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Integrated Learning at WCU: Pathway to Student Empowerment

Understand the process of integrating learning experiences at Western Carolina University to empower students to become intentional learners. Learn about organizational changes, assessment frameworks, and lessons learned. Contact the university for more information.

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Integrated Learning at WCU: Pathway to Student Empowerment

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  1. Small Changes, Big Rewards: Integrating the Disparate Threads of Undergraduate Education to Create a Learning-Centered InstitutionCarol Burton, Assistant Vice Chancellor, Undergraduate StudiesMelissa Canady Wargo, Director, AssessmentWestern Carolina UniversityAASCUJuly 24-27, 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. Office of Undergraduate Studies • QEP Oversight • Service Learning • Liberal Studies • American Democracy Project • Undergraduates’ Early Experiences

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

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

  15. 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

  16. Assessment Framework

  17. Assessment Framework

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

  19. Assessment Framework Goals of assessment • Students’ ability to integrate information across content and context • Effectiveness of program/service • Impact of formative and analytic mechanisms to guide improvements

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

  21. 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 classroom

  22. Questions

  23. Contact Us • Carol Burton: burton@email.wcu.edu • Melissa Canady Wargo: wargo@email.wcu.edu

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