Developing an Intentional Undergraduate Experience

Developing an Intentional Undergraduate

Experience• Stuart Boersma

• Mathematics & Professional Development• Jason White

• Director of Academic Advising

Intentional Programming means: ALL experiences are directly linked to

essential learning outcomes or competencies.

Student experiences are scaffolded throughout their time at CWU.

Essential Learning Outcomes(Kuh, page 4)

Knowledge of Human Cultures and the Physical and Natural World• Studies in the sciences, mathematics, social sciences,

humanities, histories, languages, and the arts.Focused by engagement with big questions, both contemporary

and enduring Intellectual and Practical Skills, including

• Inquiry and analysis• Critical and creative thinking• Written and oral communication• Quantitative literacy• Information literacy• Teamwork and Problem SolvingPracticed extensively across the curriculum

Essential Learning Outcomes

(Kuh, page 4)

Personal and Social Responsibility, including• Civic knowledge and engagement• Intercultural knowledge and competence• Ethical reasoning and action• Foundations and skills for lifelong learningAnchored through active involvement with diverse

communities and real-world challenges. Integrative and Applied Learning , including

• Synthesis and advanced accomplishment across general and specialized studies

Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.

AAC&U’s VALUE Rubrics VALUE: Valid Assessment of Learning

in Undergraduate Education Several publications available for

assessing ELOs using these rubrics

http://www.aacu.org/value/rubrics/

Google “AAC&U VALUE rubrics”

Q: Does CWU have a well articulated set of essential learning outcomes?

If so, • where do they exist and who is familiar with

them?• Are they integrated into student

experiences: advising, general education, majors, etc.?

Intentionality in the Undergraduate Experience: Build a Scaffold

First Year: Orientation, seminars, living learning communities, projects: • transition, retention, and strong start.

Middle Years: connections across and within the majors, second year seminars, cluster courses, community based experiences, integration of skills:• reinforcement, extension, and development.

Capstone Experience: seminars, theses, senior projects, portfolios, internships: • mastery, mentoring, culmination, and transition to

workplace/graduate school/professional programs.

In regards to intentional scaffolding, what are the strengths of CWUs undergraduate programs?

What opportunities are there for improvement?

Elements of Successful Intentional Programming

Sequence courses for developmental learning Emphasize competencies to be carried through all

courses and programs Cluster courses to promote integration and add

interdisciplinary aspects to many courses Use portfolios at mid-point for assessment,

advising, and engaging students in their own learning process

Adopt across-the-curriculum approach for additional elements such as ethics and diversity

Create some common experiences around the major values and themes of the campus.

Designing the Undergraduate Experience

for Student Success Orientation—first year, transfer, continuing Advising—professional, faculty, peer mentoring Course selection—planned, connected to goals Support systems—early warning, tutoring, supplemental

instruction, math & writing center, etc. Course design—expectations, engagement, reinforcement GE Program design—choice, structure, mapped to major,

developmental Major design—builds on GE knowledge, skills, careful

mapping Academic Affairs and Student Affairs Collaborate—housing,

programming, co-curricular transcripts Etc., etc., etc.