculty to discuss opportunities and challenges and focus on short- and long-term planning initiatives. Increasing campus awareness of the LLC program accomplishments through the distribution of its professionally produced annual report.

EXHIBIT 1

EXHIBIT 1

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1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Perc

enta

ge

FIRST TO SECOND YEAR RETENTION RATES

LLC All FTIC FTIC minus LLC


EXHIBIT 2

EXHIBIT 3

Through participating in my Living-Learning Community… (n=218) Strongly Agree

or Agree

I experienced a positive academic transition to college. 91% I experienced a positive social transition to college. 86% I benefited from positive interactions with one or more faculty who taught LLC courses. 90% I have a stronger sense of connection to the University. 84% I participated in one or more university activities outside of the classroom. 93% I learned about campus resources to help me succeed academically. 90% I learned about campus resources to help me become connected socially. 81% I acquired knowledge and skills that I will use for my major/career. 86% I would recommend this LLC to a new student. 90% I intend to return to Florida State University next academic year. 99%

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1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Four Year Graduation Rates


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1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Six Year Graduation Rates


7 UUNNIIVVEERRSSIITTYY HHOOUUSSIINNGG LLIIVVIINNGG––LLEEAARRNNIINNGG CCOOMMMMUUNNIITTIIEESS AANNNNUUAALL RREEPPOORRTT

ACADEMIC EXPLORATION & DISCOVERY

at Bryan Hall

182 Convocation Way (850) 644-1530 Built 1907, Renovated 1997

The Bryan Hall Living Learning Community (LLC) focuses on helping students to identify or solidify their major and career plans through guided exploration and community support. Regardless of intended major, Bryan Hall provides students with an introduction to a major research university through a small community context and gives them the opportunity to interact with faculty and staff on a more personal level. This experience promotes intellectual growth and adds value to the college degree.

FACULTY & STAFF CHARACTERISTICS

COLLEGE OF ARTS & SCIENCES Sam Huckaba, Dean

ESTABLISHED 1997 as the inaugural Living-

DIVISION OF UNDERGRADUATE STUDIES Learning Community Karen Laughlin, Dean

LIVING-LEARNING COMMUNITY CAPACITY 128 Beds, 128 Participants

William C. Parker, Faculty Director Holly Hunt, Associate Director Melissa Ferraro, Assistant Jason Guilbeau, Assistant

MEAL PLAN Required


“[Bryan] provided me with a quick way to form new friendships with people who had similar priorities as I did when it came to college. Being surrounded by peers who are as academically-minded as myself allowed me to thrive my first semester even more than I thought I would. Honestly, I am returning to FSU because I love the atmosphere and the people here, and Bryan Hall had a lot to do with that. I am so thankful for my experiences in this residence hall and wouldn’t trade them for the world!” Bryan Hall student, March 2016

ACADEMIC EXPLORATION & DISCOVERY

COURSE OFFERINGS

Fall

PHI 3882 Philosophy in Literature

IFS 3050 India through Bollywood

ENL 3334 Intro to Shakespeare

AMH 2010 American History

ENC 1101 English Composition

IFS 2058 Trilobites to T-Rex

HUM 1921 Learning Community Colloquium

Spring

AMH 2097 Nationality, Race and Ethnicity in the U.S.

CLA 2110 Debates About the Past: Greek Civilization, History and Culture

ENC 2135 Research, Genre and Context (2 sections)

IFS 2065 Human Nature: Modern and Contemporary Perspectives

SYD 2740 Sociology of Law and Hispanics


COURSE EVALUATIONS

Students evaluate the courses offered in the Living-Learning Community using the University’s formal evaluation, Student Perception of Courses and Instructors (SPCI). In the chart, “N” equals the number of students who completed the evaluation and “Response” equals the percentage of enrolled students who completed the evaluation.

Fall

Course Overall Course Content Rating Overall Assessment of Instructor Excel

Satisfactory Poor Excellent Satisfactory Poor N Response

HUM1921 No

No Data N/A N/A ENC1101 No Data No Data N/A N/A ASH1044 44% 33% 11% 11% 0% 67% 22% 6% 1% 0% 18 90% ENL3334 33% 56% 11% 0% 0% 78% 11% 11% 0% 0% 9 35% IFS2087 62% 29% 5% 1% 0% 84% 16% 0% 0% 0% 19 84% IFS3050 56% 31% 13% 0% 0% 69% 19% 6% 6% 0% 16 85% PHI3882 9% 9% 27% 36% 18% 0% 9% 45% 18% 27% 11 46%

Spring

Course Overall Course Content Rating Overall Assessment of Instructor

Excel

Satisfactory Poor Excellent Satisfactory Poor N Response

AMH2097 No

No Data N/A N/A CLA2110 65% 29% 6% 0% 0% 88% 12% 0% 0% 0% 17 81% ENC2135(95) 28% 22% 39% 11% 0% 44% 11% 28% 11% 6% 18 72% ENC2135(100) 35% 43% 17% 4% 0% 57% 26% 13% 0% 4% 23 96% IFS2065 21% 29% 43% 7% 0% 43% 29% 21% 7% 0% 14 74% SYD2740 8% 38% 46% 8% 0% 46% 38% 15% 0% 0% 13 72%


SIXTH-YEAR GRADUATION RATE FIRST-YEAR RETENTION RATE

SPECIAL PROGRAMS

With an original focus on intellectual curiosity, the Bryan Hall Learning Community places a particular emphasis on helping students to identify or solidify their major and career plans as well as their plans to get the most out of their undergraduate experience. Therefore, this program is an ideal opportunity for Exploratory students in addition to students who have declared majors and are looking to confirm their career choice. To aid in this exploratory process, the Bryan Hall Learning Community incorporates a colloquium course integrating small-group classes on alternating weeks into the regularly scheduled large group class meetings.

During the spring semester, the Academic Exploration and Discovery students were provided a unique opportunity to participate in mentorships. Students identified their future career interests and were paired with a University and/or community mentor. For example, Mark Bertolami, Director of Planning and Space Management at Florida State University, shared the history of campus landmarks and taught students about campus planning. Students also met with Elizabeth Swiman, Director of Campus Sustainability at Florida State University, and she discussed current sustainable campus initiatives. Another unique opportunity provided to four students from this community was the opportunity to attend a LeaderShape® Institute last May.

HISTORICAL TREND IN RETENTION & GRADUATION

The most recent data that has been verified by Institutional Research is provided below.

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Bryan Hall Learning Community

FIRST-YEAR RETENTION RATE SIX-YEAR GRADUATION RATE


GLOBAL & PUBLIC AFFAIRS

at DeGraff Hall

810 W Tennessee St (850) 645-8503 Built 1950, Razed 2005, Rebuilt 2007

The Global and Public Affairs Learning Community (GPALC) is designed to help its residents advance their interests in the world around them, complementing the educational mission of FSU with special courses and frequent events and activities. The GPALC is intended for students with plans to major or minor in one of the social sciences, which includes political science, international affairs, sociology, economics, and geography. The GPALC draws from the rich resources of the University, the College of Social Science & Public Policy, and the city of Tallahassee to create a unique learning environment. The central mission of GPALC is to educate students for citizenship in the community, state, nation, and world.


COLLEGE OF SOCIAL SCIENCES & PUBLIC POLICY Tim Chapin, Interim Dean LIVING-LEARNING COMMUNITY Dale Smith, Faculty Co-Director Eric Coleman, Faculty Co-Director Jackie Bucheck, Graduate Assistant Katherine R y a n , Undergraduate Teacher Assistant Tyler Crown, Undergraduate Teacher Assistant

ESTABLISHED 1998 as Broward Hall Public Affairs Learning Community; renamed Global & Public Affairs Learning Community in 2015

CAPACITY 38 Beds, 35 Participants

MEAL PLAN Not Required

GLOBAL & PUBLIC AFFAIRS

COURSE OFFERINGS

Fall

ISS 1921 Colloquium in Public Affairs

SYG 2000 Social Problems

ECO 2000 Intro to Economics

Spring

ISS 1921 Colloquium in Public Affairs

“This LLC has changed my life. I have grown to become best friends with nearly everyone in the LLC and it has helped me in all ways possible through academics. Honestly, joining the LLC was the greatest decision of my life.” GPALC student, March 2016

COURSE EVALUATIONS


Fall

Course Overall Course Content Rating Overall Assessment of Instructor Excellent Satisfactory Poor Excellent Satisfactory Poor N Response ISS1921 No Data No Data N/A N/A ECO2000 73% 18% 9% 0% 0% 91% 9% 0% 0% 0% 11 92% SYG2010 60% 30% 10% 0% 0% 80% 15% 5% 0% 0% 20 91%

Spring

Course Overall Course Content Rating Overall Assessment of Instructor Excellent Satisfactory Poor Excellent Satisfactory Poor N Response ISS1921 No Data No Data N/A N/A




SPECIAL PROGRAMS

The students were very engaged in the two seminars scheduled this past fall as well as the weekly colloquium discussions. Topics included international relations, climate change, development of the modern state, and international development. Guest speakers discussed topics ranging from American political participation to climate change negotiations in Paris. Relatedly, several students went above and beyond the event attendance requirements for the colloquium. A number of students are now members of the organizations that were showcased during colloquium meetings and in the weekly newsletter announcing relevant events.

Overall, this group was very enthusiastic about the LLC; the students formed as a community early in the year and remained connected throughout the year. Many students found lifelong friends through the LLC as well as opportunities to engage in public affairs on campus and in the community. We had no reported roommate conflicts and the LLC students would often walk over as one large group from their residence hall to the colloquium classroom in HCB.



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Global & Public Affairs Learning Community at DeGraff Hall



MUSIC at Cawthon Hall

119 Honors Way (850) 644-7384 Built 1949, Renovated 2001

In Cawthon Hall, the Music Living-Learning Center’s primary goal is to create a musical community that exists both inside and outside the walls. We also aim to acquaint students with current issues related to their pursuit of careers in music and in music as a life-long avocation (as a practitioner and as a listener). Students gain a broader sense of how music and musicians participate in our culture. Students articulate new ways to think about music, music performance, music teaching, and musical careers from experts in the field. They learn about a wide variety of career opportunities in music, and of pathways to success in those careers, through interaction with professionals.


COLLEGE OF MUSIC Patricia Flowers, Dean

LIVING-LEARNING COMMUNITY Michael Buchler, Faculty Director Richard Lee, Program Associate Toni Rubini, Tutor Jennifer Harding, Tutor

ESTABLISHED 2002

CAPACITY 165 Beds, 143 participants.

MEAL PLAN Required


MUSIC

COURSE OFFERINGS

Fall

MUT1111

MUT2116

MUT1241

MUT2246

MVK1111

MVK2121

MUL2110

MUS1920

Music Theory I

Music Theory III

Sight Singing and Ear Training I

Sight Singing and Ear Training III

Class Piano

Class Piano

Survey of Music Literature

Cawthon Hall Music Colloquium

Spring

MUT1112

MUT1242

MUT2247

MVK1111

MUS1920

IFS2099

Music Theory II

Sight Singing and Ear Training II

Sight Singing and Ear Training IV

Class Piano

Cawthon Hall Music Colloquium

Music, Culture and Imperialism in Great Britain - International Programs

“This LLC is a great community full of talented individuals that I have learned from. I feel more connected to FSU through living in this LLC and I have had the opportunity to experience and appreciate all kinds of music and people. This LLC also offers valuable rooms for music students. We have tutoring rooms and practice rooms, which I have taken advantage of.” MLLC student, March 2016


COURSE EVALUATIONS


Fall

Course Overall Course Content Rating Overall Assessment of Instructor Excellent Satisfactory Poor Excellent Satisfactory Poor N Response MUS1920 No Data No Data N/A N/A MUL2110 33% 33% 33% 0% 0% 33% 67% 0% 0% 0% 3 50% MUT1111(01) No Data No Data N/A N/A MUT1111(03) No Data No Data N/A N/A MUT1111(06) 86% 14% 0% 0% 0% 100% 0% 0% 0% 0% 22 88% MUT1241(01) No Data No Data N/A N/A MUT1241(03) 0% 21% 64% 14% 0% 0% 0% 7% 50% 43% 14 94% MUT1241(05) 19% 56% 6% 19% 0% 100% 0% 0% 0% 0% 16 94% MUT1241(07) 58% 33% 0% 8% 0% 85% 15% 0% 0% 0% 13 88% MUT2116 22% 22% 44% 0% 11% 89% 11% 0% 0% 0% 9 82% MUT2246 67% 33% 0% 0% 0% 67% 33% 0% 0% 0% 3 50% MVK1111(09) No Data No Data N/A N/A MVK1111(10) 50% 40% 10% 0% 0% 90% 10% 0% 0% 0% 10 91% MVK1111(11) 86% 14% 0% 0% 0% 100% 0% 0% 0% 0% 7 78% MVK1111(12) No Data No Data N/A N/A MVK1111(13) No Data No Data N/A N/A MVK1111(14) No Data No Data N/A N/A MVK2121(06) No Data No Data N/A N/A MVK2121(07) No Data No Data N/A N/A

Spring


Excellent Satisfactory Poor Excellent Satisfactory Poor N Response

MUS1920 No Data No Data N/A N/A MUT1112(01) 59% 47% 0% 0% 0% 94% 6% 0% 0% 0% 17 81% MUT1112(03) 58% 32% 11% 0% 0% 89% 11% 0% 0% 0% 19 90% MUT1112(06) 58% 21% 0% 21% 0% 89% 11% 0% 0% 0% 19 90% MUT1242(01) 0% 7% 29% 57% 7% 0% 21% 29% 7% 43% 14 93% MUT1242(03) 0% 0% 20% 30% 50% 0% 10% 30% 30% 30% 10 100% MUT1242(05) 33% 13% 27% 27% 0% 93% 7% 0% 0% 0% 15 83% MUT1242(07) 36% 14% 21% 14% 14% 93% 7% 0% 0% 0% 14 78% MUT2247 50% 50% 0% 0% 0% 50% 50% 0% 0% 0% 2 100% MVK1111(08) No Data No Data N/A N/A MVK1111(09) 38% 63% 0% 0% 0% 100% 0% 0% 0% 0% 8 67% MVK1111(10) 33% 11% 44% 11% 0% 44% 33% 22% 0% 0% 9 83% MVK1111(11) 20% 50% 20% 10% 0% 20% 40% 30% 10% 0% 10 91% MVK1111(12) No Data No Data N/A N/A MVK1111(13) 13% 25% 63% 0% 0% 13% 25% 50% 13% 0% 8 100%


SIXTH-YEAR RETENTION RATES

MUSIC

SPECIAL PROGRAMS

The Music Living-Learning Center offered a diverse mix of colloquium programs for the students. Throughout the year, the Music Living-Learning Center residents met with various distinguished guest scholars and performers. In addition to lectures, Jennifer Broomfield led a particularly important and informative colloquium on Title IX. Another unique meeting included a session with sports psychologists on overcoming stage fright. We also had a discussion on exercise for musicians and the Dean of the College of Music led a colloquium session, which was a wonderful way for students to get to know their Dean and conductors. These colloquia gave students a good sense of what they should expect from their faculty, staff, and from each other.

Another highlight this year was that the Faculty Director travelled with thirteen of the Music LLC students, enrolled in a spring E-series course, to London over spring break. Students attended an opera, two musicals, many museums, and generally got a taste of international travel. It was an enjoyable and high-impact educational experience.

Students in this LLC also volunteered in the College of Music’s interview days by leading auditioning high school students and their parents on tours of the residence hall. Students also helped with evening recitals and pizza parties in the parlor on each of the audition days. It was a chance for them to give back and to assume a leadership role, and most of the volunteers relished the experience.



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Music Living-Learning Community at Cawthon Hall

FIRST-YEAR RETENTION RATES SIX-YEAR GRADUATION RATES


UNIVERSITY HOUSING LIVING LEARNING COMMUNITIES ANNUAL REPORT 21

22

UNIVERSITY HOUSING LIVING–LEARNING COMMUNITIES ANNUAL REPORT


NURSING at Wildwood Hall

202 Varsity Drive (850) 645-8588 Built 2007

The Nursing Learning Community (NLC) is designed to connect freshmen who are not formally admitted (NFA) nursing majors with their peers, their faculty, and the College of Nursing. The NLC students explore many aspects of the nursing profession.


COLLEGE OF NURSING ESTABLISHED Judith McFetridge-Durdle, Dean 2007

LIVING-LEARNING COMMUNITY Miriam G. McLarty, Faculty Director



NURSING

COURSE OFFERINGS

Nursing offers one course each fall and spring to Living-Learning Community participants:

HUM 1921 - Learning Community Colloquium

COURSE EVALUATIONS


Fall

Course Overall Course Content Rating Overall Assessment of Instructor Excellent Satisfactory Poor Excellent Satisfactory Poor N Response HUM1921 55% 24% 18% 0% 3% 76% 24% 0% 0% 0% 33 92%

Spring


Excellent Satisfactory Poor Excellent Satisfactory Poor N Response HUM1921 79% 21% 0% 0% 0% 96% 4% 0% 0% 0% 28 76%

“I chose to participate in a living learning community in order to learn more about the major I had chosen. I felt like this would g ive me a stronger connection with nursing resources and help me with my academics.” NLC student, March 2016




SPECIAL PROGRAMS

During the fall semester, students participated in a variety of academic and personal enrichment opportunities. Students visited the Academic Center for Excellence and met with Dr. Sara Hamon, Associate Dean of Undergraduate Studies, to learn about the free learning support services offered to students. In groups, students explored FSU and/or Tallahassee and reported back to class with photos and stories. Other programming included a tour of the nursing simulation lab, meeting with a nursing academic advisor, and meeting former Nursing Learning Community students currently engaged in upper division nursing classes.

Students also learned about program requirements for the Garnet and Gold Scholar Society (GGSS) and how their community service can be officially documented on ServScript. During the spring semester, the focus shifted to roles and issues in nursing. Speakers included nursing faculty addressing emergency nursing, women’s health, sexual assault nursing and nursing policy. The new Title IX Director visited class to discuss sexual misconduct, policies, services, and resources. Students became inspired by learning more about nursing and the endless possibilities of the nursing profession.



SIX-YEAR GRADUATION RATES

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Nursing Living-Learning Community at Wildwood


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PRE-HEALTH PROFESSIONS

at Reynolds Hall

134 Convocation Way (850) 644-2715 Built 1911, Renovated 1996

The Pre-Health Professions Learning Community (PHPLC) brings together students pursuing careers in allied health, athletic training, dentistry, medicine, physical/occupational therapy, and other health-related professions in a dynamic, engaging environment.


COLLEGE OF HUMAN SCIENCES Michael D. Delp, Dean LIVING-LEARNING COMMUNITY

ESTABLISHED 2004 as Human Sciences Living- Learning Community; renamed Pre-Health Professions Learning

Angela Sehgal, Faculty Director Community in 2008 Michele Garber, Associate Program Director CAPACITY

44 Beds, 44 Participants.

John Dilks, Adjunct Faculty - EMR

MEAL PLAN Required

PRE-HEALTH PROFESSIONS

COURSE OFFERINGS

Fall

PET 1081 LLC Colloquium

ATR 3112 First Responder Course for Emergency Medical Responders

ATR 3802 First Responder Practicum for Emergency Medical Responders

Professional Rescuer Certification Workshop

Spring

ATR 3112 First Responder Course for Emergency Medical Responders

ATR 3802 First Responder Practicum for Emergency Medical Responders

APK 2001 Medical Terminology

Required Medical Shadowing

“Through the Pre-Health LLC, I have met so many people and made life-long friends. Also with peer relationships, I have found an intellectually supportive community in which I can use to study with and explore the different health fields with.” PHPLC student, March 2016

COURSE EVALUATIONS


Fall

Course Overall Course Content Rating Overall Assessment of Instructor Excellent Satisfactory Poor Excellent Satisfactory Poor N Response PET1081 76% 18% 3% 0% 3% 78% 16% 3% 0% 3% 32 77%



SPECIAL PROGRAMS

The Pre-Health Professions Learning Community (PHPLC) sponsors the Emergency Medical Responder (EMR) Program in collaboration with FSU’s Health and Wellness Center. During the 2015-2016 academic year, 5 PHPLC students participated in didactic and clinical portions of the EMR program. In addition, EMR trained students have an opportunity to participate in EMR Practicum which enables students to earn emergency response service hours on campus.

Other notable achievements included: Approximately 25 of the PHPLC students earned Professional Rescuer Certification through a special workshop offered by the program.

During the Spring 2016 semester, all PHPLC students were required to shadow a medical professional with specific learning objectives and outcomes. Later in the semester, a joint PHPLC-ACE initiative offered final exam study groups.

In May 2016, two PHPLC students attended the LeaderShape® Institute in Panama City, FL. The tuition for this program was paid by the PHPLC and a private donation from a former student. LeaderShape® is an investment in promoting critical skills among the PHPLC first-year students who are planning to return as mentors to new PHPLC students.



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Pre-Health Professions Learning Community at Reynolds Hall



SOCIAL JUSTICE at Wildwood Hall

202 Varsity Drive (850) 645-8588 Built 2007

In Wildwood Hall, the Social Justice Living-Learning Community (SJLLC) is designed for students who desire to understand and practice social justice. Students from diverse majors may be accepted into this supportive, inclusive community each year. Together they live, learn, and explore social activism, social change, and the philosophical foundations of justice. The leadership knowledge, values, and skills gained from academic coursework and co-curricular programming will equip participants to initiate and bring about positive, sustainable social change.


DIVISION OF STUDENT AFFAIRS ESTABLISHED Mary B. Coburn, Vice President 2007

LIVING-LEARNING COMMUNITY Laura Osteen, Faculty Director


Amber Hampton, Associate Director/ Instructor Bailey Albrecht, Instructor/Program Co-Coordinator


Andy Hoffman, Program Graduate Assistant Miguel Hernandez, Instructor for Social Justice Mark Ziegler, Instructor for Public Speaking

SOCIAL JUSTICE

COURSE OFFERINGS

Fall

LDR2213 Leadership for Social Justice

IFS2021 Social Responsibility (Rhetorically Speaking)

Spring

IFS2021 Social Responsibility (Rhetorically Speaking)

LDR2210 Leadership through Intergroup Dialogue

“The best aspect of my experience participating in an LLC was getting to meet amazing people, and learning so much more about the social injustice going on in the world and how to start overcoming it.” SJLLC student, March 2016

COURSE EVALUATIONS


Fall

Course Overall Course Content Rating Overall Assessment of Instructor Excellent Satisfactory Poor Excellent Satisfactory Poor N Response LDR2213 42% 36% 18% 3% 0% 61% 33% 3% 3% 0% 33 94% IFS2021 94% 6% 0% 0% 0% 94% 6% 0% 0% 0% 17 100%

Spring


Excellent Satisfactory Poor Excellent Satisfactory Poor N Response

LDR2210 17% 45% 34% 0% 3% 10% 52% 14% 17% 7% 29 85% IFS2021 94% 6% 0% 0% 0% 100% 0% 0% 0% 0% 16 94%



SIXTH-YEAR RETENTION RATES

SPECIAL PROGRAMS

Programming: Incoming students attended a welcome event held during Seminole Sensation Week. Additionally, all students participated in two retreats this year, one held in the fall at the FSU Reservation and the annual Multicultural Leadership Summit program in the spring. The second-year mentors coordinated activities to bring an understanding to the first-year students on injustices within socioeconomically divided cities. Other programs included a presentation to help understand the political system in the midst of presidential candidacies, a program regarding the impacts of trigger phrases on individuals, and community-bonding activities such as the End of Year SJLLC Graduation Banquet.

Curriculum: The colloquium course was transitioned into a three credit hour course LDR2210-Leadership Through Intergroup Dialogue, using the book Leadership for a Better World by Susan Komives and Wendy Wagner, as well as On Dialogue by David Bohm. Students gained an understanding of the Social Change

Model and began to break down the concept of dialogue. Mark Zeigler continued to teach IFS2021, which maintains the E-Series distinction. This course offers students the opportunity to creatively explore public speaking in a way that incorporates self-exploration and social justice which in turn makes the students think more critically about societal issues. Second-Year Program: The Second-Year Mentor Program is entering its fifth year. The requirement for second-year mentors to live in Wildwood was removed and proved successful in encouraging more mentor applicants. The students met weekly during the fall to learn about dialogue best practices and facilitation skills and furthered their understanding of social justice. The students in the Second-Year Mentor Program also engaged in a book club with Associate Director Amber Hampton and discussed Pedagogy of the Oppressed by Paulo Freire. They also coordinated programs and events throughout the year and even participated in recruitment of the incoming cohort.



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Social Justice Living-Learning Communtiy at Wildwood


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WOMEN IN MATH, SCIENCE &

ENGINEERING at Cawthon Hall

119 Honors Way (850) 644-7384 Built 1949, Renovated 2001

The Women in Math, Science & Engineering (WIMSE) Living-Learning Community is committed to the success of women in the fields of science, technology, engineering, and mathematics (STEM). WIMSE students participate in educational activities and research related to their interests.


COLLEGE OF ARTS & SCIENCES ESTABLISHED Sam Huckaba, Dean 2001

LIVING-LEARNING COMMUNITY Susan Blessing, Faculty Director

CAPACITY 35 Beds, 35 Participants.

Ashley Fryer, Graduate Assistant MEAL PLAN Required


WIMSE

COURSE OFFERINGS

Fall & Spring PHY4936 WIMSE Colloquium

“In WIMSE, you get the opportunity to visit the labs of other professors at FSU. It’s the best way to see what they are working on first hand. It also allows the opportunity to network with those professionals if you want to try to work in their labs in the future.” WIMSE student, March 2016

COURSE EVALUATIONS


Fall

Course Overall Course Content Rating Overall Assessment of Instructor Excellent Satisfactory Poor Excellent Satisfactory Poor N Response PHY4936 65% 13% 10% 10% 3% 61% 19% 16% 3% 0% 31 94%

Spring

Course Overall Course Content Rating Overall Assessment of Instructor Excellent Satisfactory Poor Excellent Satisfactory Poor N Response PHY4936 29% 35% 32% 3% 0% 35% 45% 10% 10% 0% 31 100%


SPECIAL PROGRAMS

The WIMSE Retreat provides incoming WIMSE students with an opportunity to build social bonds and learn about expectations of the program and FSU. Other programmatic components build community for the students and provide opportunities to strengthen their leadership and personal development. The Research Experience Program pays WIMSE students who perform supervised research at FSU, the Research Symposium allows student to present their research to FSU, and the Student Activities Council provides leadership opportunities that focus on recruitment, social, and service events. Moreover the WIMSE-to-WIMSE peer mentoring program hosted an event last year that inducted the fifth generation of WIMSE students into this organization.

Many other social and service events were also held throughout the year to help strengthen community among WIMSE students. Activities included a Halloween Event, holiday banquet, tie-dye social, Science Saturdays at Tallahassee Museum, Whatever Floats Your Boat Regatta at the FSU Marine Lab, Relay for Life, WIMSE- to-WIMSE scavenger hunt, two events at Dr. Blessing’s house (pizza with board games and a BBQ), and volunteering at the Big Event, a student-run community service event.



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Women in Math, Science & Engineering (WIMSE) at Cawthon Hall



NOTES

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annual report 2015 - 2016 · 2017. 3. 16. · annual report 2015 - 2016 . florida state university...

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