"Purpose: Bring together faculty, staff, students, and alumni to provide a holistic experience for first-year students that will introduce them to concepts of well-being, enhance their engagement within an urban community of artists and designers, and improve student retention and graduation rates

How: 1) Weekly time dedicated in each Research Studio class for faculty, staff, and visiting artists to address topics such as well-being, career advising, and alumni connections; 2) Bi-weekly colloquia in which all 60 RCP students come together to create community, explore School resources, and engage in out-of-class encounters with senior faculty, alumni, and visiting artists; 3) A living experience in which faculty, staff, administrators, and peers meet students in their residence hall to share resources and create connections through informal dinners and formal programs; 4) One-on-one advising with the School's dedicated team of academic and career advisors to create individualized four-year plans to prepare each student for "life after art school".

"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.


<a href="http://www.stlawu.edu/elp/">St. Lawrence's Engaged Learning Project</a>"

"Purpose: To develop, establish, and assess an interdisciplinary, cross-divisional leadership and service program that (a) includes both curricula and co-curricula components; (b) promotes engaged pedagogies and campus-wide civic engagement; and (c) marshals and maximizes existing institutional strengths.

How: 1) Extend BTtoP Start-up project into a longitudinal evaluation of the academic, personal, and civic student outcomes of engaged learning; 2) Broaden knowledge of the MSU BTtoP movement and garner support beyond the Center, SDCL, the College of Humanities and Social Sciences, and select faculty and administrators; 3) Develop and establish a Service Leadership Minor Program; 4) Design a comprehensive co-curricular program component to support development of the service leadership competencies, building upon the existing ELLC.

<a href="http://www.montclair.edu/studentleadership/ELLC%20Information2.pdf"<ELLC Information</a>"

"Purpose: To explicitly test the relationship between First Year Student engaged learning initiatives ("learning communities", service-learning, residential interest clustering, and community service) and their short-and long-term effect on student engagement, alcohol use, mental health, and civic engagement.

How: 1) Six linked seminars (Learning Communities), including one service-learning seminar cluster and one fieldwork-based seminar cluster; 2) Eight additional seminars forming a "cluster" organized around a shared theme, "globalization and global issues", which also links to five of the six learning communities. The students in the clustered seminars will also be grouped residentially; 3) Three additional individual seminars linked to the Clarke Forum theme, "A Gendered World." The students in these seminars will not be grouped residentially, to test the effect of the absence of the residential shared experience; 4) Five "engaged living communities", small cohorts of residentially grouped students sharing common interests (leadership, gender, health, and diversity issues are among the topics) who will interact with each other and with Student Life professionals in informal educational activities.

<a href="http://www.dickinson.edu/academics/first-year-programs/learning-communit... Learning Communities Website</a>"

"This program will continue the measures taken in 2005 by creating a supportive campus environment for all entering students by establishing small, challenging classes with warm environments, community living arrangements that includes friends, professors and PA's, and enhanced efforts to address alcohol use with UC students in particular in the coming year."

"Purpose: To create an integrated, innovative and pedagogically sound learning experience for all first-year students enrolled in the Introduction to University Life (UNIV 101) course at CSU, Chico, that engages student well-being (by decreasing student involvement in high-risk drinking behaviors), and deepens commitment to, and direct participation in, democratic processes.


How: 1) Implement the pilot Connections program, including service-learning projects and technologically-enhanced Town Hall meetings; 2) Assess all aspects of the pilot Connections program; 3) Develop two additional thematically-based integrated curricula for implementation in AY 08-09; 4) Refine assessment procedures for the integrated curriculum, including service-learning projects focused on enhanced civic engagement; 5) Expand Town Hall meetings to include all students enrolled in the integrated curriculum; 6) Assess all aspects of the activities supported by the BTtoP grant; 7) Disseminate results of this work in two to three appropriate conferences, as well as through publication.


<a href="http://www.aacu.org/aacu_news/AACUNews10/May10/feature.cfm?utm_source=ne... News Profiles CSU Chico's Town Hall Program</a>


<a href="http://www.aacu.org/bringing_theory/demonstration_sites/Chicovideoclip.w... Clip: CSU-Chico Student Participants Featured on NBC News</a>"

"Washington State University established a reliable, valid survey instrument for measuring social capital--a sense of belonging, support, trust, and safety, and expectations of reciprocity and levels of civic engagement--among WSU students. This instrument was used to (1) gather campus-wide baseline data, and (2) monitor and demonstrate the efficacy of initiatives designed to enhance social capital, increase student health and safety, increase academic and civic engagement, and reduce problem behaviors such as illegal and high-risk alcohol use and depression."

"The purpose of this grant was three-fold: (1) to measure Wagner College students' perceived "personal and social responsbility";(2) to isolate key indicators that may influence the development of these qualities; and, (3) to enhance the campus wide Wagner College civic engagement model based upon the data gathered."

"The Center for Health Service's (CHS) newest program is Communities and Students Together for Learning-Enhanced Service (CASTLES), a program wherein students will implement programs in the community to meet actual needs, understand the world beyond the campus, find resources in the community, experience success and failure, and make a real different in community life."

"This is a renewal of University of Wisconsin-River Falls' 2004-2007 Program Start-up Grant."