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 CenterWestern Carolina University

Presentation to Lenoir-Rhyne CollegeMay 13, 2008Integration with Intentionality

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IntroductionOur 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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ObjectivesOutline 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 University9,000 studentsRural, WNC480 full-time faculty130 degree programsUNC SystemPublic, RegionalBoyer ModelEndowed Professors (25+)Honors College (1250+)Regional StewardshipCivic Engagement

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Integrated Learning at WCU

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Learning Relationships Source: Dr. L. Dee Fink

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Process-Development of ThemeEarly 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 - ImplementationPilot Phase: 3 5 yearsProgram Assessment: 5 6 yearsFull Implementation: 6 10 years

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Organizational Structure QEP Steering CommitteeQEP Technology CommitteeQEP Assessment CommitteeLiberal Studies CommitteeCouncil on Undergraduates Early ExperiencesStrategic Planning Committee

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Alignment with Natl TrendsAAC&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 StudiesQEP OversightService LearningLiberal StudiesAmerican Democracy ProjectUndergraduates Early ExperiencesAcademic Success Centers

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ImplementationAcademic units:ChemistryRecreation TherapyHistoryHealth Information AdministrationExamples of non-academic units:Coulter Faculty CenterResidential LivingMountain Heritage Center

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Mountain Heritage CenterInteraction with students on multiple levelsWork StudyInternships-Undergraduate/GraduateGraduate AssistantshipsClass and individual projects

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Mountain Heritage CenterA 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 FrameworkLearning Outcomes

Integrate information from a variety of contexts Solve complex problems Communicate effectively and responsibly Practice civic engagementClarify and act on purpose and values

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Assessment Framework

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Assessment Framework

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Assessment FrameworkDimensions of Assessment

Process evaluation; evaluation of institutional support and effort (Inputs)

Student Learning Outcomes assessment (Outputs)

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Assessment FrameworkRoles of Assessment Committee

Refinement of Learning OutcomesEvaluation DesignAssistance to Pilot DepartmentsOversight and Monitoring

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Lessons LearnedBe inclusive; build grassroots support Connect plan to strategic, other key plansInclude faculty rewards/development to support planCarefully define terms, e.g., engaged learning, for all constituentsIncorporate student learning outcomesProject a realistic budget and accompanying timeline for implementation

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Lessons LearnedcontdCreate an effective, realistic, assessment plan at outsetLearning goals should drive assessmentUse assessment to show successesInclude student voice in any planStudent 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: burton@email.wcu.edu828.227.3019 voice

Scott Philyaw: philyaw@email.wcu.edu 828.227.3191 voice

Carol - Accreditation initiative but moved beyond; SACS; CarolScottScottCarolScott - Regardless of what someone thinks about the diamond, we made a conceptual leap in how one thinks about integrated learning. The QEP is an enhancement of learning. Students may be rough diamonds, but theyre still diamonds.

ScottReference Dee Fink. National model. The goal is for students to be able to integrate multiple kinds of experiences, (as shown in the following diagram): Courses within their Major; Other Courses at the University; Co-Curricular Activities; Other Life Experiences; ABCD The university wants students, as the result of this new program, to be able to:A Integrate courses within their major.B Integrate courses in their major with other courses at the university.C Integrate their courses at Western with their co-curricular activities.D Integrate all their college experiences with their other life experiences.

CarolWe aggressively solicited input from academic departments, support units, alumni, board of trustees. We LISTENED and gathered reams of information, which was distilled and revisited with the QEP Steering Committee. Intensive process. Began in Sept. 2004.

CarolCarol Provide example; LR needs to develop its org. structure; faculty leadersSlide shows ongoing interconnected between different campus bodies/stakeholders. These came from the plan; we didnt decide on the structure before, it came after the plan. We developed the plan and then created a structure (or used existing bodies) that would best implement the plan.

Scott - Our model for integrated learning aligns well and was driven in part by national trends including these primary examples.

Carol - captures our model keenly.

CarolScott - Eventually, this will touch everyone on campus, but initially 4 academic areas have agreed to realign their curriculum and assessment processes in alignment with the QEP. Chemistry Handout!Numerous support units are reviewing their programming and services to support the pilot units. Here are two examples of non-academic units. Transition to MHC.

Scott - Give example of Jimmy and Database work, English students and After the War, or Education students and programs.Also exhibit and program design (botany of medicinal herbs, salamander program, History of Logging, mining in Waynesville watershed

ScottCarolRepeat slide Important to keep overarching goal in mind so that initiatives and processes continue to be aligned.ScottCarol Example of learning outcomes for LR; faculty need to id how they would incorporate these goals into their programs and courses; discipline-specific orientation; need to support LR goals.Carol assessment framework underscores the need to identify how learning and plan outcomes will be measured; do this in early stagesCarol - Reference Ed. Briefcase (see handout); repository for student work and a vehicle for assessment.CarolScottScottCarol