A PPLIED L EARNING
IN THE
C OLLEGE OF A RTS AND S CIENCES
Report of the 2008-2009 Academic Year
with Course-Embedded Experiences Addendum
Prepared by
Dr. Linda Siefert
Director of Assessment for the College of Arts and Sciences
Lea Bullard
Research Assistant
February 2010
ii
ACKNOWLEDGEMENTS
We would like to acknowledge the help and support of the following people.
For providing the artifacts and raw data:
Dr. Carol Pilgrim and Catherine Gray, Associate Dean’s Office for Student Policy and
Curriculum Coordination
Dr. Katherine Bruce, Honors Scholars Program
Dr. Denise DiPuccio and Rhonda Lamarsh, Office of International Programs
Dr. Robert Cutting, Department of Environmental Studies
For providing help with organizing and coding data, and early drafts of the report:
Josh Tuttle, graduate assistant, masters program in Public Sociology
Leigh Gates, graduate assistant, doctoral program in Educational Leadership and
Administration
For providing enrollment data:
Dr. Judy Kinney, Office of Institutional Research and Assessment
For providing feedback on initial draft and information on course-embedded applied learning
experiences:
College of Arts and Sciences Department chairs
iii
iv
TABLE OF CONTENTS
EXECUTIVE SUMMARY..............................................................................................................................1
INTRODUCTION ......................................................................................................................................3
METHODOLOGY .....................................................................................................................................4
FINDINGS .............................................................................................................................................7
APPLIED LEARNING IN THE COLLEGE OF ARTS AND SCIENCES................................................................................. 7
INTERNSHIPS ................................................................................................................................................ 9
DIRECTED INDIVIDUAL STUDIES...................................................................................................................... 15
HONORS .................................................................................................................................................... 18
STUDY ABROAD .......................................................................................................................................... 19
DISCUSSION ........................................................................................................................................ 25
SYNTHESIS.................................................................................................................................................. 25
LIMITATIONS .............................................................................................................................................. 27
RECOMMENDATIONS ................................................................................................................................... 28
REFERENCES ........................................................................................................................................ 29
ADDENDUM: COURSE-EMBEDDED EXPERIENCES ........................................................................................... 30
APPENDIX A OPTIONS LISTED IN UNDERGRADUATE CATALOG AS FULFILLING REQUIREMENT FOR APPLIED LEARNING WITHIN
THE COLLEGE OF ARTS AND SCIENCES, 2008-2009 ....................................................................................... 37
APPENDIX B INTERNSHIP LOCATIONS BY PROGRAM WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009 ............ 39
APPENDIX C INTERNSHIP LEARNING OBJECTIVES BY PROGRAM WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009
........................................................................................................................................................ 40
APPENDIX D INTERNSHIP DUTIES BY PROGRAM WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009 ................. 41
APPENDIX E INTERNSHIP SUPERVISION BY DEPARTMENT WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009 ...... 42
APPENDIX F INTERNSHIP REQUIREMENTS BY DEPARTMENT WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009 ... 43
APPENDIX G STUDENTS’ REASONS FOR ENROLLING IN DIRECTED INDIVIDUAL STUDIES BY PROGRAM WITHIN THE COLLEGE
OF ARTS AND SCIENCES, 2008-2009......................................................................................................... 44
APPENDIX H REQUIREMENTS OF DIRECTED INDIVIDUAL STUDIES BY PROGRAM WITHIN THE COLLEGE OF ARTS AND
SCIENCES, 2008-2009 .......................................................................................................................... 45
APPENDIX I REQUIRED AND ADDITIONAL EVALUATIVE REQUIREMENTS OF DEPARTMENTAL HONORS PROJECTS WITHIN THE
COLLEGE OF ARTS AND SCIENCES, 2008-2009............................................................................................. 46
APPENDIX J COUNTRIES STUDENTS TRAVELED TO FOR STUDY ABROAD FROM THE COLLEGE OF ARTS AND SCIENCES, 20082009 ................................................................................................................................................ 47
v
LIST OF TABLES
TABLE 1 APPLIED LEARNING OPTIONS BY DEGREE PROGRAM WITHIN THE COLLEGE OF ARTS AND SCIENCES ..................... 7
LIST OF FIGURES
FIGURE 1 APPLIED LEARNING OPTIONS BY CAS DEGREE PROGRAM IN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009 . 8
FIGURE 2 NUMBER OF INTERNSHIPS BY DEPARTMENT, 2008-2009 .....................................................................9
FIGURE 3 LOCATION TYPES FOR STUDENT INTERNSHIPS, 2008-2009 ................................................................. 10
FIGURE 4 LOCAL ORGANIZATIONS HOSTING FIVE OR MORE CAS INTERNS DURING THE 2008-2009 ACADEMIC YEAR ....... 11
FIGURE 5 GENERAL INTERNSHIP LEARNING OBJECTIVES, 2008-2009 .................................................................. 12
FIGURE 6 TYPES OF INTERNSHIP DUTIES, 2008-2009 ..................................................................................... 13
FIGURE 7 TYPES OF INTERNSHIP SUPERVISION, 2008-2009 ............................................................................. 14
FIGURE 8 TYPES OF REQUIREMENTS FOR STUDENT INTERNSHIPS, 2008-2009 ....................................................... 15
FIGURE 9 NUMBER OF DIRECTED INDIVIDUAL STUDIES BY DEPARTMENT, 2008-2009 ............................................. 16
FIGURE 10 STUDENTS’ REASONS FOR ENROLLING IN DIRECTED INDIVIDUAL STUDIES, 2008-2009 .............................. 16
FIGURE 11 TYPES OF REQUIREMENTS FOR STUDENTS ENROLLED IN DIRECTED INDIVIDUAL STUDIES, 2008-2009............ 17
FIGURE 12 NUMBER OF HONORS PROJECTS BY DEPARTMENT, 2008-2009 .......................................................... 18
FIGURE 13 EVALUATION REQUIREMENTS OF HONORS PROJECTS, 2008-2009 ...................................................... 19
FIGURE 14 MAJOR DEPARTMENTS OF STUDENTS WHO STUDIED ABROAD, 2008-2009............................................ 20
FIGURE 15 LOCATIONS OF STUDY ABROAD EXPERIENCES, 2008-2009 ................................................................ 21
FIGURE 16 STUDY ABROAD STUDENTS’ REPORTED CHANGES IN DIVERSE-CULTURE COMMUNICATION SKILLS, 2008-2009 . 22
FIGURE 17 STUDENT ABROAD STUDENTS’ REPORTED CHANGES IN CULTURAL AWARENESS, RESPECT, AND COMMON
HUMANITY, 2008-2009 ........................................................................................................................ 23
FIGURE 18 STUDY ABROAD STUDENTS’ REPORTED CHANGES IN AWARENESS OF THE INTERCONNECTEDNESS OF FOREIGN AND
DOMESTIC ISSUES, 2008-2009 ................................................................................................................ 24
FIGURE 19 NUMBER OF MAJORS AND ADVISEES AND NUMBER OF APPLIED LEARNING EXPERIENCES FOR EACH CAS
DEPARTMENT, 2008-2009 ..................................................................................................................... 25
vi
EXECUTIVE SUMMARY
This report provides the results of a post hoc study about the applied learning experience within
the College of Arts and Sciences (CAS) for the 2008-2009 academic year. Qualitative and
quantitative questions about the CAS applied learning requirement and about the nature of
students’ experiences during internships, Directed Individual Studies, Honors projects, and study
abroad were investigated. The sample included the student experiences for which records are
managed by the CAS Dean’s office, Office of International Programs, Honors Program Office,
and to a lesser extent, the Environmental Studies office.
APPLIED LEARNING REQUIREMENT
Departments in the College of Arts and Sciences provided various ways for students to fulfill the
applied learning graduation requirement. CAS students often had multiple options for how they
could meet the applied learning requirement (for just over half of the degree programs). No
single type of applied learning experience was offered across-the-board by every degree program
in CAS.
INTERNSHIPS
During the 2008-2009 academic year, 17 departments supervised 412 student internships at 158
different locations. Higher education institutions and production companies were the two most
popular types of organizations for student internships. Several Wilmington businesses and
institutions stood out as internship partners: UNCW, New Hanover Regional Medical Center,
Karen Beasley Sea Turtle Hospital, Cine Partners, One Tree Hill, WWAY, Bootleg Magazine,
and Fincannon & Associates. Most internships were undertaken to gain experience in the field
and most duties were negotiated during the internship rather than before.
DIRECTED INDIVIDUAL STUDY
Twenty-two departments enrolled 627 students in Directed Individual Studies. The most
common purpose for these studies was to undertake primary or secondary research under faculty
supervision. The most common requirements of a Directed Individual Study were reports and
meetings between students and faculty.
HONORS PROJECTS
During 2008-2009, 129 students in 20 CAS departments undertook departmental Honors
projects. Laboratory sciences were the most common departments for these projects. In addition
to the paper and oral defense that are required, students were commonly asked to collect and/or
manipulate empirical data, keep research notebooks, and make additional presentations of their
findings.
1
STUDY ABROAD
During 2008-2009, 323 students from 22 departments participated in study abroad. Study abroad
was a popular applied learning experience for many departments outside of the Foreign
Languages and Literatures programs, although it satisfied the applied learning requirement only
for foreign languages. Students visited continental European countries most commonly.
Students tended to report improved foreign-language communication, increased awareness of
other cultures, and increased awareness of social, economic, and environmental issues in other
countries during their experiences.
COURSE-EMBEDDED EXPERIENCES
Based on a survey of department chairs in early 2011, all departments in the College of Arts and
Sciences offer some type of applied learning experience outside of those courses with prefixes
for DIS, internships, Study Abroad, and Honors (136 courses were reported). The most prevalent
tasks that students are undertaking in these courses are the development of public materials,
writing, working in a scientific setting or with data, and interacting with the public. While most
of these experiences take place on campus, a substantial portion take place in local settings
outside of campus.
RECOMMENDATIONS
While this study provides interesting and important information about applied learning in CAS
shortly after the implementation of the Applied Learning requirement, there is still much that can
be done to further evaluate these experiences against best practices in experiential learning.
• To ensure that the data that are collected are as consistent as possible, internal
conversations within departments should take place about filling out existing and any
new applied learning paperwork.
• To determine the best ways of collecting these data and ensuring the validity and
reliability of the data, cross-campus communication should take place about types of
applied learning experiences and ways to document and assess them.
• In order for records to reflect as accurately as possible what takes place during the
student experiences, information should be gathered during and after the applied learning
experience, not just before.
• In order to assess if students are meeting the objectives set forth for their applied learning
experiences, specific and measurable objectives should be crafted for each experience.
• Consistent methods of recording evidence of student learning should be developed and
implemented (for example, if reports are a means of assessing student learning, rubrics
might be developed to assist in that).
• For a complete picture of applied learning, relevant data from all types of applied
learning experiences should be recorded, compiled, and analyzed in addition to the ones
covered in this report.
2
INTRODUCTION
Applied learning has roots in constructivist learning theory, which holds that a person constructs
his or her own knowledge through active interaction and discovery, rather than being the inactive
recipient of knowledge imparted from an instructor (Piaget, 1983). The rationale for applied
learning was simply stated by John Dewey in his Pedagogic Creed: “I believe education…is a
process of living and not a preparation for future living” (Dewey, 1897). In applied learning,
“knowledge is created through the transformation of experience” (Kolb, 1984).
This knowledge, forged through application and integration, is a sought-after quality in the postgraduation job market. According to a recent survey by the Association of American Colleges
and Universities, the majority of employers think that colleges and universities should place
more emphasis on the ability to apply knowledge and skills to real-world settings through
internships or other hands-on experiences (Hart Associates, 2007). Such work-related
knowledge and aptitude are necessary for success in our competitive global economy and
experiences like internships, supervised research, study abroad, and service learning represent a
significant educational strategy by allowing students to apply their knowledge and acquire realworld, transferable skills (Hutcheson, 1999). Such experiences are successful because they place
student intellectual engagement at the center of learning by grounding students’ work in relevant,
pertinent issues (Suárez-Orozco & Sattin, 2007).
In accord with those ideas, the College of Arts and Sciences at UNCW formally adopted applied
learning as a central priority under the University’s Strategic Goal “Creating a Powerful
Learning Experience,” in 2006, and by Fall 2008 applied learning experiences were available
and required for all entering undergraduate students as part of UNCW’s Applied Learning
Initiative. For the purposes of the College of Arts and Science’s Applied Learning Initiative and
this report, applied learning is defined as any teaching/learning practice that requires students to
integrate the various strands of knowledge they’ve acquired and to apply that knowledge to
broader, real-world situations (Cordle, 2008).
Applied learning in the College of Arts and Sciences focuses on the following types of
experiences:
•
Mentored research
•
Internship
•
Field experience
•
•
Creative project
Service learning project
3
Each degree program in the College of Arts and Sciences (CAS) offers students in the discipline
one or more of these types of experiences, through coursework or programs, in order to meet the
applied learning graduation requirement. How the departments choose to meet the applied
learning requirement is decided within the department. Additionally, many departments within
CAS offer applied learning experiences above and beyond the ones offered through the applied
learning requirement and thusly noted in the Undergraduate Catalog.
Therefore, as a next step on the road to an outstanding applied learning program, it is time to
depict the current overarching picture of applied learning in CAS. While departments and
offices maintain some internal records of students’ applied learning experiences, there does not
exist a synthesis of all these experiences under the larger CAS umbrella. The purpose of this
study is provide a starting point for that synthesis by describing the characteristics of the overall
applied learning experience in the College of Arts and Sciences during the 2008-2009 academic
year. The result is a descriptive portrait of applied learning and some of the students’ applied
learning experiences in CAS. Additionally, there is a discussion of themes and patterns across
four types of applied learning opportunities: internships, Directed Individual Study (DIS),
departmental Honors projects, and study abroad (which satisfies applied learning requirements
for foreign language majors only, although other majors do study abroad). This study does not
include the departmental capstone courses and other course-embedded means of meeting the
applied learning requirement that are accepted for the applied learning experience for 22 CAS
degree programs (see the addendum starting on page 30 for a review of these experiences).
METHODOLOGY
The purpose of this close look at the applied learning experience is to examine the following
questions:
• What types of applied learning experiences are being offered for each major?
• How many departments participate in each type of applied learning experience?
• What do the applied learning experiences look like: why do students undertake the
experience, what do they do, where do they do it?
• How are student learning and engagement being assessed in each type of experience?
• What opportunities are available for enhancements to the offerings and to the assessment
of the applied learning experiences?
To answer these questions, multiple and varied data sources were used: the 2008-2009
Undergraduate Course Catalog, Directed Individual Study permission forms, internship
permission forms, Honors project enrollment forms, and study abroad records and student survey
responses. Due to the post hoc nature of this study, data sources were limited to the evidence
4
produced during the course of or as a requirement of the experiences. Following is specific
information about how these sources were used.
The Undergraduate Course Catalog provides information about the applied learning experiences
available for each department. Each program listing in the catalog contains an entry stating
specifically how students can satisfy the applied learning requirement; a systematic review of
this information was performed and the results were recorded in a table. These data were used to
answer questions about the types of experiences available to meet the applied learning
requirement and the frequency of each type across CAS as well as what opportunities are
available for enhancements to applied learning opportunities in CAS.
Records of permission forms are kept for student Directed Individual Studies and internships and
are maintained for all departments by the office of the Associate Dean for Student Policy and
Curriculum Coordination (except Environmental Studies, which maintains its own internship
records). Records of Honors project permission forms are maintained by the Honors Scholars
Program office. The DIS, internship, and Honor permission forms contain similar but not
entirely parallel information. The Directed Individual Study permission forms contain
information about the learning objectives and rationale for the independent study, as well as
evaluation methods to be used in determining the final grade. The internship permission forms
contain learning objectives, evaluation plans for both the sponsoring agency and faculty
supervisor, and student duties and responsibilities. The Honors project enrollment forms contain
the title and description of the project and information about requirements for the final evaluation
of the project in addition to the written paper and oral defense.
Data from these three sets of forms for Fall 2008, Spring 2009, and Summer 2009 semesters
were recorded in spreadsheets, which allowed the data to be sorted by category for qualitative
analysis of trends via open coding and inductive analysis techniques. For the open coding, a
phrase-level coding method was used (Strauss and Corbin, 1998), as the forms were rarely filled
out in complete sentences. In examining the data, several thematic categories were noted using
inductive analysis to allow the patterns to emerge (Patton, 1990). This open coding served to
bring together the data that appeared to relate to the same content (Lincoln & Guba, 1985). The
data were then used to answer questions about what the applied learning experiences look like,
how student learning is assessed across the applied learning experiences, what sorts of evidence
is available about that student learning, and what opportunities are available for enhancements to
applied learning opportunities in CAS.
Records for all study abroad experiences are maintained by the Office of International Programs.
In addition to these records, this office collects student responses to an online survey completed
after the students’ study abroad experience. The records and survey responses contain somewhat
different information than the permission forms discussed above.
5
The study abroad records provide information about each participating student’s major, class
standing, host country, and host institution but not about the learning objectives or proposed
activities of the student. Similarly, the study abroad survey responses give insight not into what
was expected from the student during the experience; rather, these data provide information
about the nature of the students’ learning as a result of their experiences. Therefore, the snapshot
formed from this information does not include much about the students’ proposed activities and
objectives but more about the realized outcomes.
The study abroad records from Fall 2008, Spring 2009, and Summer 2009 were received from
the Office of International Programs in spreadsheet format, which allowed for sorting and
tabulating of the data to determine the number of students studying abroad by department and
location. These data were used to answer questions about what the applied learning experience
looks like and what opportunities for enhancements to the applied learning opportunities are
available. The survey responses from the same time period were received in spreadsheet format
as well. Qualitative analyses similar to those described above for the internship, Honors, and
DIS forms were also used to analyze and synthesize this information.
The range of evidence for this report, then, includes five sets of information: internship
permission forms, DIS permission forms, Honor project permission forms, study abroad records,
and study abroad survey responses. Together, these synthesized data were used to answer
questions about how the learning that stems from applied learning experiences is assessed, what
students are doing during their experience, and what opportunities exist for enhancements to the
offerings and assessment of applied learning in the College of Arts and Sciences*.
*During the 2008-2009 academic year, the Social Work and Health and Applied Human
Sciences (HAHS) departments were part of the College of Arts and Sciences. Therefore,
information about these departments is contained in this report although these departments are
now separate schools within UNCW.
6
FINDINGS
APPLIED LEARNING IN THE COLLEGE OF ARTS AND SCIENCES
Each degree program in the College lists the options for fulfilling the applied learning
requirement in the Undergraduate Catalog. These options vary significantly between the degree
programs (Table 1), but there are some interesting trends to note. Appendix A contains a
detailed table of the experiences that met the CAS applied learning requirement in 2008-2009.
Table 1
Applied learning options by CAS degree program as listed in the 2008-2009 Undergraduate Catalog
Applied Learning Options
Degree
BA Anthropology
BA Art History
BA Studio Art
BA Biology
BS Biology
BS Marine Biology
BA Chemistry
BS Chemistry
BA Com. Studies
BS Computer Science
BFA Creative Writing
BA English
BA Env. Studies
BS Env. Science
BA Film Studies
BA French
BA German Studies
BA Spanish
BA Geography
BA Geology
BS Geology
BA Athletic Training*
BS Community Health*
BA Parks & Rec. Mang.*
BA Phys. Ed. & Health*
BA Recreation
BA History
BA Mathematics
BS Mathematics
BS Statistics
BA Music
BMD Music Education
BMD Music
BA Phil. & Religion
BA Physics
BS Physics
BA Political Science
BA Psychology
BA Criminal Justice
BA Sociology
BSW Social Work*
BA Theatre
Internship
DIS
√
√
√
√
√
Honors
Study
Abroad
Service
Learning
Capstone
Course
√
√
√
√
√
√
Other
(courses, practica, student teaching)
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
*For the 2008-2009 academic year, these degree programs were part of CAS.
7
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
In about half of the degree programs (54.76%) in the College of Arts and Sciences, students have
options for how they can meet the applied learning requirement. In the year of this study, these
programs offered students at least two, and some as many as six, ways to experience applied
learning. However, no single type of applied learning experience was offered across-the-board
by every degree program in CAS. Important to note, too, is that while the applied learning
experiences listed in Table 1 met the applied learning requirement for these programs, programs
provided other applied learning experiences that could not be used to meet the graduation
requirements. For instance, service learning and study abroad were offered as a means of
fulfilling the applied learning requirement only for degree programs in the Foreign Language and
Literatures department, though many students from other programs participated in service
learning and study abroad.
Internships and Honors projects met the applied learning requirement for 35.7% of the programs,
and DIS for 38.1% of the programs. However, the majority of degree programs offered capstone
courses and other types of experiences such as practica, student teaching, and other courses in
the major as applied learning experiences (for 52.38% and 76.19% of the programs,
respectively). Due to availability of records and evidence, though, not all of these experiences
are reported in detail in this report. Going forward, only particular applied learning experiences
(internships, DIS, Honors, study abroad) are the focus of the subsequent findings reported here.
A total of 1,491 records about students’ experiences in internships, DIS, Honors projects, and
study abroad programs for the 2008-2009 academic year were compiled for the purpose of this
study. The majority of these experiences were internships and Directed Individual Studies
(Figure 1).
700
600
500
400
300
200
SEE ADDENDUM
100
0
DIS
Internships
Study abroad
Honors projects Course-embedded
Figure 1. Applied learning experiences in the College of Arts and Sciences, 2008-2009 academic
year.
8
While DIS and internships comprise 69.68% of these applied learning experiences for the
academic year, this is not altogether a surprising finding as Honors projects are available only to
students with a 3.2 GPA or better and study abroad experiences require students to finance their
experiences and only satisfy the applied learning requirement for foreign language majors.
Below each type of experience is discussed along with the findings for each.
INTERNSHIPS
Fifteen departments offered internships as a means of meeting the applied learning requirement.
During the 2008-2009 academic year, 17 departments supervised 412 student internships (Figure
2). Communications Studies had the greatest number of interns with 17.96% of internships
during this year completed within the department. Environmental Studies and Sciences (EVS)
had the second largest number of interns (16.26%). While the Environmental Studies numbers
are reported here, no other information was available for this study as the corresponding
paperwork is not managed by the College of Arts and Sciences Dean’s office. Therefore,
Environmental Studies students will not be included in any subsequent discussion regarding
internships.
80
70
60
50
40
30
20
10
0
Figure 2. Number of internships by department, 2008-2009 academic year.
9
WHERE: INTERNSHIP PARTNERSHIP AGENCIES
During the 2008-2009 academic year, students completed internships at 158 different locations.
Many of those locations were similar in function, as seen in Figure 3.
60
50
40
30
20
10
0
Figure 3. Location types for student internships, 2008-2009 academic year.
Higher education institutions and production companies were the two most popular types of
organizations for student internships during the 2008-2009 academic year: higher education
agencies hosted 54 interns and production companies hosted 51. Nonprofit organizations
followed closely, with 46 students undertaking internships at this location type. “Miscellaneous
private or public businesses” included any organization that did not fall under the above
categories and that hosted only a small number of students each (usually one). Examples within
this category include organizations such as Corning and the Country Club of Landfall. These
miscellaneous businesses hosted 37 internships in total for the 2008-2009 academic year.
Sports-related organizations, legal agencies, advertising companies, retail establishments,
amusement venues, and art galleries all hosted less than 10 interns each. Appendix B contains a
detailed table of the internship location types for each program during the 2008-2009 academic
year.
It is interesting to note at this point that these partnership post-secondary institutions and
production companies are local organizations. Indeed, there are several Wilmington businesses
and institutions that stand out as internship partners (Figure 4).
10
UNCW
13.58%
NHRMC
3.47%
Karen Beasley Sea
Turtle Hospital
3.18%
Internship locations
hosting
< 5 students each
67.63%
Cine Partners
2.60%
One Tree Hill
2.31%
WWAY - TV3
2.02%
Bootleg Magazine
1.73%
Fincannon &
Associates
1.73%
Legion Productions
1.73%
Figure 4. Local organizations hosting five or more CAS interns during the 2008-2009 academic
year.
Of the 158 partnership agencies, nine local agencies (5.70% of the total agencies) supervised
almost one-third of the 2008-2009 CAS interns. Not surprisingly, UNCW is the leading agency
in providing internship positions for non-EVS students (n = 47). Internship positions with the
University were provided in numerous departments such as the Office of Advancement, The
Boseman Gallery, student media organizations, and Marketing and Communication. The second
most common partner agency for internships was New Hanover Regional Medical Center (n =
12), followed closely by the Karen Beasley Sea Turtle Hospital at Topsail Island (n = 11).
Various film production organizations (Cine Partners, One Tree Hill, Fincannon & Associates,
and Legion Productions) provided a large number of internship positions as well (n = 29).
WHY: INTERNSHIP LEARNING OBJECTIVES
Upon reviewing the learning objectives of the 345 forms submitted to the Dean’s office during
the 2008-2009 academic year, three categories of learning objectives emerged: gain experience,
use and apply skills, and learn (Figure 5).
11
300
250
200
150
100
50
0
Gain Experience
Learn
Use/apply skills
Figure 5. General internship learning objectives, 2008-2009 academic year.
These three categories represent the phrases used most often to describe students’ learning
objectives. Multiple categories were often seen on a single form. “Gain experience” was cited
most often as a learning objective (cited on 75.94% of forms); this category includes any
learning objective that indicated that the student would have practical, hands-on contact with the
unique workings of the host agency. The “learn” learning objective was observed on 64
internship permission forms (18.55%) and indicated the student would learn some new
information. Finally, the “use and apply skills” was observed least often (12.17%) and
encompasses any learning objective that indicated the student would be using knowledge he or
she already possessed to complete tasks. It is important to note that the learning objective trend
varies by department; the internship permission forms of some departments list only one type of
learning objective, for example. A detailed table of internship learning objective categories for
each program can be found in Appendix C.
WHAT: INTERNSHIP DUTIES, SUPERVISION, AND REQUIREMENTS
Categories of internship duties were developed from the student responsibilities detailed on the
internship permission forms (Figure 6). Like the learning objectives, multiple types of internship
duties were often listed for any given internship.
12
160
140
120
100
80
60
40
20
0
Figure 6. Types of internship duties, 2008-2009 academic year.
Specific student responsibilities were often not listed on the permission form, as evidenced by
the two categories of “to be negotiated” (cited on 40.58% of forms) and “duties unspecified”
(11.59%). However, these categories were used prevalently by only three departments (see
Appendix D). It is interesting to note the substantial number of internships that required students
to work with the public (21.74%), write (12.75%), or develop public materials (12.46%).
Research tasks such as handling artifacts (2.3%), using specific technology, and organizing
materials or information (1.74% each) were much less common internship duties. Appendix D
contains a detailed table of the types of internship duties reported by degree program.
Also listed on the internship permission forms were the methods by which students were
supervised by faculty and agency supervisors during their internships (Figure 7). Often more
than one type of supervision was listed on a single permission form, but some types were more
common than others.
13
350
300
250
200
150
100
50
0
Meetings
Email
Direct
supervision
Online
discussion
Informal
reporting
Onsite visit
Figure 7. Types of internship supervision, 2008-2009 academic year.
Meetings between the student intern and supervising parties were the most often cited type of
supervision (cited on 93.04% of forms). The next most commonly observed types of supervision
listed on the internship permission forms were email (47.25%) and direct supervision during the
internship (45.51%). Far less common were online discussions via chat or discussion boards
(9.28%), informal reporting such as memos (5.22%), and onsite visits (2.61%). Appendix E
contains a detailed table of these internship supervision types, organized by department.
In addition to the duties student interns were assigned by their partnership agencies, there were
often additional work products listed on the permission forms that students were to complete for
their department as a condition of their internship (Figure 8). More than one of this sort of
academic requirement was often cited.
14
250
200
150
100
50
0
Figure 8. Types of requirements for student internships, 2008-2009 academic year.
The general term “assignments” was most often seen on the internship permission forms (on
56.52% of forms). No other specific information about the type of assignment was available to
further categorize these “assignment” requirements. However, many permission forms listed the
somewhat more specific requirements of projects (21.16%), portfolios (14.78%), and journals
(14.78%). Fewer than ten percent of the internship permission forms listed exit interviews
(6.09%), self-evaluation (4.93%), case study (4.93%), written evaluation (4.35%), or oral
assessment (2.03%) as an academic requirement of the internship. A table detailing these
requirements by department is available in Appendix F.
DIRECTED INDIVIDUAL STUDIES
Ten departments offered Directed Individual Study (DIS) as a means of meeting the applied
learning requirement. During the 2008-2009 academic year, 22 departments enrolled students in
627 Directed Individual Studies. Psychology had the greatest number of DIS with 25.36% of the
total DIS during this year (Figure 9). The only other department with more than 100 DIS for the
year was Biology (n = 105). Fourteen departments enrolled 10 or fewer DIS during this year.
15
180
160
140
120
100
80
60
40
20
0
Figure 9. Number of Directed Individual Studies by department, 2008-2009 academic year.
WHY: PURPOSES FOR UNDERTAKING A DIS
Included on the DIS permission form is a rationale for the course in which the student or faculty
supervisor details the student’s background, experience, and reasoning for pursuing the course.
From this section of the 627 DIS forms for the 2008-2009 academic year, categories emerged
that reflect the purposes for undertaking a DIS (Figure 10). Quite often, multiple purposes were
described in the rationale section of a single DIS enrollment form.
500
450
400
350
300
250
200
150
100
50
0
Primary or
Gain
Prepare for Work on Prepare for Substitution Learn
Develop a
secondary experience grad school creative
career
for course information lesson plan
research
project
not offered
in courses
Figure 10. Students’ reasons for enrolling in Directed Individual Studies, 2008-2009.
16
Other
The purposes most often listed were to engage in primary or secondary research under the
guidance of a faculty member (found on 73.84% of forms). Gaining experience (40.19%),
preparing for graduate school (10.53%), and preparing for a career (4.15%) were also reasons for
participating in DIS. Interestingly, Directed Individual Studies were sometimes undertaken
when courses were not available (3.99%) or when a student wanted to learn information or
techniques not presented in current course offerings (3.83%). A detailed table of students’
purposes for enrolling in a DIS by degree program is located in Appendix G.
WHAT: REQUIREMENTS FOR DIS
The requirements for a DIS are decided upon by the student and the supervising professor for the
project and trends can be observed in these requirements across CAS (Figure 11). These
requirements are, like the rationale for the course, detailed on the DIS enrollment form.
Additionally, there was often more than one requirement listed for any given DIS.
450
400
350
300
250
200
150
100
50
0
Oral or
written
reports
Meetings
Readings
Lab Hours
Notebook
Literature
review
Other
Figure 11. Types of requirements for students enrolled in Directed Individual Studies, 20082009 academic year.
The most common requirement of all Directed Individual Studies across CAS was oral or written
reports during and at the end of the semester (cited on 63.0% of forms). Many DIS also required
regular meetings between the student and professor (57.73%). Required readings (18.67%), lab
time (11.96%), notebooks (8.93%), and literature research (4.78%) all were common, though less
frequent, requirements. Other types of requirements, such as communication with outside
agencies, were cited as well. Appendix H contains a detailed table of DIS requirements,
organized by program.
17
HONORS PROJECTS
During the 2008-2009 academic year, 129 students undertook departmental Honors projects in
20 departments (Figure 12). Departmental Honors projects require independent study that is
appropriate to the academic standards of the discipline under the supervision of a faculty member
in the student’s major. Like internships and DIS, Honors projects require that the student and
supervising faculty member complete and submit an official permission form, which contains
information about requirements of the project. The Biology department filed more permission
forms for Honors projects than any other department within the College of Arts and Sciences for
the 2008-2009 academic year (27.13% of the total number of Honors projects). Chemistry and
Psychology had the next highest number of Honors projects (11.63% each). Anthropology,
Education, Environmental Studies, Music, and Health and Applied Human Sciences each
reported only one Honors project.
40
35
30
25
20
15
10
5
0
Figure 12. Number of Honors projects by department, 2008-2009 academic year.
WHAT: REQUIREMENTS OF HONORS PROJECTS
All departmental Honors projects require a mentored scholarly project appropriate to the
standards of the major. Evaluation of the project always includes a written paper and oral
defense component. Students also meet regularly with the supervising professors and complete
literature reviews for all Honors projects. In addition, the supervising faculty member and
student may define other specific requirements for final evaluation as well (Figure 13).
18
140
120
100
80
60
40
20
0
Figure 13. Evaluation requirements of Honors projects, 2008-2009 academic year.
As mentioned, each student is required to complete a written paper while also orally defending
his or her completed Honors project, and some Honors projects had one or more additional
evaluation requirements. Interestingly, many projects (10.85%) also required a presentation in
addition to the oral defense, often at professional meetings. Nineteen (14.73%) of the Honors
projects required students to collect and compile empirical data; it is important to note, though,
that all students work with empirical or evaluative data of some sort for Honors projects. Only
6.98% of all honors projects required students to maintain notebook entries regarding their
progress. Finally, a small number of projects (4.65%) required students to complete specific
assigned readings. The detailed table for Honors projects evaluative requirements by program is
located in Appendix I.
STUDY ABROAD
The Office of International Programs maintains the Study abroad records. These records indicate
that 323 students from 22 departments in CAS participated in the Study Abroad program during
the 2008-2009 school year (Figure 14).
19
60
50
40
30
20
10
0
Figure 14. Major departments of students who studied abroad, 2008-2009 academic year.
More students from Communication Studies studied abroad than from any other program during
the 2008-2009 academic year (14.68% of the total study abroad experiences). Biology and
Marine Biology students were the next most common majors to study internationally (12.23%),
followed by students from foreign language majors (9.17%). It is necessary to note here that
several dual-major students opted to study abroad during the 2008-2009 academic year (n = 8).
As such, these students are represented in more than one departmental category in Figure 14.
WHERE: STUDY ABROAD DESTINATIONS FOR STUDENTS
Programs in 29 countries hosted UNCW students for international study during the 2008-2009
academic year (Figure 15).
20
120
100
80
60
40
20
0
Figure 15. Locations of study abroad experiences, 2008-2009 academic year.
A majority of Study Abroad experiences (32.20%) occurred in European countries. The
Australia/New Zealand region and the United Kingdom were popular as well (19.20% and
18.27%, respectively). The least common areas for study abroad were Africa (1.86%) and
Mexico (0.62%). Some students traveled to more than one country during their study abroad
experience as well (5.26% of the study abroad experiences). Appendix J contains a detailed
table of the particular countries students traveled to for international study.
WHAT: WHAT SOME STUDENTS REPORT ABOUT THEIR EXPERIENCES
Some of the information available for this report about study abroad is unique from the data from
other applied learning experiences discussed here as it was collected after the experience rather
than before. The Office of International Programs records student responses from an online
survey given after the study abroad experience. One hundred seven (33.13% of the total number
of students) students’ responses to the three-question survey were examined. Though the
response rate to the survey was relatively low, these data provide insight into the realized nature
of the students’ experience.
The first survey question asks, “As a result of your study abroad experience are you able to
communicate more effectively within and among diverse cultural groups?” Forty students
responded to this question (Figure 16).
21
30
25
20
15
10
5
0
Improved general
communication skills
Improved nonspoken Interaction too limited
No change in
communication skills
for communication
communication skills
improvement
for unspecified reasons
Figure 16. Study abroad students’ reported changes in diverse-culture communication skills,
2008-2009 academic year.
The majority of responses (65.00%) indicated that general communication skills did improve.
Some respondents also indicated that their non-verbal communication such as recognizing the
meaning behind unfamiliar body language, facial expression, and mannerisms also improved
(22.50%). Interestingly, some students reported that their interaction with the international
culture was too limited to impact communication (7.50%). Some respondents reported no
change in communication skills at all (5.00%).
The second survey question asks, “Did your time in another country help you develop your
ability to respect cultural differences and embrace common humanity?” Ninety-five students
responded to this question (Figure 17).
22
60
50
40
30
20
10
0
Increased appreciation Awareness of common Increased appreciation
No change in the
or awareness of other
humanity and
or awareness of one's
appreciation or
cultures
similarities in peoples
own culture
awareness of cultures
across cultures
Figure 17. Study abroad students’ reported changes in cultural awareness, respect, and common
humanity 2008-2009 academic year.
Most students who responded to this question did indicate an increased appreciation and/or
awareness of other cultures (57.89% of responses). Fewer students reported an awareness of the
commonalities across diverse cultures (17.89%). Interestingly, almost as many respondents did
indicate that they experienced an increased appreciation or awareness of their own culture
(16.84%). Finally, a few students did not report that they experienced any change in this area as
a result of their study abroad experiences (7.37%).
The third and final survey question asks, “Did your study abroad experience provide you with a
deeper knowledge of the complexity and interconnectedness of environmental, socio-cultural,
and/or geopolitical issues?” Forty-nine students responded to this question (Figure 18).
23
25
20
15
10
5
0
Awareness of
Awareness of political
Awareness of
environmental/energy issues in host country sociocultural issues in
issues in host country
host country
Awareness of
economic issues in
host country
Confusion about the
question
Awareness of
interconnectedness
and complexity of
issues for host and
own country
Figure 18. Study abroad students’ reported changes in awareness of the interconnectedness of
foreign and domestic issues, 2008-2009 academic year.
Overwhelmingly, the responses to this question indicated increased awareness of issues in the
host country in general (71.43% of the responses), but not an awareness of the
interconnectedness of the issues on a larger global scale. Only 6.12% of the responses did point
to students’ understanding the complexity and interconnectedness of environmental, sociocultural, and/or geopolitical issues. Additionally, 8.16% of students stated that they did not
understand what the question was asking. However, it is interesting to look at the majority of the
responses to note what sorts of issues the students noticed within the countries they visited.
Most respondents mentioned environmental issues (44.90%). Other issues noted included
political issues (14.29%), economic issues (12.24%), and socio-cultural issues (12.29%).
24
DISCUSSION
SYNTHESIS
The applied learning experiences (internships, DIS, Honors projects, and study abroad) included
in this study represent only a portion of those available to the students in the College of Arts and
Sciences. Additional applied learning opportunities not reported here are available as courses,
practica, student teaching, and others. However, by looking at the findings from these four
applied learning experiences during the 2008-2009 academic year, several themes emerge that
begin to craft a picture of what applied learning looks like in the College of Arts and Sciences.
WHO: WHICH DEPARTMENTS HAVE STUDENTS PARTICIPATING IN THESE TYPES OF APPLIED LEARNING EXPERIENCES?
Some departments consistently had high numbers of students participating in these experiences.
Of course, the size of a department, in terms of numbers of majors and advisees, plays a large
part in this number. Figure 19 illustrates the total number of students that participated in the four
types of applied learning, along with the number of majors and advisees for each department.
250
200
150
100
Study Abroad
Honors
50
DIS
Internships
Bio/Marine Bio (727)
Comm Studies (537)
Psychology (510)
HAHS (446)
Soc & Crim (247)
English (231)
Film Studies (321)
Chemistry (190)
History (186)
Pub & Intl Aff (174)
Envl Studies/Sci (86)
Creat. Writing (129)
Art (120)
Comp Sci (87)
Geog/Geol (87)
Foreign Lang & Lit (85)
Math/Stats (67)
Theatre (67)
Anthropology (62)
Music (61)
Philo & Rel (38)
Physics (49)
Social Work (97)
0
Figure 19. Number of internship, DIS, Honors, and Study Abroad experiences and number of
majors and advisees (in parentheses) by department for each CAS department, 2008-2009
academic year.
25
Overall, Biological Sciences, Communication Studies, and Psychology had the highest numbers
of total students enrolled in these four combined applied learning experiences. Also important to
remember is that these three departments have the largest numbers of majors and advisees in
CAS. In the 2008-2009 academic year, Biology and Marine Biology had 669 majors and
advisees, Communication Studies had 537, and Psychology had 510 (University of North
Carolina Wilmington). When the number of students participating in these four types of applied
learning experiences is compared to the number of majors and advisees, a different group of
departments stand out. Social Work, Foreign Languages and Literatures, Philosophy and
Religion, and Geology and Geography had the highest ratio between number of students
participating in these experiences and the number of majors and advisee—Social Work with a
one-to-one ratio, and the other three with about 7 participants per 10 majors and advisees. The
average participation rate across all departments is about 4 participants per 10 majors and
advisees.
Also of interest are the differences in the mixes of experiences in each department. In
Psychology, DIS represents 82% of the experiences; in Environmental Studies, internships
represent 74% of the experiences; in Physics, Honors projects represent 63% of the experiences;
and in Foreign Languages and Literatures, study abroad represents 59% of the experiences.
WHERE: WHERE ARE STUDENTS EXPERIENCING THESE APPLIED LEARNING EXPERIENCES?
Just over half of the experiences in this study occurred on the UNCW campus (52.86%). About
one-quarter (24.48%) occurred in the U.S. but not at UNCW, and 21.66% occurred
internationally. Local companies provided a significant number of internship positions for
students in communication studies, film studies, English, and biology. When traveling abroad to
study, most students who were not foreign language majors opted to travel to European or British
sites.
WHY: WHY DO STUDENTS ENROLL IN THESE APPLIED LEARNING EXPERIENCES?
For internships and Directed Individual Studies, students and their faculty mentors report
learning objectives and rationales for enrolling in the experience. This information was not
available for Honors projects and study abroad. However, some trends can be noted across the
internship and DIS data. In general, students wanted to apply what they already knew as well as
learn new information or skills. The majority of permission forms cited gaining experience or
learning as the purpose or objective for the applied learning experience. Many forms also
indicated doing primary or secondary research, which is typically some combination of applying
existing knowledge as well as learning new information.
It is interesting to note the difference in the level of detail provided for the internship and DIS
with regard to the purposes of the experience. Purposes tended to be quite specific for directed
individual studies, citing information as specific as the species studied in Biology, the
26
psychological phenomenon in Psychology, and the specific time and place in History. However,
the purposes or learning objectives listed for internships were to gain experience, learning, or
skills. What were not seen on any of the forms were details about the experience, learning, or
skills to be gained. As such, the internships might be viewed as opportunities to become familiar
with a business, non-profit, or governmental setting and the typical requirements of working in
such settings. This purpose is typical for disciplines other than those requiring licensure, such as
education and medical and social services.
WHAT: WHAT ARE STUDENTS DOING DURING THEIR APPLIED LEARNING EXPERIENCES?
The major theme about what students do in internships, DIS, and Honors projects is that they
work closely with a supervisor in a naturalistic apprenticeship. The term “naturalistic” is used
here to indicate that the duties of the applied learning experience are mostly uncovered over the
course of the experience and through discussion with the supervisor. For example, the leading
category of internship duties is “to be negotiated” once the student is working in the internship
agency. Similarly, the primary requirement of DIS is regular meetings with the mentor faculty
member. Finally, regular meetings is a leading category of Honor projects. Within these
apprenticeships, student duties differ depending on the location of the experience: off-campus,
students work with the public and developing public materials, while on-campus, students
engage in primary and secondary research.
The available data for what students do during a study abroad experience are quite different in
that they are reflective responses to questions about the experience after the fact. Most students
seem to interact with the culture enough to improve their language skills and cultural awareness.
However, students seem to be less successful at recognizing and drawing complex connections
between their own culture and country’s issues and those of the host country.
HOW: HOW ARE STUDENT LEARNING AND ENGAGEMENT BEING ASSESSED IN THESE LEARNING EXPERIENCES?
For the most part, student learning is assessed through regular meetings and interaction with
supervisors throughout the experience and through written and oral papers and reports at the end
of the experience. This is true for internships, DIS, and Honors projects. Internships often
required additional assignments to be completed in addition to the internship work as well,
including portfolios, journals, and other non-specific assignments. However, for study abroad,
the evidence of student learning is primarily the survey responses. For internships, DIS, and
study abroad there also exist course grades that were earned for the experience.
LIMITATIONS
There are several limitations to this study that are important to note. First, this study is a look
only into four types of applied learning experiences that represent but a portion of the total
applied learning experiences within CAS. Departments offer numerous other ways of meeting
27
the applied learning requirement. Additionally, the numbers presented here for internships, DIS,
and Honor projects have been collected directly from permission forms. As such, it is entirely
likely that these numbers may not accurately reflect the work completed by students. This effect
is further exaggerated by the lack of standardization in filling out the permission forms. Since
each permission form is completed by the student and supervisor(s), some contain significantly
more detail about learning objectives, duties, and requirements than others. Finally, for all of the
experiences discussed in this report (except study abroad), what students are doing during their
applied learning has been assumed from documents written prior to their experiences. This,
along with the fact that regular meetings take place between student and supervisors in which the
project is discussed, increases the likelihood that duties morph over time. Therefore, the picture
painted by looking only at these types of data is an incomplete one.
RECOMMENDATIONS
While this study provides interesting and important information about applied learning in CAS
shortly after the implementation of the Applied Learning requirement, there is still much that can
be done to further evaluate these experiences against best practices in experiential learning.
•
•
•
•
•
•
To ensure that the data that are collected are as consistent as possible, internal
conversations within departments should take place about filling out existing and any
new applied learning paperwork.
To determine the best ways of collecting these data and ensuring the validity and
reliability of the data, cross-campus communication should take place about types of
applied learning experiences and ways to document and assess them.
In order for records to reflect as accurately as possible what takes place during the
student experiences, information should be gathered during and after the applied learning
experience, not just before.
In order to assess if students are meeting the objectives set forth for their applied learning
experiences, specific and measurable objectives should be crafted for each experience.
Consistent methods of recording evidence of student learning should be developed and
implemented (for example, if meetings are a means of assessing student learning, rubrics
might be developed to assist in that).
For a complete picture of applied learning, relevant data from all types of applied
learning experiences should be recorded, compiled, and analyzed in addition to the ones
covered in this report.
28
REFERENCES
Cordle, D. (2008). Message from the Dean. Arts & sciences: The magazine of the College of Arts
& Sciences at the University of North Carolina Wilmington [Applied Learning issue].
Dewey, J. (1897). My Pedagogic Creed. Retrieved from The Pragmatism Cybrary:
http://dewey.pragmatism.org/creed.htm
Hutcheson, P. (1999). Educating a globally productive citizenry: The role of higher education in
the integration of learning and work. A monograph for college leaders [Monograph].
National Commission for Cooperative Education. Retrieved from
http://www.eric.ed.gov/PDFS/ED428609.pdf
Kolb, D.A. (1984). Experiential learning: Experience as the Source of Learning and
Development. Englewood Cliffs: NJ: Prentice-Hall.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
Patton, M. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA:
Sage.
Peter D. Hart Associates, Inc. (2007). How should colleges prepare students to succeed in
today's global economy? Retrieved from Association of American Colleges and
Universities website: http://www.aacu.org/leap/documents/Re8097abcombined.pdf
Piaget, J. (1983). "Piaget's Theory". In W. Damon, (Ed.), History, theory, and methods. Vol. 1.,
Handbook of Child Psychology (Fourth Ed.), pp. 103-128. P. Mussen, Editor-in-Chief.
New York: Wiley.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for
developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage
Suárez-Orozco, M. & Sattin, C. (2007). Wanted: Global citizens. Educational leadership, 64(7),
58-62.
University of North Carolina Wilmington, Office of Institutional Research and Assessment.
Academic majors by class-Undergraduates [data file]. Retrieved from the Office of
Institutional Research and Assessment web site:
http://www.uncw.edu/oira/documents/FactSheets/AcademicMajors/AcadMajors_Fall_U
G_Class.pdf
29
ADDENDUM: COURSE-EMBEDDED EXPERIENCES
INTRODUCTION
The initial draft of the preceding report was circulated in December 2010 to associated parties
for review. Along with the draft was sent a request for feedback. From this, we received
comments from quite a few people, with many of the responses recommending the inclusion of
other types of applied learning experiences. It became apparent that one set of experiences that
was missing in the first draft are those that occur within courses that are not marked by special
designations like 491 (DIS), 498 (internship), and 499 (Honors). These course-embedded
experiences provide a large number of the total ways in which students apply their knowledge to
work and community settings.
To improve the picture of applied learning presented in the report, a survey was developed to
collect information about these course-embedded experiences. Such courses include all those that
students can use to meet the applied learning requirement in the majors and any other courses
where students actively engage in applying discipline skills to produce results in areas of genuine
need (i.e., not a case study of an organization, but actually working with an organization to do
something needed).
The survey was sent via email to all CAS department chairs that requested a listing of these
courses, along with three pieces of information about each experience:
• what the students do;
• where the experience takes place; and
• how student learning is assessed.
The data collected from this survey were analyzed in the same manner as the data for internships,
DIS, Honors, and study abroad. It is important to note that these data are not necessarily timelimited to the 2008-2009 academic year, unlike the data in the preceding report. Additionally,
some survey responses were incomplete. However, these data can be used to answer the
question about the nature of applied learning experiences beyond the four categories explored in
the preceding report.
FINDINGS
APPLIED LEARNING IN COURSE-EMBEDDED EXPERIENCES
All departments in the College of Arts and Sciences offer some type of applied learning
experience through courses outside of those specifically for DIS, internships, study abroad, and
Honors. One hundred thirty-six courses were reported as having an applied learning component
(Table A1).
30
Table A1
Courses with an applied learning component (not including 491, 498, 499 course designations)
Department or
Field of Study
ANT
ARH
ART*
BIO
CHM
COM
CRM
CRW*
CSC
ENG
EVS
FST
GGY
GLY
HST
INT
MAT
MUS*
PAR
PHY
PLS
PSY
SOC
SPN
STT
THR
Course(s)
311, 411, 426, 445; ANTL 207, 326
307, 311, 320, 476, 495
360
312, 366, 455, 456, 484, 485, 486; BIOL 345, 347, 460, 463, 495
435; CHML 235, 312, 445
216, 246, 295, 325, 343, 380, 422, 428, 429, 460, 480, 489, 490, 495
310, 490, 495
460, 496
450, 455
204, 205, 311, 319, 495, 496
463, 470
201, 301, 302, 331, 333, 334, 369, 384, 394, 399, 495, 497
333, 422, 473
390, 431, 441, 470
408, 412, 414, 416, 418, 440, 442, 444, 446, 448, 450, 454, 456, 477, 480, 481, 483,
485, 487, 496, 497
294, 394, 494
243, 395, 495
493, 496
400, 495
495
111, 221, 339, 427, 494
355, 410, 412, 417, 423, 425, 451, 464
390, 490, 496
490
490
110, 205, 207, 208, 241, 242, 243, 250, 312, 495
*Based on the nature of these disciplines (and likely others), much of the curriculum could be
defined as applied learning.
Though not addressed in the above table, it is important to mention that the types of experiences
available for a particular course might change across semesters. Therefore, some courses were
listed multiple times in the survey data, with each instance of the course linked to a different
experience. To this end, 154 different course experiences were reported via the survey. This
information was taken into account in the following sections in order to provide a more complete
picture of the types of applied learning experiences available to CAS students through
coursework.
31
WHAT: TASKS REQUIRED IN COURSE-EMBEDDED APPLIED LEARNING EXPERIENCES
The course-embedded learning experiences involve at least one and sometimes multiple types of
tasks for students to undertake during the experiences (Figure A1).
45
40
35
30
25
20
15
10
5
0
Figure A1. Types of duties required during course-embedded applied learning experiences.
Of the tasks, the most-often cited were those centered around developing public materials,
writing, working in a scientific setting or with data, and interacting with the public. The
“developing public materials” category encompasses a large range of activities, including:
creating artistic projects for public display; designing a public relations campaign; creating audio
and video productions; designing trail systems in parks; developing museum-based educational
programs; working on theatrical stage productions; and publishing literary chapbooks. “Writing”
includes written projects developed for the course, the university, or outside entities. “Working
in a scientific setting” indicates laboratory work or work approximating practice in the given
field, such as submitting problem solutions to a journal. “Working with data” indicates
collecting or analyzing data. “Interacting with the public” includes an assortment of different
activities, such as: working as a consultant to a local organization; working with community nonprofit agencies to tutor or teach; teaching in public schools; organizing and promoting a foreignlanguage film festival; and working with local government agencies to undertake planning
projects. Again, overlap between these categories exists, and often, multiple categories were
assigned to a single experience.
32
WHERE: LOCATIONS FOR COURSE-EMBEDDED APPLIED LEARNING
Just as multiple types of tasks are sometimes required during these course-based experiences,
some of the experiences were reported as occurring in more than one location (Figure A2).
90
80
70
60
50
40
30
20
10
0
On campus
In local settings
outside of campus
Abroad
In the US outside
of NC
Not specified
Figure A2. Locations of course-embedded applied learning experiences.
The majority of course-embedded applied learning experiences reported take place on campus
and in the surrounding local area, with relatively few occurring nationally (outside of North
Carolina) or in other countries.
For those that do occur on campus, equal numbers occur in classroom and in laboratories or
other similarly designated work areas (Figure A3).
30
25
20
15
10
5
0
In the classroom Labs/specific work
areas
Public areas
Not specified
Figure A3. Locations of campus-based, course-embedded applied learning experiences.
33
Many on-campus specific labs and workspaces were named as locations for course-embedded
applied learning work, including: the Archeology lab, the Human Osteology and Forensics
laboratory, labs in Dobo Hall, the UNCW TV studio, the Publishing Laboratory, the Ecotone
workroom, the Film Studies edit lab and studio space, and the GIS laboratory. Also listed in the
survey responses were several general-use public areas across campus, including the Cultural
Arts Building, Westside Hall, the Boseman Gallery, King Building rooms 101 and 104, and the
Lumina Theater.
For those course-based applied learning experiences occurring in the immediate region, many
take place at field sites, community service agencies or non-profit agencies, and various public
spaces (Figure A4).
16
14
12
10
8
6
4
2
0
Figure A4. Types of locations of locally-based, course-embedded applied learning experiences.
The “field sites” category of local sites includes archaeological sites, sites for anthropology
research, sites for geology research, sites for biological research, and other sites for researching
course-specific information, such as for determining real estate and permitting costs, and
conducting interviews that are not related to other categories listed. “Service agencies” and
“nonprofits” include housing communities and other various organizations. Finally,
miscellaneous public venues comprise a large percentage of the local sites utilized in coursebased applied learning; these include any general, publically-accessible sites such as coffee
shops and movie theaters.
34
HOW: HOW STUDENT WORK IS BEING ASSESSED IN COURSE-EMBEDDED APPLIED LEARNING EXPERIENCES
Most of the course-based experiences described in the survey results indicate numerous
requirements from the students in terms of work products to be assessed (Figure A5).
80
70
60
50
40
30
20
10
0
Figure A5. Types of student work assessed for course-embedded applied learning.
The most common product that is assessed during these experiences is students’ written
materials. The “written materials” category includes lab reports, creative writing pieces,
research papers, and lab notebooks. Projects are another oft-cited work product that is assessed
during course-based applied learning; these projects include creative projects, research projects,
design projects for outside clients, and scientific projects. The third most popular category of
products that are assessed is “performances”; this category includes dramatic performances,
student performance in a lab setting, group work, and field work.
This student work in course-embedded applied learning experiences is assessed by one or more
parties (Figure A6).
140
120
100
80
60
40
20
0
Faculty
Person from
outside
agency
Peers
Self
Not specified
Figure A6. Types of assessors of course-embedded applied learning experiences.
35
While the course professor is most often the person assessing the students’ work in these
experiences, the survey responses indicate that people from the related agencies, the students’
peers, and even the students themselves are sometimes involved in the assessment of student
work as well.
DISCUSSION
SYNTHESIS
The course-embedded applied learning experiences included in this addendum represent another
piece of the larger picture of applied learning in the College of Arts and Sciences. Through
feedback from the faculty and administration concerning the draft of the preceding report, the
subsequent survey, and the data collection and analysis, this additional information about the
nature of applied learning was amassed. The data discussed in this addendum do not include
student enrollment numbers for these experiences as the internships, DIS, Honors projects, and
study abroad experiences in the main report body do; therefore, only information about the
nature of the experiences, such as where they occur, what students do during them, and how they
are assessed can be synthesized with the initial findings.
Similarly to the findings in the initial report, the University and local sites provide a majority of
the worksites for course-based embedded applied learning. A smaller number of these
experiences take place nationally and abroad, as is also the case for internships, DIS, Honors,
and study abroad. Also similar to internships, DIS, and Honors projects, course-embedded
applied learning experiences are largely focused on developing public materials, working in a
scientific setting, and engaging in research. In terms of assessment, these course-embedded
experiences also utilize a high ratio of written materials and projects to assess student work
during the experiences.
LIMITATIONS
There are several limitations to this survey-based, follow-up study that bear mention here. One
is that the data collected do not necessarily all come from the same time frame, as this was not
defined in the survey. A second limitation is that some departments listed multiple variations of
a course, as different experiences, across semesters; it is doubtful that all departments did this. A
final limitation is that, although a definition of course-embedded applied learning was included
in the survey, a common understanding of what constitutes applied learning has not had time to
develop. Thus, departments may have completed the survey with different experience criteria in
mind. Therefore, the picture painted here about course-embedded applied learning, while
providing information about the nature of the experiences, may not be complete.
36
APPENDIX A
OPTIONS LISTED IN UNDERGRADUATE CATALOG AS FULFILLING REQUIREMENT FOR
APPLIED LEARNING WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009
Departments
Degrees
Anthropology
BA Anthropology
Art and Art History
BA Art History
BA Studio Art
Biology/Marine
Biology
BA Biology
BS Biology
BS Marine Bio
Internships
DIS
YES*
YES*
YES*
Honors
Study
Abroad
Service
Learning
ARH 476
ART 476
YES*
YES*
YES*
BIO 495
(1)
Chemistry
BA Chemistry
BS Chemistry
Comm. Studies
BA Com. Studies
Comp Sci
BS Computer
Science
Creative Writing
BFA Creat.Writing
English
BA English
Env Studies
BA Env. Studies
BS Env. Science
Film Studies
BA Film Studies
Foreign Lang & Lit
BA French
BA Ger Studies
BA Spanish
YES
YES
YES
YES
YES
YES
YES*
YES*
YES*
YES*
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
Other
Options
ANTL 207
student teaching, BIO
480, 493, 498
student teaching, BIO
480, 493, 495, 498
CHM 495
(1)
CHM 495
(1)
YES
YES
Capstone
Course
COM 490
(3)
CRW 496
(6)
YES
EVS 490
EVS 490
YES
YES
YES
37
YES
YES
YES
FST 495
CSC 450, 455
ENG 204, 205, 311, 319,
student teaching
student teaching
student teaching
FST 301, 302, 493
Practicum
Practicum
Practicum
Departments
Degrees
Geog and Geol
BA Geography
BA Geology
BS Geology
HAHS
BA Ath Training
BS Comm Health
BA P&R Mang.
BA PE.&Health
BA Rec Therapy
History
BA History
Math & Stats
BA Mathematics
BS Mathematics
BS Statistics
Music
BA Music
BMD Music
Education
BMD MusPerf
Phil & Rel
BA Phil & Rel
Physics
BA Physics
BS Physics
Pub & Intl Affairs.
BA Pol Sci
Psychology
BA Psychology
Soc & Crim
BA Crim Justice
BA Sociology
Internships
DIS
Honors
YES
YES
YES
Study
Abroad
Service
Learning
Capstone
Course
GLY 489
GLY 470
YES
YES
Other Options
GGY 333, 335, 384, 422,
424, 426, 433, 437, 473, 478
ATR 306, 307, 448, 449,
or 490
REC 348 and 498
EDN 409 (TL) or PED
347 (ES)
YES
YES
YES
YES
YES
YES
YES
YES
YES
PAR 400
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
Social Work
BSW Social Work
student teaching
student teaching
STT 490
MUS 493, st. teaching
MUS 493, st. teaching
MUS 493, st. teaching
YES
YES
YES
Two senior seminars
PHY 493 (prac.)
PHY 493 (prac.)
PSY 355 and 410 or 412
or 417
CRM 300 (SOC 300), 301
(SOC 301), 415, 490, CRML
490
SOC 300 (CRM 300), 301
(CRM 301), 360, 390, or 496
ALL: SWK 235, 320, 321, 396,
496 and 497
Theatre
BA Theatre
THR 110
*can be completed in any science
38
APPENDIX B
INTERNSHIP LOCATIONS BY PROGRAM* WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009
Degree
Program
Anthropology
(14)
Art History (2)
Studio Art (4)
Biology (24)
Comm Studies
(74)
Creat Writ (22)
Comp Sci (1)
Higher
education
Production
company
Nonprofit
Misc
private
or
public
business
0
0
0
4
0
0
11
2
0
2
0
2
26
5
0
0
0
2
0
English (39)
Film Studies
(57)
15
3
46
Math (1)
Pub & Intl
Affairs (10)
0
0
Geography (14)
History (5)
Recreation (40)
Recreation
Therapy (18)
Spanish (16)
Theatre (2)
Women's
Studies (2)
totals
0
0
0
1
0
1
0
1
54
*EVS not reported here
1
0
0
0
0
0
0
2
0
51
0
1
6
0
2
2
1
1
0
2
0
0
7
Legal
Adver
-tising
Retail
Amuse
-ment
park
Art
gallery
0
0
1
9
0
0
0
0
0
0
0
0
8
0
1
0
0
0
0
0
2
0
0
0
6
2
0
2
0
0
0
0
46
Sports
1
1
8
1
Broadcast
13
16
0
Cultural
and
natural
resources
2
8
1
Medical
Governmental
Agency
Journalism
2
0
0
37
0
15
0
0
0
1
0
0
0
4
0
0
0
0
0
0
0
0
0
4
0
1
0
0
0
37
0
11
13
0
0
0
0
0
0
4
0
30
2
0
6
0
2
0
0
26
39
1
0
0
0
2
11
1
4
0
0
0
0
2
0
0
3
2
0
0
0
21
0
0
3
0
0
0
0
0
0
1
0
0
19
0
0
4
0
0
0
0
0
0
0
0
4
0
0
0
0
8
0
0
0
0
0
1
0
0
0
0
3
0
0
0
0
0
4
0
0
5
0
0
0
0
0
0
0
0
0
0
0
0
0
5
0
0
1
0
0
0
0
0
0
0
0
2
0
0
0
0
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
APPENDIX C
INTERNSHIP LEARNING OBJECTIVES BY PROGRAM* WITHIN THE COLLEGE OF ARTS
AND SCIENCES, 2008-2009
Degree Program
Anthropology (14)
Art History (2)
Studio Art (4)
Biology (24)
Comm Studies (74)
Creative Writing (22)
Computer Science (1)
English (39)
Film Studies (57)
Geography (14)
History (5)
Math (1)
Pub & Intl Affairs (10)
Recreation (40)
Recreation Therapy (18)
Spanish (16)
Theatre (2)
Women's Studies (2)
totals
*EVS not reported here
Gain
Experience
Learn
Use/apply
skills
11
2
1
2
74
5
0
39
51
8
3
0
5
40
18
1
1
1
0
0
3
16
0
9
0
0
5
3
1
0
4
0
0
0
1
0
3
0
0
12
0
7
1
18
1
3
1
1
0
1
0
15
0
1
262
40
42
64
APPENDIX D
INTERNSHIP DUTIES BY PROGRAM* WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009
To be
negotia
-ted
during
internship
Interact
-ing
with the
public
Anthropology
(14)
2
Studio Art (4)
0
Degree
Program
Art History (2)
Biology (24)
Comm Studies
(74)
Crea Writ(22)
CompSci (1)
English (39)
Film Studies
(57)
Geography
(14)
History (5)
Math (1)
Pub & Intl
Affairs (10)
Recreation
(40)
Rec Ther(18)
Spanish (16)
Theatre (2)
Women's
Studies (2)
totals
0
Writing
Developing
public
materials
Duties
unspecified
Communicating
information
Completing
admin
tasks
Working
in
scientific
setting
Working
with
data
Conducting
secondary
research
Handling
or
cataloging
artifacts
Using
specified
technology
Organizing
info or
items
1
0
1
0
0
0
0
3
2
6
3
0
2
0
1
1
0
0
0
0
0
0
0
2
1
1
1
4
15
14
1
11
23
2
13
13
2
0
0
1
4
2
0
48
0
1
0
0
0
1
0
3
2
22
1
13
0
1
11
0
140
*EVS not reported here
0
0
75
0
0
2
0
0
0
2
0
4
1
0
0
2
16
0
0
0
0
1
44
0
0
1
43
2
0
14
2
0
0
0
71
0
0
0
0
0
1
1
0
5
0
0
0
0
21
0
0
0
4
0
0
0
2
1
0
2
0
0
0
0
4
4
12
14
2
0
13
0
0
7
0
0
40
0
0
0
2
35
34
41
0
0
0
0
0
0
0
0
0
0
0
0
0
0
21
1
0
1
1
1
0
0
0
1
0
0
10
7
0
0
0
0
0
3
0
0
0
1
18
0
1
0
1
0
0
0
0
1
16
1
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
8
1
0
0
0
1
0
0
1
0
0
0
0
0
0
0
0
6
0
0
0
1
0
0
1
0
0
0
0
2
0
0
0
0
6
APPENDIX E
INTERNSHIP SUPERVISION BY DEPARTMENT* WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009
Department
Anthropology
Art
Bio/Marine Bio
Comm Studies
Creat. Writing
Comp Sci
English
Film Studies
Geog/Geol
History
Math
Pub & Intl Affairs
HAHS
Foreign Lang & Lit
Theatre
Women's Studies
totals
*EVS not reported here
Meetings
Email
21
6
21
72
12
2
28
57
13
5
1
7
59
14
1
2
3
0
3
72
6
2
1
2
2
0
1
1
57
13
0
0
321
Direct
Online
Informal
supervision discussion reporting
4
1
5
73
4
0
4
54
5
0
0
3
1
3
0
0
163
157
42
0
0
0
29
0
0
0
1
0
0
0
1
0
1
0
0
32
2
0
1
0
3
0
4
1
0
0
1
1
3
1
0
1
18
Onsite
visit
1
0
0
1
0
0
0
0
7
0
0
0
0
0
0
0
9
APPENDIX F
INTERNSHIP REQUIREMENTS BY DEPARTMENT* WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009
Department
Anthropology
Art
Bio/Marine
Bio
Comm
Studies
Creat.
Writing
Comp Sci
English
Film Studies
Geog/Geol
History
Math
Pub & Intl
Affairs
HAHS
Foreign
Lang&Lit
Theatre
Wmn's
Studies
totals
*EVS not reported here
Assignments
Projects
1
0
3
3
0
0
0
2
0
0
0
0
0
0
0
0
0
0
72
1
0
1
20
0
0
0
0
3
1
0
0
0
6
0
3
54
0
2
0
1
2
20
0
27
1
0
0
0
0
0
27
0
0
0
0
0
0
0
0
12
0
51
49
2
56
0
0
195
0
2
0
0
1
3
0
1
1
53
2
1
Exit
SelfPortfolio Journal interview evaluation
73
1
1
1
0
1
0
0
1
0
0
0
0
15
0
0
1
0
1
0
0
0
0
0
0
21
43
0
Case
study
0
0
0
0
0
1
0
0
0
1
0
11
1
1
0
0
0
0
1
0
0
0
0
16
0
0
17
Written
Oral
evaluation assessment
17
0
0
0
15
1
0
2
0
0
2
0
1
1
0
0
0
0
7
APPENDIX G
STUDENTS’ REASONS FOR ENROLLING IN DIRECTED INDIVIDUAL STUDIES BY PROGRAM
WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009
Primary
or
secondary
research
Gain
experience
Prepare
for grad
school
Work on
creative
project
Prepare
for
career
Course
substitution
Learn
information
not offered
in courses
Develop
a lesson
plan
Other
Anthropology
(7)
5
5
1
0
0
0
0
3
0
Biology (105)
74
65
5
0
3
0
3
0
2
Criminol(14)
9
7
Degree
Program
Art History (5)
Studio Art (19)
Chemistry (45)
Comm Stds (41)
Creat Writ(12)
Comp Sci (7)
English (12)
Env Studies (3)
French (2)
Film Stds(37)
Geography (15)
Geology (18)
Gerontology (1)
Health (10)
History (5)
Music (3)
Philo & Rel (17)
Phys Ed (25)
Physics (2)
Pub & IntlAff
(5)
Pysch (159)
Recreation (4)
Rec Therapy (1)
Sociology (12)
Spanish (10)
Social Wrk (11)
Theatre (19)
totals
5
6
35
22
2
0
4
2
0
8
8
0
6
19
17
6
2
0
2
0
9
6
7
15
2
1
1
3
0
9
29
0
4
0
2
1
0
7
1
0
1
0
10
3
7
0
0
1
0
1
1
0
0
0
0
1
6
1
0
3
0
0
6
2
463
2
4
15
252
2
1
0
0
0
2
8
2
7
0
2
40
0
0
14
55
0
0
0
209
3
0
0
0
0
0
1
66
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
6
47
44
0
0
0
4
4
0
0
0
0
0
4
0
1
0
2
0
0
0
0
1
0
3
2
1
0
0
1
0
26
2
2
1
2
2
1
1
0
0
0
2
1
0
0
2
1
0
1
0
0
1
4
1
0
0
1
0
0
25
0
2
0
4
0
0
0
0
0
0
7
0
2
0
0
0
0
0
0
0
1
2
0
0
1
1
0
1
24
0
0
0
1
0
0
0
0
0
0
0
1
0
3
0
0
0
0
0
1
0
13
0
0
1
0
0
0
0
0
6
0
0
0
0
0
0
1
0
0
12
1
0
2
0
0
0
0
0
1
0
2
1
2
0
2
1
32
APPENDIX H
REQUIREMENTS OF DIRECTED INDIVIDUAL STUDIES BY PROGRAM WITHIN THE
COLLEGE OF ARTS AND SCIENCES, 2008-2009
Degree Program
Anthropology (7)
Art History (5)
Studio Art (19)
Biology (105)
Chemistry (45)
Comm Studies (41)
Criminology (14)
Creat Writing (12)
Computer Sci (7)
English (12)
Envir Studies (3)
French (2)
Film Studies (37)
Geography (15)
Geology (18)
Gerontology (1)
Health (10)
History (5)
Music (3)
Philo and Rel (17)
Physical Ed (25)
Physics (2)
Pub & Intl Aff (5)
Pyschology (159)
Recreation (4)
Rec Therapy (1)
Sociology (12)
Spanish (10)
Social Work (11)
Theatre (19)
totals
Oral or
written
reports
Meetings
Readings
Lab
Hours
Notebook
Literature
review
Other
6
4
6
52
28
26
10
4
5
13
1
2
26
13
11
1
2
4
1
11
13
1
6
121
0
2
8
8
9
1
1
3
13
49
27
18
12
1
6
7
1
1
24
5
13
1
5
4
1
7
1
2
2
138
4
0
8
1
1
6
0
3
1
18
0
3
3
2
1
4
0
1
2
2
5
0
2
3
0
4
1
0
0
51
0
0
1
3
7
0
0
0
1
11
3
1
0
3
0
0
0
0
1
1
1
0
1
0
0
0
1
1
0
48
0
0
0
0
0
2
0
0
3
25
14
1
0
0
0
0
1
0
0
0
0
0
0
0
1
0
0
0
1
6
0
0
1
2
0
1
2
0
0
4
0
5
0
0
0
0
1
0
0
1
0
0
0
0
0
1
6
0
1
4
0
0
5
0
0
0
3
0
1
9
1
7
1
2
0
2
0
0
4
3
7
0
4
0
2
0
6
0
3
6
2
0
2
2
5
5
395
362
117
45
75
56
30
77
APPENDIX I
REQUIRED AND ADDITIONAL EVALUATIVE REQUIREMENTS OF DEPARTMENTAL
HONORS PROJECTS WITHIN THE COLLEGE OF ARTS AND SCIENCES, 2008-2009
Department
Anthropology
(1)
Art History (2)
Studio Art (2)
Biology (35)
Chemistry (15)
Comm Studies
(3)
Criminology (2)
Creative Writing
(2)
Education (1)
English (8)
Envir Studies (1)
Film Studies (14)
Geology (3)
History (2)
Music (1)
Philosophy and
Religion (7)
Physical Ed (1)
Physics (5)
Pub & Intl Aff (5)
Psychology (15)
Spanish (4)
totals
Data
collection /
manipulation
0
Meetings
Presentation
in addition
to defense
Lit Review /
Bibliography
Notebook
Reading
Required
Paper /
Defense
1
1
1
0
0
1
2
2
0
0
2
2
0
1
0
2
0
0
7
2
1
1
1
35
15
3
0
0
1
0
0
0
0
0
1
8
1
14
3
2
1
7
19
129
0
0
0
0
0
8
0
1
5
5
15
4
1
0
1
1
1
1
1
35
15
3
0
0
0
1
0
0
1
2
1
8
1
14
3
2
1
7
14
129
0
0
0
4
1
1
5
5
15
4
46
0
0
4
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
9
0
0
0
1
0
2
2
35
15
3
0
0
1
0
0
0
0
1
1
8
1
14
3
2
1
7
6
129
0
0
0
1
0
2
2
1
5
5
15
4
APPENDIX J
COUNTRIES STUDENTS TRAVELED TO FOR STUDY ABROAD FROM THE COLLEGE OF
ARTS AND SCIENCES, 2008-2009
Country
South Africa
China
India
Japan
Jordan
Australia
New Zealand
Austria
Finland
France
Germany
Hungary
Ireland
Italy
Malta
Netherlands
Spain
Sweden
Turkey
UK
UK - England
UK - Scotland
UK - Wales
Ireland
Belize
Costa Rica
Mexico
Argentina
Brazil
Chile
Ecuador
Netherlands Antilles
Bermuda
Mulitple Countries
Number
by
Country
Region
Africa
Asia
Asia
Asia
Asia
Australia
Australia
Europe
Europe
Europe
Europe
Europe
Europe
Europe
Europe
Europe
Europe
Europe
Europe
UK
UK
UK
UK
UK
South and Central America
South and Central America
South and Central America
South and Central America
South and Central America
South and Central America
South and Central America
Bermuda and Caribbean
Bermuda and Caribbean
Multi-Country
47
total
6
1
8
10
1
54
8
2
4
19
7
4
2
10
2
2
50
1
1
15
14
3
6
21
14
2
2
3
1
13
10
7
3
17
323