A Double Concept of Mentoring: Vertical Learning Communities at a Large Research UniversityMichele Rabkin & Maura Nolan

2

3

Traditional goals of the research university

• Conduct research• Publish research• Produce new PhDs• …and educate undergraduates

4

Changing context

• Public pressure to focus on undergraduate education• More diverse student body• Less prepared student body

5

Liberal arts college model

• Small student population• Small class sizes• Intensive faculty-student interaction

6

Research university challenges

• Large student population• Large class sizes• Faculty must balance teaching and research

7

Learning community model• Intentional• Collaborative learning• Academic subject matter• Social interactions• Intellectually stimulating environment• Sense of belonging• Increased commitment

8

Learning community types

• Curricular• Classroom• Residential• Student-type

9

Participating in learning communities 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

Liberal arts college model =Learning community model

11

Berkeley Connect: a vertical learning community

Professors

Graduate Students

Undergraduates

12

New learning community type

• 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

Learning community characteristics• Intentional • Collaborative learning • Academic subject matter • Social interactions• Intellectually stimulating environment• Sense of belonging• Increased commitment

14

• Architecture• English• Environmental Science, Policy, and Management (ESPM)• Ethnic Studies & African American Studies• History• Math• Music• Philosophy• Physics• Sociology

15

Berkeley Connect: a vertical learning 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

Berkeley Connect program components:

1) One-on-one meetings

17

Berkeley Connect program components:

2) Small-group meetings

18

Berkeley Connect program components:

3) Special events

19

Berkeley Connect program components:

4) Field trips

20

21

Berkeley Connect: a vertical learning 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

Spring 2014 exit survey resultsDid 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)

23

24

berkeleyconnect.berkeley.edu