•Stuart
Boersma
•Mathematics & Professional Development
•Jason White
•Director of Academic Advising
 ALL
experiences are directly linked to
essential learning outcomes or
competencies.
 Student
experiences are scaffolded
throughout their time at CWU.
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Knowledge of Human Cultures and the Physical
and Natural World
• Studies in the sciences, mathematics, social sciences,
humanities, histories, languages, and the arts.
Focused by engagement with big questions, both
contemporary and enduring

Intellectual and Practical Skills, including
Inquiry and analysis
Critical and creative thinking
Written and oral communication
Quantitative literacy
Information literacy
Teamwork and Problem Solving
Practiced extensively across the curriculum
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Personal and Social Responsibility, including
Civic knowledge and engagement
Intercultural knowledge and competence
Ethical reasoning and action
Foundations and skills for lifelong learning
Anchored through active involvement with diverse
communities and real-world challenges.
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Integrative and Applied Learning , including
• Synthesis and advanced accomplishment across general
and specialized studies
Demonstrated through the application of knowledge,
skills, and responsibilities to new settings and complex
problems.
 VALUE: Valid
Assessment of Learning in
Undergraduate Education
 Several publications available for
assessing ELOs using these rubrics
http://www.aacu.org/value/rubrics/
 Google “AAC&U VALUE
rubrics”
Q: Does CWU have a well articulated set of
essential learning outcomes?
If so,
• where do they exist and who is familiar with
them?
• Are they integrated into student experiences:
advising, general education, majors, etc.?
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First Year: Orientation, seminars, living learning
communities, projects:
• transition, retention, and strong start.
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Middle Years: connections across and within the
majors, second year seminars, cluster courses,
community based experiences, integration of skills:
• reinforcement, extension, and development.

Capstone Experience: seminars, theses, senior
projects, portfolios, internships:
• mastery, mentoring, culmination, and transition to
workplace/graduate school/professional programs.
In regards to intentional scaffolding, what
are the strengths of CWUs undergraduate
programs?
What opportunities are there for
improvement?
Sequence courses for developmental learning
Emphasize competencies to be carried through
all courses and programs
 Cluster courses to promote integration and add
interdisciplinary aspects to many courses
 Use portfolios at mid-point for assessment,
advising, and engaging students in their own
learning process
 Adopt across-the-curriculum approach for
additional elements such as ethics and diversity
 Create some common experiences around the
major values and themes of the campus.
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Orientation—first year, transfer, continuing
Advising—professional, faculty, peer mentoring
Course selection—planned, connected to goals
Support systems—early warning, tutoring,
supplemental instruction, math & writing center, etc.
Course design—expectations, engagement,
reinforcement
GE Program design—choice, structure, mapped to
major, developmental
Major design—builds on GE knowledge, skills, careful
mapping
Academic Affairs and Student Affairs Collaborate—
housing, programming, co-curricular transcripts
Etc., etc., etc.