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Integration with Intentionality

Integration with Intentionality.

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Integration with Intentionality

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  1. Integration with Intentionality Small Changes, Big Rewards: Integrating the Disparate Threads of Undergraduate EducationCarol Burton, Assistant Vice Chancellor, Undergraduate StudiesScott Philyaw, Director, Mountain Heritage CenterWestern Carolina UniversityPresentation to Lenoir-Rhyne CollegeMay 13, 2008

  2. Introduction • Our roles at WCU • Our roles in developing & implementing integrated learning at WCU • Synthesis: A pathway to intentional learning www.wcu.edu/sacs/qep

  3. Overarching Goal To empower students to integrate knowledge and skills from their academic and co-curricular experiences to become intentional participants in their own learning.

  4. Objectives • Outline process used to develop and refine model for integrated learning • Describe organizational changes • Discuss assessment framework • Share lessons learned

  5. 9,000 students Rural, WNC 480 full-time faculty 130 degree programs UNC System Public, Regional Boyer Model Endowed Professors (25+) Honors College (1250+) Regional Stewardship Civic Engagement Western Carolina University

  6. Integrated Learning at WCU

  7. D C B A Courses within their Major Other Courses at the University Co-Curricular Activities Other Life Experiences Learning Relationships Source: Dr. L. Dee Fink

  8. Process-Development of Theme • Early Stage: Broad-based involvement; iterative 2-year data collection and data review • Mid Stage: Narrow focus and further refinement; 9 month institutional conversation • Late Stage: Development of plan and institutional buy-in; 6 month drafting and revising

  9. Process - Implementation • Pilot Phase: 3 – 5 years • Program Assessment: 5 – 6 years • Full Implementation: 6 – 10 years

  10. Organizational Structure • QEP Steering Committee • QEP Technology Committee • QEP Assessment Committee • Liberal Studies Committee • Council on Undergraduates’ Early Experiences • Strategic Planning Committee

  11. Alignment with Nat’l Trends • AAC&U Integrative Learning: Opportunities to connect (2007) • AAC&U/Carnegie Statement on Integrative Learning (2004) • Keeling Learning Reconsidered (2004) • AAC&U Greater Expectations: A new vision for learning as a nation goes to college (2002) • Boyer Scholarship of Engagement (1995)

  12. Integrative Learning… See Handout…

  13. Office of Undergraduate Studies • QEP Oversight • Service Learning • Liberal Studies • American Democracy Project • Undergraduates’ Early Experiences • Academic Success Centers

  14. Implementation Academic units: • Chemistry • Recreation Therapy • History • Health Information Administration Examples of non-academic units: • Coulter Faculty Center • Residential Living • Mountain Heritage Center

  15. Mountain Heritage Center • Interaction with students on multiple levels • Work Study • Internships-Undergraduate/Graduate • Graduate Assistantships • Class and individual projects

  16. Mountain Heritage Center • A student-centered approach • More than history--the MHC has worked with students in programs as varied as Art, Biology, English, Film, Education, Health Care, among others.

  17. Assessment Framework Overarching Learning Goal To empower students to integrate knowledge and skills from their academic and co-curricular experiences to become intentional participants in their own learning.

  18. Assessment Framework Learning Domains • Understanding of self • Intellectual flexibility and versatility, and • Integrated learning

  19. Assessment Framework Learning Outcomes • Integrate information from a variety of contexts • Solve complex problems • Communicate effectively and responsibly • Practice civic engagement • Clarify and act on purpose and values

  20. Assessment Framework

  21. Assessment Framework

  22. Assessment Framework Dimensions of Assessment • Process evaluation; evaluation of institutional support and effort (Inputs) • Student Learning Outcomes assessment (Outputs)

  23. Assessment Framework Roles of Assessment Committee • Refinement of Learning Outcomes • Evaluation Design • Assistance to Pilot Departments • Oversight and Monitoring

  24. Lessons Learned… • Be inclusive; build grassroots support • Connect plan to strategic, other key plans • Include faculty rewards/development to support plan • Carefully define terms, e.g., “engaged learning,” for all constituents • Incorporate student learning outcomes • Project a realistic budget and accompanying timeline for implementation

  25. Lessons Learned…cont’d • Create an effective, realistic, assessment plan at outset • Learning goals should drive assessment • Use assessment to show successes • Include student voice in any plan • Student learning is not limited to the academic classroom; faculty and student understanding is key

  26. Questions

  27. Contact Us • Carol Burton: burton@email.wcu.edu 828.227.3019 voice • Scott Philyaw: philyaw@email.wcu.edu 828.227.3191 voice

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