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Umbrella: Where does SLS belong? Who makes decisions about SLS?

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Structure: Where should SLS live? Who "handles" SLS?

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Certification: Do we have recertifications to teach SLS across the college?

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What are the SLS structures that exist across the college? How do they enroll? What is the college policy vs campus-by-campus policy?

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What is the MDC policy? expectations? objectives?

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Redesign: Are we talking about redesigning SLS structure or content of class or BOTH? Organizational structure or instructional design?

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First Year Programs

Advising & Orientation

A&O Modules - Sample course links below:

First-year Interest Groups (FIGs): Peer-facilitated Clustered Seminars

Presentations, Assessment, and Reports

Becoming a Husky_ Creating a Meaningful Transition (2023, UW Community College Advising Conference)

Transfer Transition Through First Year Programs (2022, UW Highway to Husky Admissions Workshop)

Becoming a Husky: Creating a Meaningful Transition (2022, UW Community College Advising Conference)

First-Year Experience Student Success (2021, University of Pittsburgh: Bradford)

Becoming a Husky: Creating a Meaningful Transition (2021, UW Community College Advising Conference)

Plan for Advising & Orientation (2021, First-Year Student Advisory Council)

Supporting First-Year Students during the Pandemic, (2021 Faculty Council on Student Affairs)

Program Assessment and Continuous Improvement Methods: First-year Interest Groups (2020 USC EDUC 698 | Enhancing Student Retention)

Creating a Virtual Orientation Experience that Preserves On-Campus Benefits(2020, Academic Impressions)

Building on TRIO: Expanding First-Gen Support Within a Decentralized University (2020 NASPA Conferences on Student Success in Higher Education)

Becoming a Husky: Creating a Meaningful Transition (2020 UW Community College Advising Conference)

Supporting & Motivating Gen Z Peer Educators (2020 First Year Experience Conference)

Supporting Transfer Transition: The Transfer Orientation Experience and Beyond (2020 National Institute for the Study of Transfer Students Conference)

Highly Engaged Teams handout

Transfer Transitions (2019 Highway to Huskies: A Workshop for Community College Advisers)

Supporting Transfer Transition (2019 CC Student Activities Meeting)

Preparing for College in High School (2019 Summit High School Presentation)

Meeting the Needs of Gen Z: From Orientation to Graduation (2019 UW Academic & Student Affairs Alliance Conference)

Supporting Transfer Transition: Recruiting, Programming and Advocating for Transfer Students (2019 UW Academic & Student Affairs Alliance Conference)

More Than a Logo: Funding Student Programs Through Sponsorship (2019 NASPA Presentation)

First Year Experience: Creating a Transfer Inclusive Environment (2018 NODAC Presentation)

Landing In The Right Place: Lessons Shared Between Undergraduate and Graduate Student Transitional Experiences (2018 NASPA Presentation)

Collaboration Across Units: Lessons Shared In Support of Undergraduate and Graduate Student Transition Experiences (2018 NASPA Poster)

Transfer Success: Engaging Transfer Students at the University of Washington (2018 NISTS Poster)

Streamlining Student Staff Selection Processes in First Year Programs (2016 UW Organizational Excellence Poster)

Rejuvenate Orientation Through A Flipped Program Experience (2015 NODA Presentation)

Peer Educators: Recruitment, Hiring, Retention (2015 FYE Conference & 2015 NACADA Conference Poster)

Provost Reports on the First Year Experience International Students First Year Programs Assessment

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First Year Programs Advising & Orientation A&O Modules - Sample course links below: First-year Interest Groups (FIGs): Peer-facilitated Clustered Seminars Presentations, Assessment, and Reports Becoming a Husky_ Creating a Meaningful Transition (2023, UW Community College Advising Conference) Transfer Transition Through First Year Programs (2022, UW Highway to Husky Admissions Workshop)

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First-Year Seminar - John N. Gardner Institute for Excellence in

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First-Year Seminar - John N. Gardner Institute for Excellence in

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"At 4-year colleges, belonging was positively associated with persistence, use of campus services, and mental health (ps < .05; see Table 1). There were no significant interactions between belonging, URM status, and FG status, suggesting that belonging (as measured here) was equally predictive for students from different backgrounds (see Appendix Figure A1 available on the journal website and “Discussion”). However, very low belonging—which was more common among URM and FG students—appears especially pernicious, associated with considerably lower persistence (see Appendix Table A6 available on the journal website). Results are robust to a large number of alternate models and sensitivity checks, including models that include institutional, student, and time fixed effects; institutional selectivity as a covariate or moderator; self-efficacy as a covariate; institutional expenditures as a covariate; and others (see Appendix Tables A7–A12 available on the journal website).

In contrast, at 2-year colleges, belonging was not significantly associated with any of the core outcomes in primary models (see Table 1). That said, in supplemental models, within-student changes in belonging over time (first year to third year) were positively associated with all core outcomes at both 2-year and 4-year schools (see Appendix Table A10 on the journal website)."

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Helen Roland

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Intersection of Belonging & Deep Thinking

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Intersection of Belonging & Deep Thinking

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Created and taught OERed LIT1000; serve in OER committee; focus on OER in course redesign project (through WeLearn grant)
Wonderings:
* Are all SLS courses OER (zero cost textbook)?

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Created SLS textbook (used in FIU DE program); taught DE at SAS Kendall campus for 5 yrs; serve as DE mentor for FIU's English dept. (7+ yrs.)
Wonderings:
* Are there DE-specific goals for SLS?

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SLS w/ The New Science of Learning Foundation & Common Reading Experience

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Led SLS redesign @ FIU; created and facilitated SLS trainings for faculty/staff
Wonderings:
* Who teaches SLS at MDC?
* What are the objectives of the course?
* How do students feel about the course? What changes would they make?
* How do faculty feel about the course? What changes would they make?
* What models have we considered (if any)?
* Which projects work well? What activities/projects are "non-negotiable" (if any)?

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Love the idea of a Changemaking SLS! Agree with incorporating SLS pieces across the "gateway" courses :)

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I am interested in working on an SLS curriculum (for both 1106 and 1510) that is contextualized with changemaking content and pedagogical practices. (S. LaFleur)

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I am certified, but I think the certification should be renewed annually. As things change in the college, core requirements, etc., so should the course.  If we as instructors are not up to date, neither will the students or the course.    I would be interested in continuing to do the train the trainer certification which is the one I have.
Thanks.
Trinidad
p.s. Also, we should do it in multi languages, not just English.

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The School of Education has discussed working with SLS faculty to develop an SLS course for education majors specifically. This would help streamline some of the lower division students into our upper division programs.
Jasmine Diaz
SLS Certified

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Taught high school for seven years and would be happy to work on this project. 

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Taught high school for seven years and would be happy to work on this project. 

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I want to develop an SLS/ENC 1101 integrated course. I spend a lot of time teaching the same thing in ENC that I do in SLS, and, honestly, students should be applying the information from SLS to all of their courses. 

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I want to develop an SLS/ENC 1101 integrated course. I spend a lot of time teaching the same thing in ENC that I do in SLS, and, honestly, students should be applying the information from SLS to all of their courses. 

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In my experience, many students fail due to the textbook. I would love to get rid of it and use something more affordable or OER materials. 

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In my experience, many students fail due to the textbook. I would love to get rid of it and use something more affordable or OER materials. 

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I'm not sure that certification is really necessary, but I'm open to the ideas of others.

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Plenty of OER out there for SLS. Current MDC LibGuide has many good resources.

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Interested in developing age appropriate curriculum for high school students.

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Interested in developing age appropriate curriculum for high school students.

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Is there a centralized "Dual Enrollment" help desk or FAQ for students, professors and parents?  Do students work with liaisons between their HS and MDC? Helen Roland

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Clarity issues for faculty regarding Dual Enrollment students registered for their courses.
Partnering with HSs, not only teachers but also HS appropriate administrators---How can faculty assist?

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Who are the faculty developers for MDC Online SLS classes?  HR

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Incorporating introductory information about the FCLE requirement into 1510 (not a full unit) -Michelle Riley

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Incorporating introductory information about the FCLE requirement into 1510 (not a full unit) -Michelle Riley

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How can we best help Dual Enrollment students? HR

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teachers teach, professors guide. Partner with HS teachers…

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I will attend the training

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I am interested in incorporating other aspects into the SLS curriculum and possibly exploring standardizing some of the topic areas

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SR
Very Interested

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I am interested in continuing to work on SLS 1106 by meta-major pathway. Mariana V. Molina

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This may be helpful for new pre-licensed students entering the RN BSN program. Deborah Robinson

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SR
Very Interested

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I too am interested in SLS Certification for Professors

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I am interested in helping consider the curriculum for this course. Kim Coffman

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Very much interested in collaborating for FSE department.