Intensive Site Grants

In the summer of 2007, the Bringing Theory to Practice Project awarded grants of $250,000 to two Intensive Site campuses: Georgetown University and St. Lawrence University. BTtoP created this new level of funding with the intention of improving upon work done by at the Demonstration Site level. Georgetown and St. Lawrence specifically addressed the issue of selection bias through reaching 100% of a target population (i.e. an entire residence hall, or an entire first year class.) The duration of the program was three years, with the fourth year being used to conduct analysis of data findings.
 

Georgetown University

Connecting Life and Learning: Engaging the Whole Person Through the Integration of Academics and Student Affairs

Purpose: This project aims to bridge the divide often seen in students' lives between academics and their experiences outside the curriculum in an effort to promote students' personal growth and development, and create explicit connections between academic achievement, personal behavior and decision-making outside the classroom. How: 1) curriculum infusion of mental health and wellness in course content; 2) increased opportunities for community-based learning experiences; 3) expansion of the campus safety net (for more information see their Demonstration Site program); 4) peer education coursework to promote connections between knowledge and practice.

 

St. Lawrence University

Transforming Pedagogy, Transforming Lives: Engaged Learning as a Source of Student Civic Development and Well-Being

Purpose: Through intentional and focused faculty and staff development, this project will infuse a variety of engaged pedagogies through our required First-year Program thereby increasing our students' intentionality and empowerment, and we will examine the relationship between these engaged pedagogies and our students' alcohol use, mental well-being and civic development. How: 1) implement a program of faculty and staff development within the FYP with the specific intention of increasing the opportunities for engaged learning by first-year students both in and out of the classroom; 2) create a set of useful techniques, strategies and guidelines to help faculty and staff employ pedagogies of engagement effectively within their classrooms; 3) contribute to the empirical research base for understanding of the relationship between engaged learning, mental well-being and civic development; 4) use the insights and shared practices gained through current work and the extension of the project to build capacity for supporting and rewarding faculty and staff implementing engaged forms of learning and pedagogies. This will also inform the institutionalization of those means deemed most effective in promoting the learning, well-being, and civic development of students; 5) systematic collection of longitudinal data and multivariate analysis to investigate empirically the linkages between engaged learning, civic development and students' mental well-being.