SUMMER WORK GROUP

SWG Peter Haberman Heather Gruber Zach Lipp Greg Cant George Connell Don Rice Jack Rydell Doug Anderson Cindy Carver Eric Eliason Darin Ulness

SiWG Peter Haberman Heather Gruber Zach Lipp Greg Cant George Connell Don Rice Jack Rydell Doug Anderson Cindy Carver Eric Eliason Darin Ulness

…to develop a proposal that is not only consistent with the nature of Concordia but, in fact, puts a sharp point on “the Concordia difference.” …one key strength of Concordia is its history of blending what is considered liberal arts with applied training. …this “uniqueness” is difficult to articulate for the purposes of marketing and admissions and also for the purpose of guiding the initiatives to come out of our proposal Drivers

…to develop a proposal that is not only consistent with the nature of Concordia but, in fact, puts a sharp point on “the Concordia difference.” …one key strength of Concordia is its history of blending what is considered liberal arts with applied training. …this “uniqueness” is difficult to articulate for the purposes of marketing and admissions and also for the purpose of guiding the initiatives to come out of our proposal Drivers

…to develop a proposal that is not only consistent with the nature of Concordia but, in fact, puts a sharp point on “the Concordia difference.” …one key strength of Concordia is its history of blending what is considered liberal arts with applied training. …this “uniqueness” is difficult to articulate for the purposes of marketing and admissions and also for the purpose of guiding the initiatives to come out of our proposal Drivers

LIBERAL ARTS INTEGRATIVE LEARNING CAREER READINESS

FEC Charge Faculty Senate legislation established a summer working group to address calendar change and other options that could facilitate attainment of the following outcomes: 1)Contributing to the distinctiveness of the Concordia undergraduate experience of academic excellence. 2)Increasing experiential education opportunities for all Concordia students including making such learning opportunities normative rather than optional. 3)Increasing affordable off campus (global and domestic) learning experiences in line with Strategic Plan Goals. 4)Creating specially designed learning experiences for first year students. 5)Enhancing the arc of student experience for all Concordia undergraduates. 6)Guaranteeing on-going opportunities for all Concordia students related to vocational discernment and career advising and preparation. 7)Contributing positively to student recruitment and retention.

FEC Charge Faculty Senate legislation established a summer working group to address calendar change and other options that could facilitate attainment of the following outcomes: 1)Contributing to the distinctiveness of the Concordia undergraduate experience of academic excellence. 2)Increasing experiential education opportunities for all Concordia students including making such learning opportunities normative rather than optional. 3)Increasing affordable off campus (global and domestic) learning experiences in line with Strategic Plan Goals. 4)Creating specially designed learning experiences for first year students. 5)Enhancing the arc of student experience for all Concordia undergraduates. 6)Guaranteeing on-going opportunities for all Concordia students related to vocational discernment and career advising and preparation. 7)Contributing positively to student recruitment and retention.

Proposal We present here an Integrative Learning Model Guarantee that all students will experience an ongoing and deeply enriching integrative learning environment. Integrative learning blends theoretical elements of the curriculum, combined with connecting to problem-solving in the world.

Proposal We present here an Integrative Learning Model Guarantee that all students will experience an ongoing and deeply enriching integrative learning environment. Integrative learning blends theoretical elements of the curriculum, combined with connecting to problem-solving in the world.

Proposal We present here an Integrative Learning Model Guarantee that all students will experience an ongoing and deeply enriching integrative learning environment. Integrative learning blends theoretical elements of the curriculum, combined with connecting to problem-solving in the world.

Flagship Experiences We have come to a consensus that we will propose two integrative learning Experiences housed in a flex model.

Flagship Experiences We have come to a consensus that we will propose two integrative learning courses housed in a flex model. Flexible calendar model: 4-[4-1] Two integrative experiences, (primarily in May) for all students The creation of Integrative Experiences to supplement current experiences

Defining “Integrative” In order to meet the criteria for this new requirement an experience must: Venture beyond the boundaries of the traditional classroom and bring direct immersive experience into the topic of study over an extended period of time. Put students in direct engagement with persons or groups wrestling with a complex problem(s), questions, and challenges. Call on students to construct meaningful responses to those people, and to engage in a complexity that reaches beyond single disciplinary perspectives. The responses should keep in mind the perspectives of diverse others. Provide time for students to cope with frustration and disequilibrium; to discover problems, questions, and perspectives unscripted by the course syllabus; and to establish ownership of their perspectives and responses. Sharpen and apply skills and competencies, and require students to reflect about the application of these experiences to future plans, especially career/vocation.

Defining “Integrative” In order to meet the criteria for this new requirement an experience must: Venture beyond the boundaries of the traditional classroom and bring direct immersive experience into the topic of study over an extended period of time. Put students in direct engagement with persons or groups wrestling with a complex problem(s), questions, challenges. Call on students to construct meaningful responses to those people, and to engage in a complexity that reaches beyond single disciplinary perspectives. The responses should keep in mind the perspectives of diverse others. Provide time for students to cope with frustration and disequilibrium; to discover problems, questions, and perspectives unscripted by the course syllabus; and to establish ownership of their perspectives and responses. Sharpen and apply skills and competencies, and require students to reflect about the application of these experiences to future plans, especially career/vocation.

Defining “Integrative” In order to meet the criteria for this new requirement an experience must: Venture beyond the boundaries of the traditional classroom and bring direct immersive experience into the topic of study over an extended period of time. Put students in direct engagement with persons or groups wrestling with a complex problem(s), questions, and challenges. Call on students to construct meaningful responses to those people, and to engage in a complexity that reaches beyond single disciplinary perspectives. The responses should keep in mind the perspectives of diverse others. Provide time for students to cope with frustration and disequilibrium; to discover problems, questions, and perspectives unscripted by the course syllabus; and to establish ownership of their perspectives and responses. Sharpen and apply skills and competencies, and require students to reflect about the application of these experiences to future plans, especially career/vocation.

Defining “Integrative” In order to meet the criteria for this new requirement an experience must: Venture beyond the boundaries of the traditional classroom and bring direct immersive experience into the topic of study over an extended period of time. Put students in direct engagement with persons or groups wrestling with a complex problem(s). Call on students to construct meaningful responses to those people, and to engage in a complexity that reaches beyond single disciplinary perspectives. The responses should keep in mind the perspectives of diverse others. Provide time for students to cope with frustration and disequilibrium; to discover problems, questions, and perspectives unscripted by the course syllabus; and to establish ownership of their perspectives and responses. Sharpen and apply skills and competencies, and require students to reflect about the application of these experiences to future plans, especially career/vocation.

Defining “Integrative” In order to meet the criteria for this new requirement an experience must: Venture beyond the boundaries of the traditional classroom and bring direct immersive experience into the topic of study over an extended period of time. Put students in direct engagement with persons or groups wrestling with a complex problem(s), questions, and challenges. Call on students to construct meaningful responses to those people, and to engage in a complexity that reaches beyond single disciplinary perspectives. The responses should keep in mind the perspectives of diverse others. Provide time for students to cope with frustration and disequilibrium; to discover problems, questions, and perspectives unscripted by the course syllabus; and to establish ownership of their perspectives and responses. Sharpen and apply skills and competencies, and require students to reflect about the application of these experiences to future plans, especially career/vocation.

Delivery Methods Faculty provide frequent and ongoing feedback, and serve primarily as coaches and guides through the process. Provide opportunities for collaborative learning.

Integrative Experiences Short term study abroad Long term study abroad Internships and co-ops Student teaching and other practica Undergraduate research New experiences!

Integrative Experiences Short term study abroad Long term study abroad Internships and co-ops Student teaching and other practica Undergraduate research New experiences!

Other important pieces Inquiry and Exploration courses Fall Break extension College-wide Integrative learning days Integrative learning plan

How is this bold? Guarantees an experience for ALL Provides a Scaffolding for creativity Emphasizes our unique mix: Liberal arts meets applied learning Creates new opportunities and leverages current strengths; Creates space for innovation Provides a claim: This is a defined part of our students’ experience

How does this support career preparation? Addresses employers needs (e.g. working collaboratively with diverse individuals) Demonstrates real world relevance of liberal arts skills Enhances job readiness competencies and vocational discernment Creates relationships and networks Provides opportunities for success and failure, resilience and ambiguity

What’s Next? Community Reflection and Discussion Division meetings September 5 Open meetings: TBD Senate Sept 9

Discussion 1.What are the primary characteristics that make Concordia unique and distinctive? 2.What are the ways that the suggested proposal can help develop the Concordia “signature”? 3.Are there key terms or concepts in the proposal that you would like to hear more about, or that you think need further clarification? 4.Do the proposed changes respond to the challenges and goals that motivated them? 5.Do you think the changes will be effective? Which will be most effective? Which least effective?