Seminar Portfolio

Engaging Students in the Liberal Arts & Sciences Best Practices Seminar Bard High School Early College Folio 11







Engaging Students in the Liberal Arts Best Practices: SeminarBard High School Early College Folio



ForewordPremised on the belief that many adolescents are ready andeager for challenges greater than those offered by tradi-tional high schools, Bard High School Early College seeksto provide bright, highly motivated, and diverse studentswith an intellectually engaging four-year academic pro-gram that includes a two-year college liberal arts degree.Students graduate prepared to take upper level collegecourses, earn a baccalaureate degree, develop successfulcareers, and contribute to society. First developed in 2001as a partnership between Bard College and the New YorkCity Department of Education, four BHSEC schools cur-rently operate: BHSEC Manhattan, BHSEC Queens (2008),BHSEC Newark (2011), developed by Bard College and theNewark Public Schools, and most recently, BHSEC Cleve-land, a partnership between Bard College and the Cleve-land Metropolitan School District (2014).The BHSEC schools immerse students in the traditions andpractices associated with a liberal arts education. Studentstake high school courses for two years, and then engage ina full college course of studies in the eleventh and twelfthgrade, graduating from high school with an Associate inArts degree from Bard College. With a faculty of highlyqualified scholars and artists who teach both high schooland college courses, BHSEC aspires to teach higher-level 7

thinking skills through analytic writing, focused discus-sion, and in-depth inquiry.After four years at BHSEC, the majority (90%) of studentsgraduates with a Bard College Associate in Arts degree inthe liberal arts and sciences and 60 transferrable collegecredits. Historically, 98-100% of BHSEC Manhattan andQueens students receive a New York State Regents highschool diploma. (BHSECs Newark and Cleveland are stilltoo new to have this historic data regarding either highschool or college graduation rates.) More than 97% ofBHSEC students continue their studies at a four-year col-lege and most complete their BA/BS degrees.To help others understand the design underlying the successof Bard High School Early College schools and students,the National Center for Restructuring Education, Schoolsand Teaching at Teachers College, Columbia University un-dertook a study of several of BHSEC’s key practices. Thisseries of seven reports provides insights into how the keypractices are implemented as well as how they could bereplicated by others.Seminar, a four semester sequence required for all of theBHSEC early college students, was the first practice to beexamined. A detailed examination of this practice follows. 8

An Introduction to SeminarSeminar, one of BHSEC’s exemplary practices, is patternedafter Bard College’s well established and highly regardedFirst Year Seminar, also taught at Bard College at Simon’sRock, Bard’s residential early college in Great Barrington,Massachusetts. Seminar introduces students to their rolesas scholars and critical thinkers at the collegiate level.If there is one class that prepares students for college, Seminar is the one. BHSEC ADMINISTRATORFirmly grounded in the liberal arts tradition, which aimsto foster students’ ability to think critically and communi-cate proficiently (Becker, 2003), the BHSEC Seminar modelintegrates a number of unique educational practices. Thecurriculum is characterized by an interactive, student-cen-tered pedagogy that requires students to engage directlywith texts, both inside and outside the classroom.BHSEC students enroll in Seminar for four semesters duringtheir two college years at BHSEC1 (called Year 1 and Year2 of college). Year 1 Seminar focuses on the critical readingof influential works of literature, philosophy, science, eco-nomics and history from antiquity through the 18th cen-tury. Year 2 Seminar exposes students to a range of texts 9

from the 19th and 20th centuries and concludes with anexamination of “the modern condition.”All students are required to write a Year 2 thesis. Class-es emphasize active discussion, student presentations, andchallenging writing assignments. 10

The Rationale for SeminarResearch demonstrates that a liberal arts education char-acterized by the content and approach found in the BHSECSeminars provides significant value to students. The resultsof a study by Pascarella et al (2005) indicated that a liberalarts college education had a positive impact on students’openness to diversity and challenge, self-understanding, andwriting skills. In a review of available research, Seifert et al(2010) concluded that liberal arts colleges provide in-classacademic experiences that are more grounded in challengeand interaction than do research universities and regionalinstitutions. Kuh (2003) synthesized research suggestingthat, because of the interactive engagement expected in theirclasses, liberal arts college students gain more in terms of in-tellectual and personal development than their peers at oth-er institutions. They also more frequently pursue advancedgraduate study, vote, and engage in civic activities.Seminar introduces students to an expectation of increasedintellectual rigor in the context of intimate, supportiveclasses taught by college faculty. Building on instructionalapproaches first introduced to them in the BHSEC inten-sive Writing and Thinking workshop 2, students learn touse the intellectual tools and habits of mind that help themto succeed in college. For BHSEC students, Seminar easesthe transition from high school to college and introducesBHSEC’s young scholars to postsecondary norms and ex- 11

pectations, thereby increasing the likelihood that they will complete a college education (Conley, 2007). At BHSEC, Seminar serves as the gateway into a collegiate liberal arts classroom experience. BHSEC students agree with the intent and role of Semi- nar as critical to BHSEC’s early college mission. In an exit survey given to the Class of 2012, 97% of the graduating students said that Seminar was an important part of their BHSEC experience and 91% believed that it had prepared them well for their next college. INSTRUCTION IN THE LIBERAL ARTS CONTEXT“[In liberal arts education], it is not simply the substance of teachingthat is different but the entire approach to the educational process.An interactive, student-centered pedagogy means that the classroomis not a one-way transmission belt of knowledge from professor tostudent. Specifically, instruction does not simply consist of a teacherreading lectures to students, as is common throughout much of theworld. Instead, learning within the classroom is an interactive process.The classroom is an environment in which students are encouraged toquestion assumptions and conclusions and to learn from each other,thus democratizing the learning experience.” JONATHAN BECKER FROM “WHAT A LIBERAL ARTS EDUCATION IS—AND IS NOT” 12

Seminar classes benefit from the relatively small class sizethat BHSEC maintains, with a maximum of 25 studentsper class and extended instructional hours -- 113 hoursof Seminar classroom instruction per academic year, com-pared with 86 hours for Bard College’s First Year Seminar.The longer class time at BHSEC permits the adaptationof Bard’s rigorous college curriculum to a non-residentialearly college environment. Students use the extended classtime to explore texts in depth and become fully engagedin their reading. Increased discussion time also promotesstronger relationships among students and between stu-dents and teachers.The design of Seminar is grounded in the following ideas:Seminar serves as an introduction to college level workthat helps students to learn how to engage with the crit-ical thinking and analysis that distinguish high-level col-lege work. Research has shown that academically orientedfirst-year seminar courses at regular four-year colleges leadto enhanced student satisfaction (Hendel, 2006), studentretention (Schnell and Doetkott, 2003), and academic per-formance (Potts and Schultz, 2008) among students whomay be at higher risk of failure.Seminar follows the Great Books approach in its curricu-lum design. A Great Books curriculum consists primarilyof the classic works of the Western intellectual tradition.Advocates of such programs argue that reading and un-derstanding these books prepares students from a range ofeducational, social, and cultural backgrounds to think in-dependently and rigorously (Meehan, 2010; Shaffer, 2009).Students encounter arguments from a range of traditionsand have to make sense of contradicting theologies and 13

philosophies. Kronman (2007) believes that a Great Booksprogram “provides students with a broad, structured, andshared introduction to the alternative views of life’s pur-pose and value that ought to be weighed as they struggle todefine life’s meaning for themselves” (p. 42).Seminar is based on the belief that thoughtful writing en-riches and enlivens the classroom experience in all disci-plines. It provides an opportunity for students to practicewriting as a means of developing their thinking on a topicor issue. Classroom sessions are structured so that ideas areexpressed in writing, read aloud, and then enhanced anddeepened through reflecting on feedback from fellow stu-dents and faculty. Research supports the idea that writingcontributes to student learning (Bangert-Drowns, Hurley,and Wilkinson, 2004). 14

Seminar TextsEach year, BHSEC faculty develop a reading list for theSeminar classes based on the texts used at Bard Collegeand Bard College at Simon’s Rock, where the faculty alsocollectively select the reading matter. While there are somecore texts that are used consistently, the reading lists differslightly at each of the three BHSEC campuses.I was more than prepared for success in “real” college, largely owing towhat I learned at BHSEC. As a rising sophomore at Williams College, Ifrequently [referred] back to my Seminar experience. ALUMNUS, CLASS OF ‘08In a given year, all students in the same grade level at eachBHSEC school read the same texts, giving them a commonlanguage and set of ideas that influence their thinking andconversations. Teachers emphasize that it is very import-ant to challenge students and give them the opportunity tograpple with difficult themes and ideas. Teachers work withSeminar participants to help them understand the relevanceof the texts to their own lives. The Seminar curriculum isexplicitly multidisciplinary, and classes are taught by fac-ulty from different scholarly disciplines. This diversity ofperspectives, faculty members report, fascinates and engag-es students. 15

The list for Year 1 Seminar at BHSEC (2011–12) includedthe following, listed in the order read:Gardner and Maeir, Gilgamesh: Translated from the Sin-leqi-unninni versionThe Bible (King James Version)Plato, The RepublicEuripides, The BacchaeSophocles, The Oedipus PlaysHomer, The IliadAugustine, ConfessionsDante, InfernoMachiavelli, The PrinceShakespeare, HamletSwift, Gulliver’s TravelsMozart, Don Giovanni (the opera, in translation)Austen, Pride and PrejudiceSelected works of Locke, Rousseau and WollstonecraftThe reading list for Year 2 Seminar (2011–12) included thefollowing, listed in the order taught:Marx and Engels, The Communist ManifestoDarwin, The Descent of ManDu Bois, The Souls of Black FolkForster, A Passage to IndiaFreud, Civilization and Its DiscontentsWoolf, To the LighthouseKafka, The TrialNietzsche, On the Genealogy of MoralsFrayn, CopenhagenSelections from Joyce, Arendt, Foucault and Baldwin 16

Learning Goals and Teaching ApproachThe overarching goals of the Seminar classes are: 1. toexpose students to enduring works of great thinkers andwriters; and 2. to help students acquire the knowledge andskills needed for academic success, both at BHSEC and attheir subsequent colleges and universities.Seminar has a foundational element to it, grounding participants in theiridentity as scholars and students. BHSEC PRINCIPALThe BHSEC Seminar instructional approach has six keycomponents that were identified through the NCREST re-search. Each helps students to develop important knowl-edge and skills. 1. BUILDING A CLASS CULTURE OF MUTUAL RESPECT AND FREE DISCOURSETeachers build a distinctive Seminar culture with eachnew class of students. They convey that the classroom is asafe place to struggle with complicated ideas. Students aretaught that their opinions—and those of their peers—mat-ter and that there are many questions that do not have anobvious right or wrong answer. Students’ classroom pre-sentations, for example, often show at least two differentways of looking at an issue and then guide listeners through 17

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the process needed to reach a well-reasoned stance. Such aculture gives students the chance to take control of theirlearning and the confidence required to take risks. Former-ly shy students have expressed that the safe environmentprovided in Seminar has helped them to open up in classand share their ideas. The positive feedback from other stu-dents has helped them to start believing that their opinionshave merit.It’s about developing such an intense culture in the class that thestudents themselves are running things by the end of the semester. SEMINAR TEACHER 2. ENGAGEMENT WITH AND INTERPRETATION OF PRIMARY TEXTSPrimary texts introduce students to the history of ideas—how people have thought and what they have valuedthrough different stages of Western civilization—as wellas what it means to be a literate adult. The authors havereceived scholarly, artistic, and sometimes popular acclaimover time. Each text is selected not only for its intrinsicmerit, but also for the ideas it presents about living as anindividual and as a member of society. Students are encour-aged to examine and critique assumptions underlying theideas studied.[My most memorable BHSEC experience was] probably Seminar. I’vealways had really engaging Seminar questions, and my teachers havetruly pushed me and my peers to look at questions in a new light. I feelas if my class and I went through all of the trials and tribulations of bothclassic and modern literature and society. GRADUATING YEAR 2 STUDENT 24

Teachers stress the importance of helping students to under-stand individual texts within their historical and intellectu-al contexts and to consider contemporary issues in light ofquestions that have engaged humanity over time. Themesexplored include the relationship between self and society,the nature of values and responsibility, and the struggle todifferentiate between reality and appearance. Engagementwith these challenging texts requires students to read care-fully and critically.3. LEARNING ANALYTICAL SKILLS THROUGH FREQUENT WRITING ASSIGNMENTSThrough a variety of graded and ungraded writing assign-ments—in homework, in class, in journals, in free writes,in response to teacher prompts, in formal essays and in re-search projects—Seminar teachers invite and encourage re-flection. They often use rubrics to convey their expectationsabout organization, content, and language.Writing and Thinking is based on the principle that writing is as much ameans toward thinking as it is a result of it. BHSEC PRINCIPALExamples of a homework writing prompts:How does Rousseau’s claim about force relate to slavery? ONE PAGE FREE-WRITE HOMEWORK ASSIGNMENT, DUE THE NEXT DAY; YEAR 1 SEMINARThink about how prison has entered our imagination. YEAR 2 SEMINAR25

Example of an in-class focused free write:Did this assignment give you a chance to do something that the priorassignment did not? If so, can you say what is was?” YEAR 2 SEMINARExample of a formal essay assignment:Explain Du Bois’ concepts of “double consciousness” and “the Veil.” Ac-cording to Du Bois, in what ways do African Americans experience theseconcepts? Explain the inherent tension and duality in this experience.How does this tension guide Du Bois’ notions about how to deal withthe problem of “the color line” at the turn of the twentieth century? Doyou find Du Bois’ characterization of the tension of African Americanexperience compelling? Do you find his proposed responses to thesetensions compelling? Why or why not? SIX-PAGE ESSAY, YEAR 2 SEMINAR 4. TEACHING THE TOOLS NEEDED FOR INTELLECTUAL DISCUSSION AND ARGUMENTATIONClassroom discussion lies at the heart of the Seminar class.In the words of a BHSEC teacher, “In Seminar, the discus-sion IS the Seminar.” Students are expected to be activeparticipants in all classroom discussions. Together withattendance and presentations, participation in classroomdiscussion comprises 15–30% of the final grade. For dis-cussions to be rich and substantive, students are expectedto come to Seminar prepared to support their opinions byreferring to specific passages in the text.Students learn to properly articulate an argument or claim,ground it in textual evidence, consider counter-arguments,and express themselves effectively. Students regularly re-port to their professors that they have become so engaged 26

in their class discussions that they continue their conversa-tions with fellow students outside the classroom.Examples of questions asked by the teacher to open up adiscussion in class:Why might someone be considered a good or desirable spouse? YEAR 2 SEMINARAre men born to be slaves? Are people born to be poor? YEAR 1 SEMINARThe focus on critical thinking and close examination and discussion oftext I enjoyed in particular, and some of my classes, such as the Seminarclasses (which I loved), managed to take all this to a level I’ve yet toexperience even in upper-division courses at my university. ALUMNUS, CLASS OF ‘09 5. CONDUCTING RESEARCHStudents engage in research in the context of regular courseassignments as well as in the final thesis, a 15–20 page orig-inal research paper required at the end of Year 2 Seminarand a pre-requisite for BHSEC graduation. To support theirresearch, faculty and library staff introduce them to thetools of scholarly inquiry, including library research, usingscholarly journals, web-based research, citation standards,citation of reference materials, avoiding plagiarism, evalu-ating source materials, and effective analytical writing.27

My BHSEC education was instrumental in developing my research skillsand teaching me how to use invaluable academic tools like JSTOR andEBSCO. My Year 2 Seminar thesis taught me how to effectively performlibrary research and gather non-electronic materials for a researchpaper. Not only has my experience at BHSEC prepared me for study atthe collegiate level, but has also given me an advantage over my peers ingraduate school. ALUMNA, CLASS OF 2006 6. GAINING LEADERSHIP SKILLSEach student is expected to present on a topic and lead aclassroom discussion during the course of the semester. Theuse of peer review workshops in Seminar classes is a furtherexample of students taking responsibility for the creationof a scholarly community. Teachers report that peer reviewworkshops encourage students not only to read more in-tensely, listen more closely, and respond more carefully toone another’s work, but also to apply these skills to identifyand correct problems in their own writing.BHSEC students enter four-year colleges with an advantage. They arefully formed little scholars. Students come back and say that theyare very successful at the new colleges and that their professors areimpressed with them. BHSEC TEACHER 28

Seminar “Snapshots”Researchers visited Seminar classes in the spring of 2012.They observed classrooms with students sitting around ta-bles organized in a circle so that all students faced each other,facilitating discussion. Some of the moments that they ob-served provide insights into the Seminar experience:In a Year 2 class that had read Michel Foucault’s The Bodyof the Condemned, the discussion question was, “Which isbetter: public and spectacular punishments like hangings,floggings, etc. or modern day institutionalization?” Stu-dents’ responses included: “People in old times had morecompassion with the person being punished”; “It’s worsenow because you have no idea what happens behind closeddoors”; “What about paying for the prisoners? There areeconomic implications for society”; “You have to change so-ciety so that people don’t do bad things and end up in jail.”In another Year 2 class, students were given five minutes towrite on the topic, “What is an author?” and to note howtheir thoughts had changed since reading Barthes and Fou-cault. The instructor asked all the students to read whatthey had written aloud and to speak up when their fellowclassmates said something that resonated with their ownthoughts. As students discussed how their thoughts about“authorship” had evolved, they referenced texts by VirginiaWoolf, Tolstoy, and Nietzsche, read earlier in the semester. 29

In a Year 1 class, students had read chapters from Rous-seau’s Social Contract. A discussion was underway aboutwhen the use of force is legitimate and who should havethe power to use force. Students struggled with the text butreferred to it often and helped each other out by suggestingproper pronunciations and meanings of words. Some stu-dent responses: “Just because somebody uses force doesn’tmean it’s moral,” citing Hitler as an example. “Sometimesforce is necessary, but nobody should use physical force totry to make somebody believe in what you believe; that’snot moral.” “People need to be forced…or scared to dowhat’s right, e.g. people don’t steal because they are scaredof prison.” When students gave simple one-word responses,they were prompted by the instructor to elaborate and thenwere able to do so.The Seminar series has been very major for me, especially because I hadtwo of the best teachers. These guys forced me to think critically abouteverything and I loved every minute of it! I believe I was enlightened whilesitting in their Seminar classes. Never ever get rid of Seminar or try todilute its excellence. GRADUATING YEAR 2 STUDENTAcross all classrooms visited, a culture of respect was evi-dent. Students listened to each other and responded to eachother’s arguments. Students also admitted when they didnot understand a text, showing comfort in discussing theirchallenges in front of their peers. They expressed very diver-gent ideas and acknowledged that they disagreed at times.The discussions were mainly student-led, with the teacherserving more as a moderator than an instructor. Studentsreferenced each other’s comments in their responses, mak-ing connections and drawing comparisons among differenttexts read in class. 30

How could another school create Seminar?Seminar probably can’t be done at every school, but thereis something about Seminar that could take root in manydifferent schools with proper support. (BHSEC principal)Schools wanting to create Seminar need to prepare stu-dents to engage in rigorous coursework. BHSEC does thisby designing 9th and 10th grade high school courses thatrequire extensive reading, critical thinking, and writing sothat students are prepared when they start the college-levelSeminar. In addition, BHSEC starts each school year with aone-week intensive program for all students called Writingand Thinking Workshop. This workshop, and the pedago-gy associated with it, helps students become accustomed tointensive scholarly engagement.Having the right faculty is essential. While most BHSECfaculty have PhDs in their subject matter, this is not a pre-requisite to replicating the Seminar course, according to thefaculty interviewed. However, it is vital that teachers takea critical approach to the text and search—along with thestudents—for deeper levels of meaning and understanding.What makes Seminar work is to have a faculty that can engagestudents at the level needed, teachers who are willing to think on theirfeet, teachers who show that we are all vulnerable and struggle withideas, too. BHSEC TEACHER 31

Additionally, regular faculty training enhances the qualityof Seminar. At the beginning of every new school year, facul-ty members attend workshops where they learn techniquesthat will help them engage students in writing assignmentsand discussion groups. Faculty who teach Seminar at eachof the Bard undergraduate campuses—including Simon’sRock and the BHSECs—meet at least annually to discussand compare curriculum and texts.A school wanting to implement Seminar can take advan-tage of resources available at BHSEC and Bard College.Existing syllabi, texts and materials are available online:www.bard.edu/earlycollege/queens/academics/courses(click on the “Literature” link). Faculty from other schoolsmay also participate in Bard College’s intensive trainingsessions on Writing and Thinking curricula; to register, goto www.bard.edu/iwt/. 32



The BHSEC folio series is a publication of BHSEC, incollaboration with the National Center for the Restructuringof Education, Schools, and Teaching (NCREST), a researchcenter at Teachers College, Columbia University. The seriesincludes information on seven exemplary practices associatedwith the four BHSEC schools. Each publication in the seriesis based on qualitative research conducted by NCREST.The development of these folios has been undertaken withsupport from the Booth Ferris Foundation and Bard College.For more information on the BHSEC model and this series,contact: Stephen Tremaine at [email protected] East Houston Street, New York, New York 10002+1 212 982 5024http://www.bard.edu/earlycollege/30 Campus Road, Annandale-On-Hudson, New York 12504+1 845 758 6822http://www.bard.edu

End Notes1. Grades eleven and twelve in a traditional high school2. The Writing and Thinking Workshop is an intensive,weeklong series of workshops required for all BHSECstudents at the beginning of each school year modeledafter the Freshman Learning & Thinking workshopsrequired of all incoming freshmen at Bard College andBard College at Simon’s Rock.ReferencesAstin, A. W. (1999). How the liberal arts college affects Meehan, W.F., III. (2010). Great Books Programs. Firststudents. Daedalus, Vol. 128, No. 1, Distinctively Ameri- principles. ISI Web Journal. Retrieved from http://can: The Residential Liberal Arts Colleges, pp. 77–100. www.firstprinciplesjournal.com/articles.aspx?arti- cle=1034&loc=rBangert-Drowns, R.L., Hurley, M.M., & Wilkinson,B. (2004). The effects of school-based writing-to-learn Pascarella, E.T., Wolniak, G.C., Tricia A. D. Seifert,interventions on academic achievement: A meta-analysis. T.A.D, Cruce, T.M., & Blaich, C.F. (editors) (2005).Review of Educational Research, 74 (1) pp. 29–58. ASHE Higher Education Report. Volume 31, Issue 3, Special Issue: Liberal Arts Colleges and Liberal ArtsBecker, J. (2003). What a liberal arts education is—and Education: New Evidence on Impacts,pp. 1–148.is not. Modification of a talk of the same title given at Retrieved from http://onlinelibrary.wiley.com/jour-the Open Society Institute’s UEP Alumni Conference in nal/10.1002/%28ISSN%2915546306/issues?active-Budapest Hungary, June 2003. Retrieved from http://iile. Year=2005bard.edu/research/ Pathways to College Network. A framework for action.Casement. W. (2002). Whither the Great Books? Retrieved from http://www.pathwaystocollege.net/Academic Questions, Volume 15, Issue 4, pp. 36–51. Our-Network/Network-Detail.aspx?id=124Retrieved from http://www.springerlink.com/content/bt02pemly16bvt11/fulltext.pdf?MUD=MP Potts, G., & Schultz, B. (2008).The freshman seminar and academic success of at-risk students. College StudentConley, D. (2007). College Knowledge: What It Really Journal; Jun 2008; 42, 2; pp. 647–658.Takes for Students to Succeed and What We Can Do toGet Them Ready. San Francisco, CA: Jossey-Bass. Quint, J., Thompson, S. L., Bald, M., & Bernstein, J. (2008).Relationships, rigor, and readiness: Strategies forHendel, D. D. (2007). Efficacy of participating in improving high schools. MDRC. Retrieved fromhttp://a first-year seminar on student satisfaction and www.mdrc.org/sites/default/files/Relationships%20retention. Journal of College Student Retention, Rigor%20and%20Readiness.pdfVol. 8(4) 413-423. Schnell, C. A., & Doetkott, C. D. (2002/2003).First yearJaschik, S. (2007).Elevating the Great Books anew. seminars produce long-term impact. Journal of CollegeInside Higher Education. Retrieved from http://www. Student Retention; 4, 4; pp. 377–391.insidehighered.com/news/2007/09/26/kronman Seifert, T. A., Pascarella, E. T., Goodman, K. M., &Kronman, A.T. (2007). Why our colleges and universities Salisbury, M. H. (2010). Liberal arts colleges and goodhave given up on the meaning of life. Retrieved from practices in undergraduate education: Additional evi-http://books.google.com/books?id=TXBN6Z1hvJc- dence. Journal of College Student Development, VolumeC&printsec=frontcover#v=onepage&q&f=false 51, Number 1, pp. 1–22.Kuh, G.D. (2003). Built To engage: Liberal arts colleges Shaffer, M. (2009).Yearning For Great Books. Retrievedand effective educational practice. Invited paper pre- from http://www.mindingthecampus.com/origi-pared for the ACLS Conference on Liberal Arts Colleges nals/2009/12/as_the_senior_class_of.html#morein American Higher Education, Williamstown, Massa-chusetts, November 15, Retrieved from 2003.http://cpr. U.S. Department of Education, National Center foriub.edu/uploads/Kuh%20%282007%29%20Built%20 Education Statistics. (2001). Paving the way to post-to%20engage-%20Liberal%20arts%20colleages%20 secondary education: k-12 intervention programs forand%20effective%20educational%20practice.pdf underrepresented youth, NCES 2001-2005, prepared by Patricia Gándara with the assistance of Deborah Bial for the National Postsecondary Education Cooperative Access Working Group. Retrieved from http://nces. ed.gov/pubs2001/2001205.pdf