Developing an Intentional Undergraduate Experience

1. Developing an Intentional Undergraduate Experience Stuart Boersma Mathematics & Professional Development Jason White Director of Academic Advising

2. Intentional Programming means: ALL experiences are directly linked to essential learning outcomes or competencies. Student experiences are scaffolded throughout their time at CWU.

3. Essential Learning Outcomes(Kuh, page 4) • Knowledge of Human Cultures and the Physical and Natural World • Studies in the sciences, mathematics, social sciences, humanities, histories, languages, and the arts. Focused by engagement with big questions, both contemporary and enduring • Intellectual and Practical Skills, including • Inquiry and analysis • Critical and creative thinking • Written and oral communication • Quantitative literacy • Information literacy • Teamwork and Problem Solving Practiced extensively across the curriculum

4. Essential Learning Outcomes(Kuh, page 4) • Personal and Social Responsibility, including • Civic knowledge and engagement • Intercultural knowledge and competence • Ethical reasoning and action • Foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real-world challenges. • Integrative and Applied Learning , including • Synthesis and advanced accomplishment across general and specialized studies Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.

5. AAC&U’s VALUE Rubrics VALUE: Valid Assessment of Learning in Undergraduate Education Several publications available for assessing ELOs using these rubrics http://www.aacu.org/value/rubrics/ Google “AAC&U VALUE rubrics”

6. Q: Does CWU have a well articulated set of essential learning outcomes? If so, • where do they exist and who is familiar with them? • Are they integrated into student experiences: advising, general education, majors, etc.?

7. Intentionality in the Undergraduate Experience: Build a Scaffold • First Year: Orientation, seminars, living learning communities, projects: • transition, retention, and strong start. • Middle Years: connections across and within the majors, second year seminars, cluster courses, community based experiences, integration of skills: • reinforcement, extension, and development. • Capstone Experience: seminars, theses, senior projects, portfolios, internships: • mastery, mentoring, culmination, and transition to workplace/graduate school/professional programs.

8. In regards to intentional scaffolding, what are the strengths of CWUs undergraduate programs? What opportunities are there for improvement?

9. Elements of Successful Intentional Programming Sequence courses for developmental learning Emphasize competencies to be carried through all courses and programs Cluster courses to promote integration and add interdisciplinary aspects to many courses Use portfolios at mid-point for assessment, advising, and engaging students in their own learning process Adopt across-the-curriculum approach for additional elements such as ethics and diversity Create some common experiences around the major values and themes of the campus.

10. Designing the Undergraduate Experiencefor Student Success Orientation—first year, transfer, continuing Advising—professional, faculty, peer mentoring Course selection—planned, connected to goals Support systems—early warning, tutoring, supplemental instruction, math & writing center, etc. Course design—expectations, engagement, reinforcement GE Program design—choice, structure, mapped to major, developmental Major design—builds on GE knowledge, skills, careful mapping Academic Affairs and Student Affairs Collaborate—housing, programming, co-curricular transcripts Etc., etc., etc.