What Makes an Experiential Learning Experience \u27High-Impact?\u27

This session will explore the characteristics of high-impact experiential learning at the University, based on the PIRAA model (Velasquez 2018) developed by the Director of Experiential Learning, which includes Preparation, Immersion, Reflection, Application, and Assessment. The session will also include a discussion of the diverse landscape of EL at the university, including an exploration of pedagogical approaches and characteristics of high-impact EL; addressing students’ EL needs and barriers to engagement; and understanding the value/impact of EL for students based on data gathered by the Office of Experiential Learning

\u27Flash Talk\u27 Session

This session features brief presentations followed by community discussion: Courtney Belt — Diversifying Community Connections Viorel Pâslaru — Teaching Philosophy in Relationship to Textbooks from Other Disciplines Liz Grauel and Erik Ziedses des Plantes — Co-Curricular Collisions: Expanding Student Research Competencies with Collaborative Library Instructio

Strategies for Tenure and Promotion as a Community-Engaged Faculty Member

Through a toolkit workshop faculty will be able to develop strategies for crafting their tenure and promotion files to reflect and highlight their community engaged research, pedagogy, and activities. The toolkit provides a hands-on opportunity to explore your community engagement work that charts both obvious pathways for articulating your work, as as well as less the less obvious pathways of understanding this work as a type of intellectual leadership. Workshop leaders will work with you through the toolkit with the goal of faculty leaving with clear ways to frame their community engagement work in their T&P file. Please bring your CV with you to this workshop and your department/school/college language for T&P

X Marks the Spot: Mapping Students\u27 Understandings of Support Resources on UD\u27s Campus

There has been increasing emphasis placed on providing holistic support to students during their college education. Services offered play an integral role in campus tours, visit days, Welcome Week, and many other student-facing events. What drives this emphasis is both the belief that students (and perhaps more accurately, their parents) want/need these services and the evidence in forms of course performance, CARE reports, and increasing demands for alternative testing and accommodations that students need some of these services. But having services is not sufficient. Students’ success is inextricably linked to their abilities to understand and navigate the many offices, services, programs and systems designed to support them academically, socially, emotionally, and physically. This interactive workshop will present findings from an IRB-approved study that collected data from over 100 first year students in ASI 150/160 sections in the fall of 2022. Students were asked to map their understandings of the on-campus resources that support them. Results reveal that students struggle to understand the complex systems of services on-campus, especially when services lack a physical location or clearly defined purpose or brand. But results also provide insights about the important role faculty members play in connecting students with resources. Because of this important role of faculty in connecting students to resources, following the presentation, participants will make maps of their own and share in discussion focused on what they learn about their own understanding of campus resources

LGBTQ+ Inclusive Pedagogy in and Out of the Classroom

At least 15% of the undergraduate student population at the University of Dayton self-identifies as LGBTQ+. As a Catholic, Marianist university, our institution is committed to honoring the intrinsic value of all people and fostering a community where all members feel welcome, respected and valued. This interactive workshop, led by a current student peer educator from Q*Mmunity Leaders, will explore strategies and best practices for inclusive pedagogy in and out of the classroom that have positive impacts on LGBTQ+ students’ sense of belonging, mental health, and academic success. Participants will hear the perspectives of current UD students, learn about evidence-based best practices for LGBTQ+ inclusive pedagogy, and become familiar with sources for continued learning

Relationship-Building and Partnerships in Community-Engaged Learning: Lessons from the Leadership in Building Communities Course

Successful community-engaged learning and teaching is reliant on forging trust and authentic relationships between teachers, students, and community partners. Bro. Ray Fitz developed the Leadership in Building Communities course 27 years ago and will share lessons and insights gained over his nearly three decades of teaching this community-engaged course at the University of Dayton. The other panelists will discuss more recent experiences with the course from both the teaching perspective and from the perspective of a community partner. Attendees will learn about effective strategies for teaching, learning, and partnering in community-engaged courses, as well as challenges and obstacles to navigating community partnerships in community-engaged courses. The session will conclude with an interactive discussion about ideas for expanding community-engaged learning opportunities at the University of Dayton

Participatory Community Action Research in Homeless Shelters: Sustaining the Pandemic and Flourishing beyond It

The purpose is threefold. First, I will describe my long-term (12-year-old) and ongoing (and funded) transdisciplinary participatory community action research initiative – the Behavioral Activation Research Project in Homeless Shelters. In this part of the presentation, I will describe my ongoing long-term campus-community collaborative partnership with St. Vincent de Paul, as well as note the contributions of other campus-community partnerships. It will be explained that the Project has served as an “infrastructure” for student-driven independent studies. Our strategy (and success) in sustaining the Project during the pandemic will be briefly discussed. Second, I will review research (quantitative and qualitative) over the years demonstrating that the Project has significant benefits for (a) the psychological functioning of shelter residents and (b) the civic development of undergraduate service-learning students serving as research assistants. Third, the above discussion will set the stage for review of student-driven studies that have been conducted within the infrastructure of the Project since the pandemic. There will be a special focus on a recent study completed by an undergraduate honors thesis student that involved the following: the Montgomery County (Ohio) Office of Reentry (one of our collaborative partners); developing and implementing an intervention for shelter residents with a history of incarceration; and conducting a study (quantitative and qualitative) to show that the intervention had a significant benefit on self-efficacy for success in community reentry, with residents with disabilities and residents without disabilities benefiting from the intervention. There will be an emphasis on providing time for questions and discussion

Virtual Academic Coaching (vAC): A Practical Technology for Student Engagement

Virtual academic coaching (vAC), distinct from the roles and responsibilities of post-secondary educators or counselors, is a novel method of higher education student development and retention, and is quickly becoming established at both public and private universities throughout the United States and abroad. Although relatively new to the canon of student success in higher education, virtual coaching is foundationally based in longstanding tenets of adult education and relies on principles which educators and counselors have recognized since the formalization of the post secondary classroom. Positive research into efficacy of the virtual academic coaching profession lends credibility to its potential for success with wide implementation, and its forward-facing and high level of engagement with adult students certainly suggests that the role of academic coach will continue to grow in the post-secondary setting, and therefore will continue to be a fruitful area of research and student success programming at the university level

The Effectiveness of the Freedmen’s Bureau in the Post-Civil War Era

My work began by reading Eric Foner’s A Short History of Reconstruction. This allowed me to pinpoint a topic of interest for this historiography. Once I chose the Freedmen’s Bureau, I developed a topic proposal and list of potential sources. Upon my professor\u27s feedback, I condensed this list of sources and created an annotated bibliography. This bibliography was the backbone of my essay; it allowed me to identify and organize interpretive categories which formed my argument. As I began to shift my draft into a final version, I weaved a thesis into my topic proposal, which became my introduction. I then added claims, evidence and warrants into my body paragraphs and included in-text citations as well. Lastly, I wrote a conclusion which elaborates on the category I deemed the most effective. Of course, I would not have been as successful as I was in this undertaking without the guidance, feedback and support from my professor

\u27The Truth Only Dies When True Stories Are Untold\u27: The Story of Reconstruction in New Orleans

For my ASI 120 historiography, I chose to research the city of New Orleans during Reconstruction, focusing on how interpretations of this topic have evolved over the past century. I began my project by conducting several weeks of research, gathering credible sources written by historians throughout the years, and writing a topic proposal. Afterwards, I started working on an annotated bibliography; I finalized my choice of sources, read them closely, took detailed notes, and summarized them. This also involved grouping each source into one of three interpretive categories, which were determined based on how each historian frames and interprets Reconstruction’s impact on New Orleans. I then transformed my annotated bibliography into a draft of my final paper, adding an introduction and conclusive paragraphs which argue which category of interpretation is most compelling. Lastly, I participated in a peer review, visited the Write Place, revised based on my feedback, and finalized the historiography