Promoting the Health
of Today’s Freshmen
Through Learning
Communities
Alberta McCaleb, DSN, RN
Professor and Associate Dean, Clinical Affairs
and Partnerships
University of Alabama School of Nursing - UAB
Presentation Objectives

Describe the history of implementation of learning
communities at the University of Alabama at
Birmingham campus.

Discuss the campus criteria for inclusion of
content as a framework for learning community
development.

Describe the format used to build a selfassessment freshman seminar related to health.
Presentation Objectives

Describe content related to the freshman seminar
entitled “Body and Brain Power: Keeping Yourself
Healthy.”

Discuss integration of content within the learning
community courses.

Describe outcomes of the implementation process.

Identify lessons learned and modifications to be
made.
UAB’s Journey

Work of the accreditation review team for the SACS
visit (Southern Association of Colleges and Schools)

Work of the Quality Enhancement Plan Committee
(QEP)

Appointment of Director of Core Curriculum
Enhancement – Dr. Marilyn Kurata

Request for proposals for Freshman Learning
Communities (FLCs) approved by the
Undergraduate Academic Programs Council
UAB’s Journey

First Freshman Learning Communities
(FLCs) implemented in Fall, 2006

Capacity for 200 of the 1410
freshman admitted to participate

Self-selection of schedule during the
Summer, 2006 orientation sessions
General FLC “Rules”

Community consist of an anchor course – 3
credit hours, English Composition 101,
and 1-2 selected math/science courses.

Approximately 30% of the course content
is related to QEP targeted competencies:
► Writing
► Quantitative Literacy
► Ethics and Civic Responsibility
Body and Brain Power:
Keeping Yourself Healthy

70% of content in the FLC seminar focuses
on a theme of the community.

Theme concepts: Health, Self-care, selfassessment (getting to know your own
health issues) and genetics/family health
issues

Health framework focuses on content such
as: physical, psychosocial, developmental,
and spiritual processes
Brain and Body Power:
Content Specific

Orientation & Intro to Health

Self-assessment survey – Personal Health

Tour & Introduction to Fitness – UAB
Recreation Center Staf

Library Assignment – Health-related concepts
such as self-help, stress response, learning
styles, Maslow’s Hierarchy of Need, Family
health, self-concept, etc.
Brain and Body Power:
Content Specific

Myers-Briggs Inventory Assessment

Maslow’s Hierarchy of Need &
Motivation

Managing Stress

The Body’s Response to Stress
Brain and Body Power:
Content Specific

Keeping Yourself Safe at College

Avoiding Self-Abusive Behavior

Cardiovascular Health Indicators

Nutritional Health & Selfassessment
Brain and Body Power:
Content Specific

Blood Pressure, Cholesterol, and
Glucose Assessment

The Epidemic of Obesity

Health Consequences of Obesity

Women’s Health Issues
Brain and Body Power:
Content Specific

Men’s Health Issues

Health Lifestyles

Diabetes: Could it be me?

Birmingham Health Images

Family Health Assessment & Genogram
Integration of Content
Between Courses: EH 101

Library assignment

Autobiographical Essay

Analyzing Images Essay
Integration of Content
Between Courses: PY 101

Psychosocial content

Motivation & Maslow’s Hierarchy of
Need Theory

Learning Styles and Personality
Measuring Outcomes

Course Level – Student Performance
►Exams X 2…………………….40%
►Out of Class Activities…..20%
►Class Participation………..20%
►Final Project………………….20%
~80% of the participants passed with a C
or better; 1 W; ~20% D/F
Measuring Outcomes

Course Evaluation - SON
* Teaching Effectiveness Data Not
Available
* Weekly speaker evaluation summary
-Relevant content (84 - 94%)
-Effective Teaching Methods (90 – 94%)
-Knowledgeable, organized (63-88%)
-Recommend speaker (63-100%)
Measuring Outcomes

University Level
→Item per item evaluation with focus groups at the
University Level
→Most item ratings clustered around “somewhat” likert
scale
→Highest rating: Library, getting to know other
students, ability to meet new people, role of advisor,
exercise impact, establishing personal goals, work
together, retention, college recommendations
Lessons Learned






Specific, concrete communication
Class attendance policy
Stagger some subject areas across
weeks, not class periods
Improve miscommunication about
course
Change Name
Improve FLC team involvement
Contact Information

Dr. Alberta McCaleb
Professor and Associate Dean,
Clinical Affairs and Partnerships
University of Alabama School of Nursing
University of Alabama at Birmingham
1530 3rd Avenue South – NB 104C
Birmingham, Alabama 35294
Telephone: 205-934-6535
Email: [email protected]