Download - Integration with Intentionality
Small Changes, Big Rewards: Integrating the Disparate Threads of
Undergraduate Education
Carol Burton, Assistant Vice Chancellor, Undergraduate StudiesScott Philyaw, Director, Mountain Heritage Center
Western Carolina University
Presentation to Lenoir-Rhyne CollegeMay 13, 2008
Integration with Intentionality
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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
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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.
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Objectives
Outline process used to develop and refine model for integrated learning
Describe organizational changes
Discuss assessment framework
Share lessons learned
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Western Carolina University
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
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Integrated Learning at WCU
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Learning Relationships Source: Dr. L. Dee Fink
Courses within their Major
Other Courses at the University
Co-Curricular Activities
Other Life Experiences
A
B
C
D
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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
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Process - Implementation
Pilot Phase: 3 – 5 yearsProgram Assessment: 5 – 6 yearsFull Implementation: 6 – 10 years
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Organizational Structure
QEP Steering Committee QEP Technology Committee QEP Assessment Committee
Liberal Studies Committee Council on Undergraduates’ Early
Experiences Strategic Planning Committee
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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)
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Integrative Learning…
See Handout…
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Office of Undergraduate Studies
QEP Oversight Service Learning Liberal Studies American
Democracy Project Undergraduates’
Early Experiences Academic Success
Centers
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Implementation
Academic units: Chemistry Recreation Therapy History Health Information AdministrationExamples of non-academic units: Coulter Faculty Center Residential Living Mountain Heritage Center
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Mountain Heritage Center
Interaction with students on multiple levels
Work Study Internships-Undergraduate/Graduate Graduate Assistantships Class and individual projects
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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.
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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.
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Assessment Framework
Learning Domains
Understanding of self
Intellectual flexibility and versatility, and Integrated learning
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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
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Assessment Framework
Year 1 Year 2 Year 3 Year 4CatWalk Orientation Writing Comp First Year SeminarTransition to College courseAdvisor Session
Major Program Gateway CourseAdvisor Session Service Learning
Mid-major course/experienceAdvisor SessionCareer ServicesService LearningUG ResearchInt’l Experience
Capstone or InternshipAdvisor SessionCareer ServicesService LearningGraduation Application
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Assessment Framework
Year 1 Year 2 Year 3 Year 4
BCSSENSSEASSISTCLASample Work
Advisor EvaluationSample WorkSophomore Survey
Advisor EvaluationSample Work
Advisor EvaluationSample WorkNSSECLASenior Survey
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Assessment Framework
Dimensions of Assessment
Process evaluation; evaluation of institutional
support and effort (Inputs)
Student Learning Outcomes assessment (Outputs)
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Assessment Framework
Roles of Assessment Committee
Refinement of Learning Outcomes
Evaluation Design
Assistance to Pilot Departments
Oversight and Monitoring
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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
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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
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Questions
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Contact Us
Carol Burton: [email protected]
828.227.3019 voice
Scott Philyaw: [email protected]
828.227.3191 voice
