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Introduction

Small Changes, Big Rewards: Integrating the Disparate Threads of Undergraduate Education to Create a Learning-Centered Institution C arol Burton, Assistant Vice Chancellor, Undergraduate Studies Melissa Canady Wargo, Director, Assessment Western Carolina University AASCU July 24-27, 2008.

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Introduction

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  1. Small Changes, Big Rewards: Integrating the Disparate Threads of Undergraduate Education to Create a Learning-Centered InstitutionCarol Burton, Assistant Vice Chancellor, Undergraduate StudiesMelissa Canady Wargo, Director, AssessmentWestern Carolina UniversityAASCUJuly 24-27, 2008

  2. 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

  3. 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.

  4. Objectives • Outline process used to develop and refine model for integrated learning • Describe organizational changes • Discuss assessment framework • Share lessons learned

  5. 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 Western Carolina University

  6. Integrated Learning at WCU

  7. D C B A Courses within their Major Other Courses at the University Co-Curricular Activities Other Life Experiences Learning Relationships Source: Dr. L. Dee Fink

  8. 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

  9. Process - Implementation • Pilot Phase: 3 – 5 years • Program Assessment: 5 – 6 years • Full Implementation: 6 – 10 years

  10. Organizational Structure • QEP Steering Committee • QEP Technology Committee • QEP Assessment Committee • Liberal Studies Committee • Council on Undergraduates’ Early Experiences • Strategic Planning Committee

  11. 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)

  12. Office of Undergraduate Studies • QEP Oversight • Service Learning • Liberal Studies • American Democracy Project • Undergraduates’ Early Experiences

  13. Implementation Academic units: • Chemistry • Recreation Therapy • History • Health Information Administration Examples of non-academic units: • Coulter Faculty Center • Residential Living • Mountain Heritage Center

  14. Assessment Framework Learning Domains • Understanding of self • Intellectual flexibility and versatility, and • Integrated learning

  15. 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

  16. Assessment Framework

  17. Assessment Framework

  18. Assessment Framework Dimensions of assessment • Process evaluation; evaluation of institutional support and effort (Inputs) • Student Learning Outcomes assessment (Outputs)

  19. Assessment Framework Goals of assessment • Students’ ability to integrate information across content and context • Effectiveness of program/service • Impact of formative and analytic mechanisms to guide improvements

  20. Lessons Learned… • Incorporate student learning outcomes • Project a realistic budget and accompanying timeline for implementation • Include faculty rewards/development to support plan • Carefully define terms, e.g., “engaged learning,” for all constituents • Do homework; build grassroots support • Connect plan to strategic, other key plans

  21. 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 classroom

  22. Questions

  23. Contact Us • Carol Burton: burton@email.wcu.edu • Melissa Canady Wargo: wargo@email.wcu.edu

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