University Studies Component Form: Explorations Beyond the Classroom
I. Rationale
Please provide a rationale for the experience which explains how the experience being proposed fits into this
component based on the component's description. For your convenience, the overall description and rationale
for this component are included below.
Overall Description and Rationale for Explorations Beyond the Classroom
In a series of recent publications, the AAC& U has gathered extensive information about educational
practices that institutions have found to be effective at advancing essential learning outcomes. Thus UNCW
students should engage in one additional “high-impact practice.” Many of our students already take part in
programs of this sort outside the traditional classroom (i.e., DIS, internship, study abroad).
The EBC component of University Studies provides the framework that will allow students to understand
these options and help them to make intentional choices to complement their educational and vocational
goals. Each student will be required to complete either six hours or two approved experiences (that may be
double counted in other components of University Studies or in the major).
Definitions:
Discovery: These options are generally credit-bearing research or creative projects that involve close work
with a faculty mentor; they frequently take the form of a Directed individual Study (DIS) or Honors project.
Application: These options involve applying content knowledge and skills to real-world problems, often
taking the form of work with a professional outside the classroom in a variety of traditional applied settings,
including internships, fieldwork, practicum, and student-teaching.
Regional Engagement: These options include service learning projects with community-based organizations
as part of a class experience that may not currently result in academic credit, but represent substantial
opportunities for students to gain direct experience with issues they have encountered in coursework.
Exploration Away: These options include all education exchange and abroad options approved by the
National Student Exchange Program or the Office of International Programs.
Brief Statement of Rationale for Course's Inclusion in EBC
(Please include emphasis: discovery, application, regional engagement, or exploration away.)
ENG 498: Internship is an example of both 'application' and 'regional engagement' Exploration
experiences. As 'application,' the internship experience provides students with the opportunity to
utilize and hone their research, writing, and oral presentation skills, emphasized throughout their
major coursework, at an organization outside the English department. Many of these
organizations are located in New Hanover and surrounding counties, and our students'
placement at these sites strengthens the university's ties with the community ('regional
engagement'), while also requiring students to draw from their educational experiences to
accomplish specific workplace-related tasks.
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II. Common Student Learning Outcomes (SLOs)
Each experience must address all of the Common Student Learning Outcomes for the component, and list
these Common SLOs along with experience-specific SLOs in the model course syllabus (if applicable). For
each Common SLO, list the experience SLOs that address the common SLO, describe the opportunities
which will be provided for students to learn the outcome (readings, class discussion and/or activities, applied
projects), and list the means of assessment (exams, papers, projects, quizzes, etc.) that will be used to
determine the level of student understanding.
EBC1. Students will be able to articulate their expectations, the purpose, and/or the goals of
the experience in terms of their personal educational development.
Experience SLO(s) to Address EBC1
Students articulate the rationale behind their internship placement choice, including how their
coursework has prepared them for the responsibilities they'll take on at specific placements.
Opportunities for Student Learning
(e.g. attending an orientation, visiting site, reading, researching, discussing, listening, etc.)
class discussion in major courses that emphasizes how skills and concepts 'translate' to
workplace responsibilities; interviews with dept internship coordinator and site supervisor;
individualized research on site placements, projects, etc.
Means of Assessing Course SLO(s)
(e.g. application essay, letters, project/experience proposal, etc.)
Supervising faculty will measure the achievement of this SLO through a review of the student's
application essay/statement.
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EBC2. Students will synthesize knowledge drawn from their coursework to address the
issues/challenges/questions involved in the experience.
Experience SLO(s) to Address EBC2
Students will determine what research, speaking, and writing skills are appropriate for the
completion of the experience. Students will also pull together these skills in a variety of
combinations to accomplish their goals or the goals set for them by their on-site supervisors or
supervising faculty.
Opportunities for Student Learning
(e.g. participating/practicing, reading, researching, discussing, listening, observing, etc.)
tasks and projects that develop at specific times and locations; on-going internship journal
Means of Assessing Course SLO(s)
(e.g. reports, papers, projects, etc.)
Supervising faculty will measure the achievement of this SLO through the combination of the
evaluation of one or more of the projects the students complete for their internship and a prompt
in the reflective process.
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EBC 3. Students will be able to communicate the impact or significance on their personal
educational development and on others in the profession or in the field at the conclusion of the
experience.
Experience SLO(s) to Address EBC3
Students communicate their awareness of the impact of their internship experience on
themselves and the organizations and individuals with whom they worked.
Opportunities for Student Learning
(e.g. participating in experience, reading, researching, discussing, listening, viewing, etc.)
on-going journals; regular debriefings with internship supervisor and/or supervising faculty; group
discussions
Means of Assessing Course SLO(s)
(e.g. presentations, poster sessions, reports, papers, projects, etc.)
Supervising faculty will measure the achievement of this SLO through the review of students'
reflective writing or project, which could take the form of a metacommentary on their application
essay/statement of purpose, their journals, or a separate reflective statement.
Please submit cover form, all component forms, a model syllabus (if applicable), and
College/School’s course action form (if needed) to your department chair. Department chairs should
then submit these forms, syllabus, and course action form (if needed) in one email message to
universitystudies@uncw.edu from their UNCW email address.
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