2. The mission of the university is to develop in its students capacities for critical analysis, aesthetic appreciation, sound judgment, and apt expression that will sustain a lifetime of intellectual curiosity, active inquiry, and reasoned independence. A Puget Sound education, both academic and cocurricular, encourages a rich knowledge of self and others; an appreciation of commonality and difference; the full, open, and civil discussion of ideas; thoughtful moral discourse; and the integration of learning, preparing the university's graduates to meet the highest tests of democratic citizenship. Such an education seeks to liberate each person's fullest intellectual and human potential to assist in the unfolding of creative and useful lives. Puget Sound Mission

3. The mission of the university is to develop in its students capacities for critical analysis, aesthetic appreciation, sound judgment, and apt expression that will sustain a lifetime of intellectual curiosity, active inquiry, and reasoned independence. A Puget Sound education, both academic and cocurricular, encourages a rich knowledge of self and others; an appreciation of commonality and difference; the full, open, and civil discussion of ideas; thoughtful moral discourse; and the integration of learning, preparing the university's graduates to meet the highest tests of democratic citizenship. Such an education seeks to liberate each person's fullest intellectual and human potential to assist in the unfolding of creative and useful lives. Holistic lifelong dimensions

4. The mission of the university is to develop in its students capacities for critical analysis, aesthetic appreciation, sound judgment, and apt expression that will sustain a lifetime of intellectual curiosity, active inquiry, and reasoned independence. A Puget Sound education, both academic and cocurricular, encourages a rich knowledge of self and others; an appreciation of commonality and difference; the full, open, and civil discussion of ideas; thoughtful moral discourse; and the integration of learning, preparing the university's graduates to meet the highest tests of democratic citizenship. Such an education seeks to liberate each person's fullest intellectual and human potential to assist in the unfolding of creative and useful lives. Essential learning dimensions

5. Clarify campus-wide essential student learning dimensions aligned with mission Adopt or develop additional direct measures of those student learning dimensions Revise mission fulfillment model to incorporate new measures Demonstration project goals

6. The undergraduate curriculum will emphasize the following educational goals: the ability to think logically and analytically; the ability to communicate clearly and effectively, both orally and in writing; intellectual autonomy and the accompanying capacity to learn independently of a formal educational structure; an understanding of the interrelationship of knowledge; familiarity with diverse fields of knowledge; solid grounding in the special field of the student's choosing; an acknowledged set of personal values; and informed appreciation of self and others as part of a broader humanity in the world environment Educational Goals

7. The mission of the university is to develop in its students capacities for critical analysis, aesthetic appreciation, sound judgment, and apt expression that will sustain a lifetime of intellectual curiosity, active inquiry, and reasoned independence. A Puget Sound education, both academic and co-curricular, encourages a rich knowledge of self and others, an appreciation of commonality and difference, the full, open, and civil discussion of ideas, thoughtful moral discourse, and the integration of learning, preparing the university's graduates to meet the highest tests of democratic citizenship. Such an education seeks to liberate each person's fullest intellectual and human potential to assist in the unfolding of creative and useful lives. Aligning mission and education goals To these ends, the faculty has selected the following goals to emphasize in the undergraduate curriculum: the ability to think logically and analytically; the ability to communicate clearly and effectively, both orally and in writing; intellectual autonomy and the accompanying capacity to learn independently of a formal educational structure; an understanding of the interrelationship of knowledge; familiarity with diverse fields of knowledge; solid grounding in the special field of the student's choosing; an acknowledged set of personal values; informed appreciation of self and others as part of a broader humanity in the world environment.

8. Goal: Clarify essential learning dimensions that are Clear, detailed, and measurable Aligned with mission Broadly understood and accepted Focus on the question: How should our students change as a result of their time at Puget Sound? 70% of continuing faculty took part (148 in 18 sessions) Sessions for academic and student affairs leadership teams Campus discussions of outcomes

9. How should our students change?

10. Student Experiences in the Puget Sound Environment Essential Learning Outcomes Holistic Lifelong Outcomes Framing mission fulfillment

11. Mission

12. Apt Expression Critical Analysis Rich Knowledge of Self and Others Essential Learning Dimension

13. Environment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others SSI1 SSI2 Writing in the Major Senior Capstone Essential Learning Dimension Design

14. D Environment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others SSI1 SSI2 Writing in the Major Senior Capstone I M I=Introduced D = Developed M = Mastered D Essential Learning Dimension Design

15. D Environment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others SSI1 SSI2 Writing in the Major Senior Capstone I M D I=Introduced D = Developed M = Mastered D D M Approaches to Knowing Connections I Essential Learning Dimension Design

16. D Environment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others SSI1 SSI2 Writing in the Major Senior Capstone KNOW “I Am Puget Sound” I M D I=Introduced D = Developed M = Mastered D I D D M Race and Pedagogy National Conference D Approaches to Knowing Connections Language requirement D I D Essential Learning Dimension Design

17. D Environment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others SSI1 SSI2 Writing in the Major Senior Capstone KNOW “I Am Puget Sound” I M D I=Introduced D = Developed M = Mastered D I D D M Race and Pedagogy National Conference D Approaches to Knowing Connections Language requirement D I D Essential Learning Dimension Design Experience

18. Environment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others Seminar in Scholarly Inquiry 1 Seminar in Scholarly Inquiry 2 Senior Capstone Writing in the Major Essential Learning Dimension Design Experience

19. Collect Data Environment Assessment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others Seminar in Scholarly Inquiry 1 Seminar in Scholarly Inquiry 2 Senior Capstone Writing in the Major Essential Learning Dimension Writing Assessment Student Self-Report Assessment Thesis Assessment Design Experience

20. Curricular review Analyze Data Collect Data Environment Assessment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others Seminar in Scholarly Inquiry 1 Seminar in Scholarly Inquiry 2 Senior Capstone Writing in the Major Essential Learning Dimension Writing Assessment Student Self-Report Assessment Thesis Assessment Curricular review Design Experience

21. Use Data Curricular review Analyze Data Collect Data Environment Assessment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others Seminar in Scholarly Inquiry 1 Seminar in Scholarly Inquiry 2 Senior Capstone Writing in the Major Essential Learning Dimension Writing Assessment Student Self-Report Assessment Thesis Assessment Curricular review Design Experience

22. Use Data Curricular review Analyze Data Collect Data Environment Assessment Mission Apt Expression Critical Analysis Rich Knowledge of Self and Others Seminar in Scholarly Inquiry 1 Seminar in Scholarly Inquiry 2 Senior Capstone Writing in the Major Essential Learning Dimension Writing Assessment Student Self-Report Assessment Thesis Assessment Curricular review Design Experience

23. Assessment schedule 2015-20162016-20172017-20182018-20192019-20202020-20212021-20222022-20232023-2024 First-Years HCRC (Su) CIRP (F) 6-week (F) SPRING (S) LibQual (W) HCRC (Su) BCSSE (F) NSSE (S) NCHA (early W) TechQual (late W) HCRC (Su) RPS (Su) 6-week (F) SPRING (S) CORE (early W) HCRC (Su) CIRP (F) 6-week (F) SPRING(S) LibQual (F) HCRC (Su) BCSSE (F) NSSE (S) NCHA (early W) TechQual (late W) HCRC (Su) RPS (Su) 6-week (F) SPRING (S) CORE (early W) HCRC (Su) CIRP (F) 6-week (F) SPRING(S) LibQual (F) HCRC (Su) BCSSE (F) NSSE (S) NCHA (early W) TechQual (late W) HCRC (Su) RPS (Su) 6-week (F) SPRING (S) CORE (early W) Sophomores 6-week (F) SPRING (S) LibQual (W) 6-week (F) SPRING (S) NCHA (early W) TechQual (late W) SPRING (S) CORE (early W) 6-week (F) SPRING (S) LibQual (F) 6-week (F) SPRING (S) NCHA (early W) TechQual (late W) SPRING (S) CORE (early W) 6-week (F) SPRING (S) LibQual (F) 6-week (F) SPRING (S) NCHA (early W) TechQual (late W) SPRING (S) CORE (early W) Juniors SPRING (S) LibQual (W) SPRING (S) NCHA (early W) TechQual (late W) SPRING (S) CORE (early W) SPRING (S) LibQual (F) SPRING (S) NCHA (early W) TechQual (late W) SPRING (S) CORE (early W) SPRING (S) LibQual (F) SPRING (S) NCHA (early W) TechQual (late W) SPRING (S) CORE (early W) Seniors HEDS (S) Senior (S) LibQual (W) NSSE (S) Senior (S) NCHA (early W) TechQual (late W) RPS (S) Senior (S) CORE (early W) HEDS (S) Senior (S) LibQual (F) NSSE (S) Senior (S) NCHA (early W) TechQual (late W) RPS (S) Senior (S) CORE (early W) HEDS (S) Senior (S) LibQual (F) NSSE (S) Senior (S) NCHA (early W) TechQual (late W) RPS (S) Senior (S) CORE (early W) Spring Survey Contents Academic Department: FREN, GERM, GQS, HUM, LAS, MATH/CS, PHYS CORE: SSI, Humanistic, Fine Arts Educational Goals Athletics Academic Department: BIOE, CHEM, CLSC, CWLT, EPDM, GDS CORE: SSI, Soc Sci, KNOW Educational Goals Internship Academic Department: ART, COMM, IPE, EDUC, HIST, HON CORE: FL, Upper Div Campus Climate Housing Educational Goals Academic Department: AFAM, BUS, HISP, SOAN, MUSIC CORE: Math Appr, Connections, KNOW Educational Goals Athletics Academic Department: ASIA, GEOL, LTS, ENGL, OT, THTR CORE: Humanistic, SSI, Educational Goals Academic Department: ECON, PSYCH, PE, PT, STS CORE: Holistic Educational Goals Campus Climate Housing Academic Department: BIOL, EXSC, NRSC, PHIL, PG, REL, SIM CORE: KNOW, Natural Scientific, Artistic, Educational Goals Athletics Academic Department: FREN, GERM, HUM, LAS, MATH/CS, PHYS CORE: Fine Arts, Humanistic, SSI, Athletics Educational Goals Academic Department: BIOE, CHEM, CLSC, CWLT, EPDM, GDS CORE: SSI, Soc Sci, KNOW Educational Goals Internship

24. Clarify campus-wide essential student learning dimensions aligned with mission Adopt or develop additional direct measures of those student learning dimensions Revise mission fulfillment model to incorporate new measures Recap

25. Measurement based on observing students work in teams on a task Team o Seniors students invited from random sample o Placed in multidisciplinary teams Task o Real-world problem with multiple dimensions o Goal is to propose and analyze a solution Observers o Drawn from faculty, staff, Board, alumni, community o Rate process and product using essential learning dimension rubrics An idea