Schlemer, L. T., & Hensley, K., & Pittman, R., & Golland, J. (2015, June), SUSTAIN SLO: Reenergizing Learning  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24785

\bibitem{asee_peer_24785}
  Schlemer, L. T., \& Hensley, K., \& Pittman, R., \& Golland, J. (2015, June), \emph{SUSTAIN SLO: Reenergizing Learning}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24785

Lizabeth T. Schlemer, Kylie Hensley, Rachel Pittman, and Jada Golland.  "SUSTAIN SLO: Reenergizing Learning".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24785 Internet.  21 Dec, 2024

\bibitem{asee_peer_24785}
  Lizabeth T. Schlemer, Kylie Hensley, Rachel Pittman, and Jada Golland.
  "SUSTAIN SLO: Reenergizing Learning".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24785 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_24785
author = "Lizabeth T. Schlemer, Kylie Hensley, Rachel Pittman, and Jada Golland"
title = "SUSTAIN SLO: Reenergizing Learning"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24785}
number = {10.18260/p.24785}
}

TY  - CPAPER
AB  - SUSTAIN SLO: Reenergizing LearningAbstract dueAs we look for transformative learning through high impact practices like project-based, multi-disciplinary activities, or first year experience, we find it is difficult torepresent the significant learning that occurs. Of course there is a baselinerequirement of achieving institutional outcomes like retention and grades, but forthose of us involved in these practices we know there is more to be said. This paperuses interviews and qualitative narrative analysis to communicate outcomes fromone such multi-disciplinary, first year experiences. The paper will describe thecontext and components of the SUSTAIN SLO, a multi-disciplinary freshmenexperience. We will also discuss the research done and the results found. In order toresearch the experience 22 student interviews were completed one year after, withthe intent of asking two questions: 1) How is SUSTAIN different than the traditionalcourse experience? and 2) How did SUSTAIN affect you? These interviews wereanalyzed by a team made up of one faculty member, a recent graduate, and fourundergraduate students. This team used qualitative narrative analysis techniques togain insight beyond typical institutional measures.As reported by students in interviews, SUSTAIN SLO was different than traditionalexperiences as it included 1) open assignments and structure, 2) a new look ateducation and learning, 3) different relationship with faculty and peers, 4) arecognition of the importance of space to be yourself and 5) significant collaborationand team building. As for the impact of these differences, students reported 1)increased capacity for personal reflection, 2) new sense of ownership in education,3) a discovery of internal motivation and joy of learning, and 4) deepened friendshipsincluding collaboration and risk taking, which resulted in increased support andresilience. There were also a significant number of negative comments about theexperience and an analysis of this is also included. The paper will conclude with areflection by the undergraduate researchers on their experience in performing theresearch.  
AU  - Lizabeth T. Schlemer
AU  - Kylie Hensley
AU  - Rachel Pittman
AU  - Jada Golland
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - SUSTAIN SLO: Reenergizing Learning
UR  - https://peer.asee.org/24785
DO  - 10.18260/p.24785
ER  -