APPLIED LEARNING ACTION PROJECT

A. Project title

Applied learning

B. Goals

The goals of this project are:

• To increase the percentage of graduates involved in credit bearing applied learning activities to 75%
• To increase the opportunities for credit bearing applied learning activities
• To improve the quality of credit bearing applied learning activities
• To expand the range of complementary co-curricular applied learning opportunities
• To improve the quality of complementary co-curricular applied learning opportunities
• To make applied learning signatory to Western

C. AQIP criteria and principles of high-performing organizations

Primary AQIP criterion

• Helping students learn

Secondary AQIP criteria

• Building collaborative relationships
• Understanding students’ and other stakeholders’ needs
• Planning continuous improvement

AQIP principles of high-performing organizations

• A learning-centered environment
• A mission and vision that focus on serving students and other stakeholders
• Collaboration and shared institutional focus
• Planning for innovation and improvement

D. Rationale for addressing this primary concern, the origin of the project, and why this primary concern and the goals of this project should be emphasized now

This project emanates from goals established in Western’s five-year strategic plan. Western’s plan identifies the importance of utilizing applied learning to develop students for their lives following graduation. Students need generally to be able to integrate classroom learning with their daily lives and with life and career goals. Research has also shown that students who are engaged in their own learning and able to use the knowledge base, critical thinking abilities, and

skills they acquire in the classroom in applied learning opportunities gain a better understanding and appreciation of what they are learning and have learned. Western is committed to developing “citizen-scholars” who have acquired the tools and skills necessary to be engaged members of society. Thus, the further development of applied learning opportunities at Western will strengthen the bridge that helps students develop these tools and skills prior to graduation.

E. List of organization areas (or institutional departments and divisions) most affected  

• School of Professional Studies
• School of Liberal Arts and Sciences
• Student Development
• Western Institute
• Public Relations and Marketing
• Admissions

F. List and describe the critical processes most affected

• Communicating learning expectations to students
• Identifying departmental strengths and institutional capabilities
• Evaluating instructional structure and mentoring relationships
• Promoting collaborative relationships among academic departments
• Promoting collaborative relationships between academic departments and student development, including student government and student organizations
• Promoting collaborative relationships between academic departments and external stakeholders
• Improving communication between academic departments and college relations and marketing
• Strengthening cooperation between academic departments and admissions

G. List the process measures that you plan to track as you work on this action project

• Annual quantitative and qualitative audits of credit and non-credit bearing applied learning opportunities
• Annual quantitative and qualitative audits of new and continuing internship, practicum, service learning and volunteer service relationships with external stakeholders
• Periodic surveys of students to evaluate their awareness of and interest in credit bearing applied learning opportunities
• Periodic surveys of students to evaluate their awareness of and interest in on campus co-curricular programming and opportunities
• Periodic surveys of external stakeholders, such as community leaders, parents, counselors/teachers, community members and prospective students to determine their awareness of and interest in Western’s credit and non-credit bearing applied learning opportunities
• Semester-by-semester student course evaluations in all credit-bearing applied learning courses for the period Fall 2004 through Spring 2006

H. List the outcome measure that you plan to track as you work on this action project

• Compare the percentage of Western graduates participating in credit bearing applied learning activities (grouped by type, i.e., internships, practica, faculty/student independent study projects, etc.) in AY2005-2006 with the average percentage for the three-year period AY2001-2002 to AY2003-2004
• Compare the number of students who participate in co-curricular programming (grouped by type, i.e., lectures, events, volunteer projects, etc.) in AY2005-2006 with the number who  participated in such programming in AY2003-2004
• Compare the number of co-curricular events and programs (grouped by type and number of participants) organized in AY2005-2006 with the number organized in AY2003-2004
• Compare qualitative assessments of credit and non-credit bearing applied learning activities from the Fall 2004 semester with the same assessment for the Fall 2005 and Spring 2006 semesters 

I. Describe your annual stretch targets

Year one (Nov. 2003-Sept. 2004)

• Get at least forty percent of faculty (with representation from every academic department) to attend campus-wide forums to be held in late March and/or early April 2004 to complete the process of establishing consensus on the specific credit and non-credit bearing activities being used in this action project to determine baseline and target percentages and numbers of students participating in applied learning activities 
• Identify (or develop) by Sept. 1, 2004 an instrument (or instruments) acceptable to all academic units that can be used for the qualitative assessment of credit bearing applied learning activities
• Identify (or develop) by Sept. 1, 2004 an instrument (or instruments) that can be used for the qualitative assessment of non-credit bearing applied learning activities and develop a system for tracking and evaluating the effectiveness of all co-curricular programming
• Determine by Sept. 1, 2004 the “stretch target” for increases in the number of students attending campus co-curricular events in the third year of the action project compared to AY 2003-2004
• Determine by Sept. 1, 2004 the “stretch target” for increases in the number of students participating in campus and community volunteer service projects in the third year of the action project compared to AY2003-2004  
• Determine by Sept. 1, 2004 alternative “stretch targets” for annual increases (by type, e.g., internships, practica, faculty/student independent study, etc.) in the percentage of Western graduates participating in required or elective credit bearing applied learning activities for each of the next five years based on an analysis of AY2003-2004 graduation data, and begin  developing cost estimates of the staffing and other resource needs associated with these increases

Year two (Sept. 2004-Sept. 2005)

• Determine by Dec. 31, 2004 specific “stretch targets” for annual increases in the percentage of Western graduates participating in different types of credit bearing applied learning activities for the next five years with specific recommendations for obtaining the funding needed, including private and external support, to meet these targets
• Get at least forty percent of faculty (with representation from every academic department) to attend at least one of several campus-wide workshops to be held throughout the Fall 2004 term for the discussion of specific topics related to improving the quality and/or increasing participation in credit and non-credit bearing applied learning activities, e.g., “best practices” for internships and practica, networking with external stakeholders to establish higher quality internship and practicum opportunities, comparing quality standards for faculty/student independent study in different academic fields, “best practices” for successful and effective co-curricular event programming, etc.
• Continue sponsorship of workshop events during the Spring 2005 semester with similar participation goals

Year three (Sept. 2005-2006)

• Meet or exceed the “stretch target” for the increases in the number of students attending a campus co-curricular event established at the begriming of year two
• Meet or exceed the “stretch target” for increases in the number of students participating in community and campus volunteer service projects established at the beginning of year two
• Meet or exceed the “stretch targets” for increases in the percentage of Western graduates participating in different types of credit bearing applied learning activities established in year two

J. Briefly describe how you will keep the institution’s energies focused on this project and its goals

• Western seeks to establish “applied learning” and “service to the region” as its institutional signatures. As such, much institutional energy is being directed to initiatives, such as this project, which support this effort. All of the specific initiatives identified in this action project are also closely aligned with the goals enshrined in the college’s five-year strategic plan, which has been developed with broad input and the support of representatives from all areas of the college, as well as with considerable input from the community.