Small Changes, Big Rewards: Integrating the Disparate Threads of Undergraduate Education to Create a

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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 UniversityAASCUJul
y 24-27, 2008
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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

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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.

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Objectives

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

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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

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Integrated Learning at WCU
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Learning Relationships Source Dr. L. Dee Fink
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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

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Process - Implementation

• Pilot Phase 3 5 years
• Program Assessment 5 6 years
• Full Implementation 6 10 years

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Organizational Structure

• QEP Steering Committee
• QEP Technology Committee
• QEP Assessment Committee
• Liberal Studies Committee
• Council on Undergraduates Early Experiences
• Strategic Planning Committee

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Alignment with Natl Trends

• AACU Integrative Learning Opportunities to
  connect (2007)
• AACU/Carnegie Statement on Integrative Learning
  (2004)
• Keeling Learning Reconsidered (2004)
• AACU Greater Expectations A new vision for
  learning as a nation goes to college (2002)
• Boyer Scholarship of Engagement (1995)

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Office of Undergraduate Studies

• QEP Oversight
• Service Learning
• Liberal Studies
• American Democracy Project
• Undergraduates Early Experiences

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Implementation

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

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Assessment Framework

• Learning Domains
• Understanding of self
• Intellectual flexibility and versatility, and
• Integrated learning

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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

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Assessment Framework
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Assessment Framework
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Assessment Framework

• Dimensions of assessment
• Process evaluation evaluation of institutional
  support and effort (Inputs)
• Student Learning Outcomes assessment (Outputs)

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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

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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

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Lessons Learnedcontd

• 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

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Questions
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Contact Us

• Carol Burton burton_at_email.wcu.edu
• Melissa Canady Wargo wargo_at_email.wcu.edu