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- 1. A Double Conceptof Mentoring: Vertical Learning Communities at a Large Research University Michele Rabkin & Maura Nolan
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- 3. 3 Traditional goals ofthe research university • Conduct research • Publish research • Produce new PhDs • …and educate undergraduates
- 4. 4 Changing context • Publicpressure to focus on undergraduate education • More diverse student body • Less prepared student body
- 5. 5 Liberal arts collegemodel • Small student population • Small class sizes • Intensive faculty-student interaction
- 6. 6 Research university challenges •Large student population • Large class sizes • Faculty must balance teaching and research
- 7. 7 Learning community model •Intentional • Collaborative learning • Academic subject matter • Social interactions • Intellectually stimulating environment • Sense of belonging • Increased commitment
- 8. 8 Learning community types •Curricular • Classroom • Residential • Student-type
- 9. 9 Participating in learningcommunities is uniformly and positively linked with student academic performance, engagement in educationally fruitful activities (such as academic integration, active and collaborative learning, and interaction with faculty members), gains associated with college attendance, and overall satisfaction with the college experience. --Zhao & Kuh, 2004 Sample: 80,479 first-year and senior students randomly selected from 364 four-year colleges and universities and who completed the National Survey of Student Engagement in the spring of 2002.
- 10. 10 Liberal arts collegemodel = Learning community model
- 11. 11 Berkeley Connect: a verticallearning community Professors Graduate Students Undergraduates
- 12. 12 New learning communitytype • Curricular not based on existing curriculum • Classroom not part of pre-existing course • Residential open to all students (residential and commuter) • Student-type open to all students (not honors or remedial)
- 13. 13 Learning community characteristics • Intentional •Collaborative learning • Academic subject matter • Social interactions • Intellectually stimulating environment • Sense of belonging • Increased commitment
- 14. 14 • Architecture • English •Environmental Science, Policy, and Management (ESPM) • Ethnic Studies & African American Studies • History • Math • Music • Philosophy • Physics • Sociology
- 15. 15 Berkeley Connect: a verticallearning community Faculty Director Graduate Fellow 20 undergraduates 20 undergraduates Graduate Fellow 20 undergraduates 20 undergraduates Graduate Fellow 20 undergraduates 20 undergraduates Assistant Faculty Director
- 16. 16 Berkeley Connect program components: 1)One-on-one meetings
- 17. 17 Berkeley Connect program components: 2)Small-group meetings
- 18. 18 Berkeley Connect program components: 3)Special events
- 19. 19 Berkeley Connect program components: 4)Field trips
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- 21. 21 Berkeley Connect: a verticallearning community Faculty Director Graduate Fellow 20 undergraduates 20 undergraduates Graduate Fellow 20 undergraduates 20 undergraduates Graduate Fellow 20 undergraduates 20 undergraduates Assistant Faculty Director
- 22. 22 Spring 2014 exitsurvey results Did Berkeley Connect have a positive influence on your undergraduate experience? 92% positive (78% yes, 14% maybe) Would you recommend Berkeley Connect to a friend? 92% positive (76% yes, 17% maybe) Was participating in Berkeley Connect a worthwhile use of your time? 91% positive (74% yes, 17% maybe)
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