Integrated Core Learning (ICL) - Full Report

SUMMARY:

Integrated Core Learning is the combined implementation of four distinct UCl21 initiatives:  Liberal Learning, Unified First Year Experience (FYE) & Learning Communities, Experiential Learning, and a Re-envisioned Honors Scholars Program.  The plan leverages three critical touch points in students’ development—Great Beginnings, Mid-Collegiate Launch, and Finale.  While implementation will vary, programs across the university will share learning goals and approaches that distinguish learning at UC. 

DELIVERABLES:

Fall 05

• Develop university-wide announcements/communications outlining the main elements of ICL plan. 
• Present full briefings of the plan to key stakeholder groups to solicit feedback for refinement as well as support for implementation, e.g., associate deans and identification of a contact person for plan implementation within each undergraduate college. 
• Conduct detailed individual meetings with designated representatives from each undergraduate college to identify unique implementation plans, issues, and timelines for all 3 ICL touch points.  These plans must be sensitive to individual accreditation issues and academic goals.
• Coordinate with Center for the City leadership to generate community partner support for and excitement about the service learning component of the interdisciplinary capstones.  Begin planning for 4-5 pilot capstone projects.
• Refine plan for concept, operation, and staffing of the Experiential Learning Center
  •  Convene Experiential Learning Task Force (Professional Practice, Service Learning, IGSA; and 3-4 faculty RL leaders from varied units
  •  Benchmark related centers worldwide (language/branding, learning objectives, forms of RL, assessment, conferences/communications)
  •  Plan for an extensive planning retreat to bring together key university and community partners and participants to discuss Experiential Learning at UC.
  •  Elaborate/refine definition of Experiential Learning developed through UC|21 process, work with UC Communications to maximize branding opportunities
  •  Define associated staff positions both within and without the Center along with a timeline for hiring in 2005-06.
  •  Create a RL catalogue across programs utilizing revised language from RL definition; identify programs that can serve as models and/or test beds of extensive and innovative RL; expand Task Force as needed to include a liaison from these programs.
• Continue discussions with the McMicken College of Arts and Sciences’ Department of English and Comparative Literature, individual colleges, and the university-wide composition committee to identify a specific process to pursue replacing English 103 (Writing About Literature) with discipline-appropriate mid-career writing courses. 
• Coordinate with A&S English Composition faculty and the UC Composition Committee to form a task force that includes Just Community and On the Same Page to select Common Readings and develop a plan for incorporating these readings into English composition, Learning Communities, and First-year seminars as well as co-curricular events 
• Identify role of E-Portfolios and begin planning for their use. 
• Establish a set of learning goals, instructional topics, and suggested vehicles that comprise the unified first year experience requirement 
• Redirect monies to colleges, academic programs, and faculty as available and necessary to support expanded reach of FYE curriculum to all enrolled, matriculated first-year students 
• Pilot, in non-credit format, portions of activities that are aligned with the proposed FYE learning goals and ICL program design with the intent that their refined, for-credit versions will comprise portions of the unified FYE 
• Hire staff for program coordination and support of an expanded Center for First Year Experience including vastly expanded implementation of integrated learning communities. 
• Begin defining Learning Community configurations for 06-07; negotiate with colleges and recruit faculty for teaching first wave of integrated LCs
• Form a committee to plan and oversee First Year Expo  

 Late Fall 05 and Winter 06

• Publish full implementation timeline and budget identifying when each college will adopt each of the ICL touch points and what resources will be needed to accomplish this timeline 
• Work with the CET&L, UCit, and FTRC to develop a supporting faculty development plan and offer faculty development opportunities on topics related to ICL including (a) electronic portfolios, (b) integrated learning communities that utilize common first year readings, and (c) interdisciplinary experiential capstones
  •  Host inaugural FYE symposium November 8th, 2005, in conjunction with other ICL liaisons to begin addressing faculty and staff development needs for ICL implementation
• Develop accountability, assessment, and ongoing review plans particularly criteria for unit/program scorecards
• Identify test beds for E-portfolios (ideally entire ICL) 
• Recruit peer leaders to work with 2006-07 learning communities 
• Design the course (structure and content) for Reflection Seminars, other course work, and required co-curricular activities that link with integrated LCs and unified FYE curricula

 Spring 06

• Work with the UC|21 assessment team and the General Education Leadership to develop an appropriate assessment plan and instruments for each component of the Integrated Core Learning plan 
• Continue roll-out of faculty development opportunities as appropriate for each ICL touch point and deliverable project, e.g., Common Readings, integrated LCs, e-portfolios, etc 
• Pilot 4-5 interdisciplinary capstone teams with appropriate community partners 
• Create RL Center promotional materials
  •   Develop RL Center website, initiate development of decentralized unit websites with links to Center including links to Co-op Centennial
  •  Leverage two spring Co-op Conferences for official/public opening of RL Center
• Plan for Fall 06 pilots of test bed programs
• Host inaugural First Year  Expo; this first implementation will be a scaled down, pilot version of future annual Expos

Emerging Honors Framework:

Honors first year experiences and Learning Communities – e.g., dedicated honors learning communities, selective and appropriate introductory courses, FSEMs, and experiential learning opportunities

• Honors mid-collegiate experience – e.g., dedicated mid-collegiate writing sections and continued advising support for honors students
• 10 required Experiences/Seminars throughout the UG experience – faculty guided experiences that provide exceptional opportunities and challenges (e.g., professional, UG research, field projects, service learning and undergraduate research experiences). 
• Continued emphasis on "Honors Value Areas" that help students plan their experiences – focus on leadership, community engagement, interdisciplinary studies, UG research/performance/innovation, and global studies.
• Honors Senior Experience – e.g. dedicated interdisciplinary honors capstones

Next Steps:

The details behind the implementation of this vision will evolve out of a working sub-committee including members of the ICL committee, the honors council, and faculty staff and student representative identified by each college. 

TIMELINE:

Goals for 2005-06

• Refine vision
• Articulate a plan (including authorizations and time lines)
• Design and begin implementing pilots
• Plan for resource needs
• Plan for assessment

Process

• Faculty input (forums, faculty senate)
• Collegiate input (college meetings to determine specific plans, pilots, time lines, and resource issues)
• Cross-college faculty coordination groups (e.g., General Education, University Composition Committee)
• Cross-divisional coordination and planning
  
  GRAPHICS