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Advising in Core 2013

Advising in Core 2013. Integrative Studies Core Milestone Experience Experiential Learning. Overview of Core. The spirit of integrative studies. CHOICE: Students choose their three IS courses based on their own interests

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Advising in Core 2013

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  1. Advising in Core 2013 Integrative Studies Core Milestone Experience Experiential Learning

  2. Overview of Core

  3. The spirit of integrative studies • CHOICE: Students choose their three IS courses based on their own interests • RESPONSIBILITY: Students demonstrate their integration of materials from the three courses and other parts of the Core • OPPORTUNITY FOR REFLECTION: Students reflect on their Integrative Studies and showcase what they have learned in the Core Milestone Experience

  4. THE THREE COURSES • Can be any upper-level course (200-level or higher) • Can be liberal studies or professional course • Can be in different disciplines or in one • Can be in minor or second major LIMITATIONS • Cannot use a P-EQ course • Can only use one course from your major (with prefix of major discipline)

  5. The core milestone experience LOGISTICAL: • Can be taken when two Integrative Studies courses are completed and student is enrolled in the third • Ideally students will have completed their Experiential Learning and Health & Wellness requirements as well WHAT HAPPENS IN THE COURSE: • Students formally identify their IS Question • Students formally identify their three IS courses • Students name their ‘IS Cluster’ • Students formally reflect on their collected P-EQ, IS and EL artifacts that have been archived in P@N by answering specific questions about their intellectual journey • Students present a public version of this reflection in their class

  6. Experiential Learning Pathways • Student may choose to engage in one (or more) of a number of different Experiential Learning Pathways depending on their interests: • Service Learning (course based) • Student Leadership • Internships • Co-curricular Service • Educational Field Hours, Student Teaching, Practica & Clinicals • Study Abroad • Undergraduate Creative Activity, Research & Scholarship (CARS)

  7. Goals of experiential learning • Successful students are able to: • Describe and reflect on the learning process • Explore, evaluate and articulate personal and social values • Integrate and apply academic skills to understanding practical experiences and problems found in our world • Students archive an EL Reflection in P@N that is assessed using 3 of the following 4 rubrics: • RFLT4: Can describe and explore personal values and beliefs • RFLT2: Can evaluate own learning, skills, strengths and challenges • APLY1: Integrates academic and practical experience • INT3: Develops relationships with others who have different beliefs and backgrounds and is willing to learn from them

  8. Integration in Core 2013 • Students learn about and engage in the various ways that different disciplines explore Enduring Questions • Students are challenged to make connections across disciplines and experiences relative to their chosen IS Question (an enduring question or a question that is connected to an enduring question) • Students connect what they learn in the classroom with their practical experience and what’s happening in the world

  9. Integration in Integrative studies DEFINITION To find common elements, themes and ideas that make connections across time, disciplines and experiences.

  10. HOW INTEGRATION HAPPENS IN integrative studies Students integrate their three IS courses by identifying their IS Question, and choosing and naming the three courses in which they explore their IS Question In the Core Milestone Experience, students create a project (essay, video, performance or artwork with explanation, etc.) that: • Makes Connections • Between their IS Question and their three IS courses • Across the disciplines • Between their archived P-EQ, IS, EL and H&W and their learning • Integrates • Their IS Question and Enduring Question(s) • And applies their academic skills to understanding practical experiences and problems found in our world

  11. CME STUDENT LEARNING OUTCOMES THE SUCCESSFUL STUDENT WILL BE ABLE TO: • APLY1: INTEGRATE ACADEMIC AND PRACTICAL EXPERIENCE • APLY3: MAKE CONNECTIONS ACROSS DISCIPLINES • APLY4: INTEGRATE CONTENT AND FORM IN COMMUNICATION • RFLT2: EVALUATE OWN LEARNING, SKILLS, STRENGTHS AND CHALLENGES

  12. ADVISING STUDENTs FOR THEIR INTEGRATIVE STUDIES THREE KINDS OF STUDENTS • Student A (Alex) has IS Question figured out upfront • Student B (Bobby) hits upon IS Question as s/he is taking IS courses • Student C (Chris) determines which three IS courses s/he will integrate (from their archived ‘Potential IS Courses’) in the Core Milestone Experience ALL THREE KINDS OF STUDENTS ARE ‘DOING IT RIGHT’! …but how you advise each kind will be a little different…

  13. one scenario – Alex~knows ‘IS question’ from the get-go~ SUGGESTIONS FOR ADVISING: • Discuss chosen IS Question with Alex. Is it appropriate? Can it be connected to one or more Enduring Questions? • Does Alex know about Integrative Studies Clusters and Themes on the Core website and College Catalog? These resources should help Alex choose three courses that fit with his/her IS Question. • Discuss various Experiential Learning Pathways with Alex so s/he can make informed decisions about what will connect best with plans • Remind Alex to upload at least one artifact from each potential IS course taken • Ensure Alex enrolls in CME only when two IS courses have been completed

  14. Another scenario – Bobby ~hits upon ‘is question’ along the way~ SUGGESTIONS FOR ADVISING: • Help Bobby be more aware of what interests her/him • Help Bobby choose the first IS course (and other potential IS courses as well). Does Bobby know about Integrative Studies Clusters and Themes on the Core website and College Catalog? Has Bobby spoken with favorite Nazareth Faculty & Staff, her/his friends for ideas? Has s/he considered going to an ‘IS Workshops’? • Discuss potential IS Questions with Bobby. Are they appropriate? Can they be connected to one or more Enduring Questions? Which one is most exciting? • Discuss various Experiential Learning Pathways with Bobby so s/he can make informed decisionsabout what will connect best with interests and plans • Remind Bobby to upload at least one artifact from each potential IS course s/he takes • Ensure Bobby enrolls in CME only when two IS courses have been completed

  15. And yet another scenario – Chris ~hits upon ‘is question’ only in CME~ SUGGESTIONS FOR ADVISING: • Help Chris be more aware of what interests her/him • Help Chris choose many potential IS courses. Does Chris know about Integrative Studies Clusters and Themes on the Core website and College Catalog? Has Chris spoken with favorite Nazareth Faculty & Staff, her/his friends for ideas? Has s/he considered going to an ‘IS Workshops’? • Discuss potential IS Questions with Chris as s/he takes potential IS courses • Discuss various Experiential Learning Pathways with Chris so s/he can make informed decisions about what will connect best with interests and plans • Remind Chris to upload at least one artifact from each potential IS course s/he takes • Ensure Chris enrolls in CME only when two IS courses have been completed

  16. Strategies for getting students started QUESTIONS TO ASK: • Which courses have you taken that really ‘sparkled’? Which ‘refueled your tank’? Which grabbed your attention? • What were your favorite P-EQ classes? What did you like about them? • Why did you choose your particular major? • What minor would you take if you had the time? • Why do you think you’re passionate about ‘X’? • Are there upper-level courses that could refine/define your major area of study? • What do you wish you had more time for? • What do you wish you had done in class ‘X’? • What makes you mad? Why? • What do you do in your free time? • OTHER IDEAS???

  17. Strategies for helping students formulate a possible ‘IS question’ QUESTIONS TO ASK: • What questions would you ask your hero/anti-hero? • What connections do you see in your potential IS courses? • What do you think is wrong with the world? How would you fix it? • What makes you happy? Why? • What makes life meaningful? Why? • What is the biggest mistake that people can make? Why do you think it is a mistake? • What courses have made you more curious about something? What is it? And how did the course do this? • OTHER IDEAS???

  18. resources Core Website: www.naz.edu/core College Catalog Faculty, Staff & Friends ‘Choosing Your IS Courses’ Workshop IS Advising Sheet in Advising Folders Core Videos

  19. Questions?

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