Integration with Intentionality
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
Introduction
 Our roles at WCU
 Our roles in developing & implementing
integrated learning at WCU
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 Synthesis: A pathway to intentional
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learning www.wcu.edu/sacs/qep
Overarching Goal
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To empower students to integrate
knowledge and skills from their
academic and co-curricular experiences
to become intentional participants in
their own learning.
Objectives
 Outline process used to develop and refine
model for integrated learning
 Describe organizational changes
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 Discuss assessment framework
 Share lessons learned
Western Carolina University
 9,000 students
 Rural, WNC
 480 full-time
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faculty
 130 degree
programs
 UNC System
 Public, Regional
 Boyer Model
 Endowed
Professors (25+)
 Honors College
(1250+)
 Regional
Stewardship
 Civic Engagement
Integrated Learning at WCU
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Learning Relationships
Source: Dr. L. Dee Fink
D
C
B
A
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Courses within
their Major
Other Courses at the
University
Co-Curricular
Activities
Other Life Experiences
Process-Development of Theme
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
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
Process - Implementation
 Pilot Phase: 3 – 5 years
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 Program Assessment: 5 – 6 years
 Full Implementation: 6 – 10 years
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 Nat’l Trends
 AAC&U Integrative Learning:


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
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)
Integrative Learning…
See Handout…
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Office of Undergraduate Studies
 QEP Oversight
 Service Learning
 Liberal Studies
 American
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Democracy Project
 Undergraduates’
Early Experiences
 Academic Success
Centers
Implementation
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Academic units:
 Chemistry
 Recreation Therapy
 History
 Health Information Administration
Examples of non-academic units:
 Coulter Faculty Center
 Residential Living
 Mountain Heritage Center
Mountain Heritage Center
 Interaction with students on multiple
levels


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

Work Study
Internships-Undergraduate/Graduate
Graduate Assistantships
Class and individual projects
Mountain Heritage Center
 A student-centered approach
 More than history--the MHC has worked
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with students in programs as varied as Art,
Biology, English, Film, Education, Health
Care, among others.
Assessment Framework
Overarching Learning Goal
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To empower students to integrate knowledge
and skills from their academic and cocurricular experiences to become intentional
participants in their own learning.
Assessment Framework
Learning Domains
 Understanding of self
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 Intellectual flexibility and versatility, and
 Integrated learning
Assessment Framework
Learning Outcomes
 Integrate information from a variety of
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contexts
 Solve complex problems
 Communicate effectively and responsibly
 Practice civic engagement
 Clarify and act on purpose and values
Assessment Framework
Year 1
Year 4
Major
Mid-major
Capstone or
Orientation
Program
Gateway
Course
Advisor
Session
Service
Learning
course/experience
Advisor Session
Career Services
Service Learning
UG Research
Int’l Experience
Internship
Advisor Session
Career Services
Service
Learning
Graduation
Application
First Year
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Year 3
CatWalk
Writing Comp
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Year 2
Seminar
Transition to
College course
Advisor
Session
Assessment Framework
Year 1
Year 4
Advisor
Advisor
Advisor
NSSE
Evaluation
Sample Work
Sophomore
Survey
Evaluation
Sample Work
Evaluation
Sample Work
NSSE
CLA
Senior
Survey
CLA
Sample Work
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Year 3
BCSSE
ASSIST
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Year 2
Assessment Framework
Dimensions of Assessment
 Process evaluation; evaluation of institutional
support and effort (Inputs)
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 Student Learning Outcomes assessment (Outputs)
Assessment Framework
Roles of Assessment Committee
 Refinement of Learning Outcomes
 Evaluation Design
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 Assistance to Pilot Departments
 Oversight and Monitoring
Lessons Learned…
 Be inclusive; build grassroots support
 Connect plan to strategic, other key plans
 Include faculty rewards/development to
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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
Lessons Learned…cont’d
 Create an effective, realistic, assessment
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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
Questions
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Contact Us
 Carol Burton:
burton@email.wcu.edu
828.227.3019 voice
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 Scott Philyaw:
philyaw@email.wcu.edu
828.227.3191 voice