Small Changes, Big Rewards: Integrating the Disparate Threads of Undergraduate Education Carol Burton, Assistant Vice Chancellor, Undergraduate Studies Scott Philyaw, Director, Mountain Heritage Center Western Carolina University Presentation to Lenoir-Rhyne College May 13, 2008 Integration with Intentionality

WCU 2 Introduction Our roles at WCU Our roles in developing & implementing integrated learning at WCU Synthesis: A pathway to intentional learning

WCU 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.

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

WCU 5 Western Carolina University 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

WCU 6 Integrated Learning at WCU

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

WCU 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

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

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

WCU 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)

WCU 12 Integrative Learning… See Handout…

WCU 13 Office of Undergraduate Studies QEP Oversight Service Learning Liberal Studies American Democracy Project Undergraduates’ Early Experiences Academic Success Centers

WCU 14 Implementation Academic units: Chemistry Recreation Therapy History Health Information Administration Examples of non-academic units: Coulter Faculty Center Residential Living Mountain Heritage Center

WCU 15 Mountain Heritage Center Interaction with students on multiple levels Work Study Internships-Undergraduate/Graduate Graduate Assistantships Class and individual projects

WCU 16 Mountain Heritage Center A student-centered approach More than history--the MHC has worked with students in programs as varied as Art, Biology, English, Film, Education, Health Care, among others.

WCU 17 Assessment Framework Overarching Learning Goal To empower students to integrate knowledge and skills from their academic and co- curricular experiences to become intentional participants in their own learning.

WCU 18 Assessment Framework Learning Domains Understanding of self Intellectual flexibility and versatility, and Integrated learning

WCU 19 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

WCU 20 Assessment Framework Year 1Year 2Year 3Year 4 CatWalk Orientation Writing Comp First Year Seminar Transition to College course Advisor Session Major Program Gateway Course Advisor Session Service Learning Mid-major course/experience Advisor Session Career Services Service Learning UG Research Int’l Experience Capstone or Internship Advisor Session Career Services Service Learning Graduation Application

WCU 21 Assessment Framework Year 1Year 2Year 3Year 4 BCSSE NSSE ASSIST CLA Sample Work Advisor Evaluation Sample Work Sophomore Survey Advisor Evaluation Sample Work Advisor Evaluation Sample Work NSSE CLA Senior Survey

WCU 22 Assessment Framework Dimensions of Assessment Process evaluation; evaluation of institutional support and effort (Inputs) Student Learning Outcomes assessment (Outputs)

WCU 23 Assessment Framework Roles of Assessment Committee Refinement of Learning Outcomes Evaluation Design Assistance to Pilot Departments Oversight and Monitoring

WCU 24 Lessons Learned… Be inclusive; build grassroots support Connect plan to strategic, other key plans Include faculty rewards/development to support plan Carefully define terms, e.g., “engaged learning,” for all constituents Incorporate student learning outcomes Project a realistic budget and accompanying timeline for implementation

WCU 25 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 academic classroom; faculty and student understanding is key

WCU 26 Questions

WCU 27 Contact Us Carol Burton: voice Scott Philyaw: voice