Strategic Planning:

1. Strategic Planning: Theme 1 – Develop and Inspire Creative Thinkers and Leaders and Life-long Success Lever 1.1 : Require all undergraduate students to participate in a significant experiential learning activity before graduation  Cawlfield is Lever Leader

2. Action 1.1.1 and 1.1.2 • Create a definition and begin building a comprehensive list of activities that are supported by research as significant experiential activities (Target: completion by December 2013) • Lever/Action 1.1.2 : Incorporate experiential/service learning into the core curriculum in all degree programs at any level beginning in the freshmen year [Target: Faculty Senate approval of each curriculum by completion of second year of strategic plan (complete by June 2015)]

3. Completed to date and future work remaining: • Research by UGS office: how do comparator institutions and TRU’s define “experiential learning”? • First draft definition of “significant experiential learning activity” developed and presented to Provost direct reports at the Academic Affairs retreat in August. Circulated to Student Affairs for input. • Second draft circulated to faculty for input by department chairs. • Final definition and guidelines to be submitted to Provost by mid-November. Faculty in each degree program will develop/regulate their own comprehensive list of activities that will count as “significant experiential learning” within the spirit of the definition and guidelines approved by the Provost. • Office of Undergraduate Studies will work with degree programs to develop mechanisms for tracking and assessing completion by each student as part of Degree Audit.

4. From the Current Draft Document: Definition and Implementation Guidelines Key Elements of Experiential Learning • Student centered rather than teacher centered • Active learning rather than passive learning • Application of learned principles to form realistic solutions to problems, issues and challenges • Reflection upon the learning experience. General Definition Experiential learning at Missouri S&T is an opportunity for students to engage in applying what they are learning through structured activities that differ significantly from the traditional lecture format. By creating varied experiential learning activities, it allows students to learn in an environment that aligns with their aptitude. These are hands-on activities that involve collaboration and reflective learning requiring students to go beyond mastering basic skills and content to the application of that material and engaging in problem solving challenges.

5. Implementation Guidelines for Missouri S&T To qualify: • The activity must be University sponsored or affiliated and the student must receive written approval of the activity from a faculty member or academic advisor in the student’s degree program. Approval of the initial activity does not automatically imply approval of the overall experience. • The faculty member or academic advisor will ensure that the activity is of significant duration, intensity and rigor to demonstrate successful application of learned principles appropriate to the expectations of the degree program faculty (it may be that more than one activity could be combined to create a suite of experiential learning activities for a single student that may be approved in satisfaction of this requirement). • The focus must be on “learning by doing” in a creative and innovative activity that generally falls outside the realm of the traditional structured classroom experience and contributes significantly to professional and personal development allowing students to reflect on contributions to the S&T or broader community in addition to the student’s development. • Finally, a significant experiential learning activity will include a written summary reflection piece that will document the experience from the student’s perspective; this written reflection piece should be of a quality suitable for inclusion as an attachment to a co-curricular transcript or in an e-portfolio that might be submitted by the student to potential employers or to graduate school admissions committees.