First Year Learning Communities

Lauri Aguire, Director of First Year Programs; Karen Goodlad, Jennifer Sears, and Jody Rosen, Program Co-directors, 2021-2022

Lauri Aguire, Director of First Year Programs; Karen Goodlad, Jennifer Sears and Michael Duddy, Program Co-directors, 2020-2021

Lauri Aguire, Director of First Year Programs; Karen Goodlad, Jennifer Sears and Aswhwin Satyanarayana, Program Co-directors, 2018-2020

The research by George Kuh, Ashley Finley, and Tia McNair, makes it clear that it is not simply grouping students together in shared courses that creates a positive impact on a student’s experience, rather it is deliberate pedagogical practices and high levels of engagement and interaction with peers and faculty that create lasting impacts. This is why I taught a FYLC course each year between 2011 and 2021, I found engaging first-year students as they define and pursue their educational goals to be powerful.

_______________________

Fall 2021, “Writing a Recipe for Hospitlity Leadership”, Collaboration with Prof. Claire Stewart, HMGT and Jody Rosen, ENG

Evidence of student learning: Students were asked to take a creative approach to solving problems and developing solutions while seeking opportunities in the hospitality industry. These examples show how students contributed to a shared glossary for the Learning Community. Students also reflected weekly, here is an example.

_______________________

Fall 2020, “Writing the Recipe for Opportunity: Hospitality, Writing and You”, Collaboration with Prof. Claire Stewart, HMGT  and Patrick Corbett, ENG

Evidence of student learning:  Students shared their insights via written and oral communications with continuous opportunities for reflection built into the composing process. These examples show how students contributed and executed the learnig out comes in creative ways.

_______________________

Fall 2019, “Learning Games for Hospitality Innovators”, Collaboration with Prof. Claire Stewart, HMGT  

Evidence of student learning: The student instructions can be read on the course’s OpenLab site. This example of student learning was chosen because it shows the ability to evaluate a category of tourism, incorporate a variety or diverse activities, and explain what a visitor would expect when traveling to the borough of Queens. The student also evaluates two lodging options with different amenities. Overall, I believe students showed their developing knowledge of tourism in New York.