Creating a 360 Experience:

Common Reading Programs

Learning Outcomes

● Identify curricular and co-curricular partnerships to create a comprehensive year-long Common Reading Experience (CRE)

● Evaluate how campus constituents and resources can be integrated into overall goals and learning outcomes of a CRE

● Identify assessment tools to evaluate CRE learning outcomes and goals

● Literature and Theory● Selection Process● Curricular Partnerships ● Co-curricular Partnerships● Assessment Strategies

Presentation Overview

Literature and Theory

“Successful  programs  are  broadly  defined  …  as  programs  that  (a)  have  clearly  articulated  goals  ...  (b)  build partnerships across campus, (c) move beyond isolated efforts ... (d) are innovative and creative, and  (e)  use  assessment  for  program  improvement”  (Laufgraben, 2006).

“Some  institutions  thread  activities  related  to  the  common  reading  throughout  the  first  semester  or  first  year; others embed the text into first-year  courses.  Such  structures  allow  for  ongoing  reflection…”  (Skipper, 2014).

“Probably  the  major  advantage  of  having  new  students  complete  a  common  reading  prior  to,  or  during,  their first term on campus is that it provides them with a common topic of conversation during their first term,  which,  in  turn,  can  promote  their  social  integration  and  sense  of  campus  community….A  common reading experience also has the potential to magnify student learning by increasing the quantity  and  quality  of  conversations  students  have  about  their  shared  experience”  (Cuseo, 2009).

“...campus  common  reading  programs  rest  on  a  simple  idea:  that  reading  the  same  book  brings  people  closer  together  as  a  community  by  creating  common  ground  for  discussion.”  (Ferguson,  2006).

Selection Process

What is the Goal?

University of Florida Goals: The purpose of the Common Reading Program at the University of Florida is to:

● Expose students to issues relevant in today's global community

● Provide students with a shared experience upon which to engage in dialogue with peers, faculty, and staff at UF

● Introduce students to the high academic and intellectual expectations at UF

● Enhance  students’  intercultural  competence  through  exploration  of  experiences  relevant  to  diverse  communities.

University of Kentucky Goals:● Establish immediate expectations for engagement of students in an intellectual community;

● Provide opportunity for discourse regarding personal, University, community, and societal values;

● Foster a sense of community among the first-year class through shared academic experiences both inside and outside the classroom; and

● Promote interdisciplinary involvement in meaningful learning surrounding a single book.

Selection Process

CRE Selection ProcessUniversity of Kentucky Learning Outcomes:• As a result of active participation in the Common Reading

Experience, students will be able to:• Reflect on their personal experiences and relate them to the

common book; • Relate their personal values to those discussed in the book and

articulated by the University;• Compare and contrast the academic expectations between the

University and their high schools; and• Articulate the importance of reading and discussion for

academic success at the University.

Selection Process

ReflectionWhat are the goals of your CRE and how do you achieve these goals?

CRE Selection ProcessUniversity of Florida

● Plans two years ahead● Begins in October through January/February● Over 20 members

o Faculty (College of Engineering, Fine Arts, Human and Health Performance, College of Business, Journalism and Communications, Financial Affairs, Pharmacy, Nursing)

o Community Partners (County Library System)

o Students

● Committee Members must be present for the final preference

● Online Review System

University of Kentucky● Plan two years ahead● Begins in October through January

● About 37 selection committee members

o Students

o Staff (Residence Life, Student Involvement, etc.)

o Faculty (Business and Economics, Fine Arts, Journalism, Communication Classes, Undergraduate Education, etc.)

● Committee members must be present in order to be able to vote for the books

● Online voting system for books

Selection Process

CRE Selection ProcessUniversity of Florida Selection Criteria

Criteria for Selection1. Enhance  students’  intercultural  competence  through  the  exploration  of  diverse  communities2. Interdisciplinary3. Readable4. Relevant to Campus-wide community 5. Thematically and topically relevant, 6. Non-Fiction and Fiction books will be considered7. Scholastic Presence during New Student Convocation

Other Criteria for Consideration 1. What are the big take-aways for students?2. What themes or genres have we not yet had as a common reading experience book?3. Customization4. Cost of books and fees associated with an author visit5. Specs and Storage

Selection Process

CRE Selection ProcessUniversity of Kentucky Selection Criteria

Criteria for Selection1. Intellectually stimulating - stretch students' minds, encourage students to think about issues they might not have before.

Selected  books  should  be  at  least  a  bit  over  the  student’s  heads  but  not  beyond  reach.2. Engaging and one that is not too short or too long3. Reading that will provoke interesting discussion4. Addresses a theme or topic that can be made applicable to a wide range of students5. Likelihood that students will not have read the book in high school6. Relevance to first-year students, the institutional mission, campus initiatives, the current society, and/or the local

community7. Possibilities for additional programming8. Ability to be integrated with content areas from the UK Core

Other Criteria for Consideration 1. What UK Core content area(s) does the book lend itself?2. What themes or genres have we not yet had as a common reading experience book?3. Is the author living and available to come to campus?4. Can the books be customized through the publisher?5. Cost of books and fees associated with an author visit

Selection Process

Curricular Partnerships

Infusing within Academia

● CRE Committees

● CRE Promotion to Faculty

● Course Partnerships

● CRE and Faculty Course Support

Curricular Partnerships

Curricular PartnershipsUniversity of Kentucky Common Reading Experience (CRE) Committees• CRE Selection Committee• CRE Programming/Implementation Committee• CRE Advisory Board

Curricular Partnerships

University of Kentucky CRE Promotion to Faculty• Book announcements and mailers sent to faculty and administration to

further incorporate the CRE into courses• CRE Faculty Involvement webpage• CRE Resource Guide • CRE book presentations are given each year to the College Deans,

Associate Deans, and Board of Trustees meeting University of Florida CRE Promotion to Faculty• Announcement sent to Vice Presidents Council within Student Affairs and

Council of Academic Deans• Behind the Scenes/Unveiling

Curricular Partnerships

Curricular Partnerships

www.uky.edu/CommonReading

Curricular Partnerships

University of Kentucky Course Partnerships● Strong partnership with UK 101 and Communication courses● UK Core general education curriculum and diverse course partnerships ● Faculty involvement in designing discussion guides and lesson plans● Pathways to the Visual Arts● UK 101, CRE, and University Libraries partnership

University of Florida Course Partnerships● General Education Course: HUM2305: What is the Good Life?● Transition Course: SLS1102: First Year Florida● Courses within disciplines discussed in book

Curricular Partnerships

Curricular Partnerships

Curricular Partnerships

CRE and Faculty Course Support● Trainings for UK 101 Instructors and Peer Instructors on the CRE● UK 101 lesson plans and discussion guides● Optional participation in a CRE Summer Book Club for UK 101 and English

Instructions with faculty discussion leaders● Title IX and faculty support

Curricular Partnerships

ReflectionIdentify areas for curricular

partnerships and development to create a comprehensive year-long

CRE program.

Co-Curricular Partnerships

Bringing the Book to Life

Programming Committee• Created educational learning experiences

outside of the classroom. Events are meant to supplement different themes and topics found in the book.

• Events Created for every semester: • Summer B• Fall• Spring

Co- Curricular Partnerships

Summer B• Documentary Screening• Expert Panel• Museum Nights

Fall• New Student Convocation• Local/Community Partners• Farm Tour• Sustainability Fair• Speaker• GatorNights

Spring• Lecture• Community Panel• Speaker

Co- Curricular Partnerships

• Division of Student affairs• Career Resource Center, Recreational Sports, Health and Wellness,

Student Activities, Center for Leadership and Service, Multicultural Affairs, Residence Life

• Academic Affairs• Colleges/Professors• SLS1102• HUM2301

• Marketing & Financing

Co- Curricular Partnerships

• Committee Members: • Wellness• Recreational Sports• Student Activities• Career Resource Center• Multicultural Affairs • Center for Leadership and Service• Bob Graham Center for Civic Engagement

• Student Involvement• First Year Florida Peer Leaders• Preview Staffers (Orientation leaders)• CRE Leaders

Co- Curricular Partnerships

ReflectionIdentify areas for co-curricular partnerships and development to create a comprehensive year-long CRE program.

Assessment InitiativesHow do you know you are meeting your goals?

● Literature Review● Benchmark Reports● Assessment Timeline● Sample Survey Questions● Results Section

Assessment

Literature ReviewColombo, H. (2014). Purdue faculty backs reinstating Common Reading program. JConline: Lafayette Journal & Courier. http://www.jconline.com/story/news/college/2014/04/21/purdue-faculty-backs-reinstating-common-reading-program/7991125/

Cuseo, J. (2009). The Case for the Existing Paradigm and Alternative Approaches.

Ferguson, M. (2006). Creating common ground: Common reading and the first year of college. Peer Review, 8(3), 8–10.

Grasgreen, A. (2014). Common Reading Canned. Inside Higher Ed. http://www.insidehighered.com/news/2014/03/26/after-abrupt-cut-purdue-faculty-call-restoration-common-reading-program.

Laufgraben, J. L., & National Resource Center for the First-Year Experience & Students in Transition (University of South Carolina). (2006). Common reading programs: Going beyond the book. Columbia, SC: National Resource Center for the First-Year Experience & Students in Transition, University of South Carolina.

Skipper,  T.L.  (2014).  The  Spring  of  Our  Discontent:  What’s  So  Bad  About  Common  Reading?  Exchange: National Resource Center for the First-Year Experience and Students in Transition.http://tech.sa.sc.edu/fye/NRC_blog/?p=141.

Assessment

Overview of UK Common Read Benchmarks● Clemson University● Duke University● Ohio State University● Penn State University● University of Michigan Ann Arbor● University of South Carolina- Columbia● University of Tennessee-Knoxville

Assessment

University of Kentucky Assessment timeline for the 2014-2015 academic year:

● Common Reading Experience Training Evaluation for UK 101/201 Instructors and Peer Instructors (August/ September 2014)

● QLC Assignment (August 2014)● K Week Assessment Survey with incorporated CRE questions (September 2014)● CRE Pre- Author Lecture Survey & Post-Author Lecture Survey (October 2014)● K Crew End of the Year Survey with incorporated CRE questions (December 2014)● CIS/WRD 110 Faculty End of the Year Survey with incorporated CRE questions (December 2014/May

2015)● CIS/WRD 110 Student End of the Year Survey with incorporated CRE questions (December 2014/May

2015)● UK 101 Freshman End of the Year Survey with incorporated CRE questions (December 2014/ May

2015)● UK 101 Instructors and Peer Instructors End of the Year Survey with incorporated CRE questions

(December 2014/May 2015)

Assessment

University of Kentucky Sample Survey Questions● In one sentence, describe what you learned from the 2014-2015 Common Reading Experience A Long Way Gone.● Comment on how your students responded to reading and discussing A Long Way Gone in your class. What did you

perceive that they learned?

Strongly Disagree (1) Disagree (2) Moderately Agree (3) Strongly Agree (4)

I’m  glad  I  read  A Long Way Gonebecause I learned something new.

A Long Way Gone was a good choice for the common read.

The common reading fostered a sense of community within the first-year class through a shared academic experience.

The common reading helped me understand the importance of reading and discussion for academic success at UK.

The common reading set immediate University academic expectations.

Assessment

University of Florida Assessment Timeline for 2014-2015 Academic Year• First Year Florida Course Evaluation: Summer B (July/August)• First Year Florida Instructor Experience: Summer B (July/August)• Common Reading Program Event Evaluation: Summer B (August)• First Year Florida Course Evaluation: Fall (December)• First Year Florida Instructor Experience: Fall (December)• Common Reading Program Event Evaluation: Fall (December)• First Year Florida Course Evaluation: Spring (April)• First Year Florida Instructor Experience: Fall (April)• Common Reading Program Event Evaluation: Fall (April)• Peer Leader Training (April)

Assessment

ReflectionIdentify a new assessment initiative you would like to implement to create a comprehensive year-long CRE program.

Review:

● Selection Process● Curricular Partnerships ● Co-curricular

Partnerships● Assessment Strategies