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
Related AQIP Criteria
Primary
1-Helping Students Learn
Related
3-Understanding Students' and Other Stakeholders'
Needs
Related
8-Planning Continuous Improvement
Related
9-Building Collaborative Relationships
Related
None
Related AQIP Principles
Principle
A - A mission and vision that focus on serving
students and other stakeholders
Principle
D - A learning-centered environment
Principle
F - Collaboration and a shared institutional focus
Principle
H - Planning for innovation and improvement
Rationale for Action
• 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.
Areas Affected
• School of Professional Studies • School of Liberal Arts
and Sciences • Student Development • Western Institute • Public Relations
and Marketing • Admissions
Processes 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
Process Measures
• 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
Outcome Measures
• 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
Performance Targets
Year
Quantitative and Qualitative Stretch
Targets
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
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
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
Keeping Focus
• 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.
Contact Person Information:
First Name:
Robert
Middle Initial:
R.
Last Name:
Klostermeyer
Title:
Acting Dean of Student Development
Email:
kloster@missouriwestern.edu
Phone:
816-271-4432
Annual Update: 2004-09-13
A. Describe
the past year's accomplishments and the current status of this
Action Project.
This Action Project focuses on increasing the number
of students involved in credit and non-credit curricular and
co-curricula applied learning experiences and improving their
quality. Western prepared this Action Project in fall 2003.
Activity since January 2004 has focused on: • re-establishing the
18–member Strategic Plan Applied Learning and Student Development
Implementation Team • preparing proposals and securing $50,000 in
funding from the college’s Strategic Plan Implementation Fund
(SPIF) for the implementation of key elements of the Action
Project • reviewing and revising the Action Item documents of the
college’s Strategic Plan relevant to the Action Project •
sponsoring two forums during summer 2004 primarily for faculty to
inform them of current plans for the implementation of these goals
and to solicit feedback. Western is now identifying a consultant
who, with input from faculty and staff, will assist in the
development of processes to assess the quality of applied learning
activities. Last year, 78 percent of Western students participated
in applied learning experiences. Records at Western indicate we
will substantially fulfill the goal for increasing the percentage
of students who will participate in an applied learning experience
prior to graduation.
Review
(11-19-04):
The original project plan was extraordinarily
ambitious, so planning and reflection on its scope have been
important for the College, which has taken some important first
steps. However, since 78% of students already participate in
applied learning experiences, how is the target for improvement
being set? If “records” can show that the goal will be met, what
is the point of the project? Also, consultants can be very useful
in assisting institutions; at the same time, however, the
assessment of learning should become a core competency of the
institution—especially if the learning is to be “signature”. How
is the College insuring that it will learn from this process?
B. Describe how the institution involved
people in work on this Action Project.
During summer 2004, the Applied Learning and Student
Development Team held public forums and discussions with faculty
and staff to encourage and assist them in the preparation of
applications for funding for co-curricular events programming. The
Team met either formally or in work sessions approximately ten
times between mid-January and mid-May 2004, including meetings
with the deans of both academic schools and the Vice President for
Academic and Student affairs. Over sixty faculty or staff
(representing sixteen of the college’s eighteen academic
departments) attended the two 90-minute luncheon forums held in
June and July; twenty-seven of these individuals returned brief
questionnaires distributed at the forums. In AY 2004-2005, the
Team will host similar forums focusing on specific areas of
applied learning. Additionally, the Team co-chairs have met with
key faculty–especially faculty active in the applied learning
initiatives areas of internships and practica, independent
research/study projects and travel/study programs–to inform them
of the Action Project’s goals and to solicit their
advice.
Review (11-19-04):
The Team has provided for communication through forums
and meetings. However, since this project is strategic, might
additional ongoing communication and involvement—perhaps leveraged
by technology—be considered?
C. Describe your planned next steps for
this Action Project.
First, work must be completed on all of the “annual
stretch target” goals included in planning for Year One and Year
Two, including the development of specific methods for compiling
base-line data, the development of an instrument (or instruments)
acceptable to all academic units for the assessment of the quality
of specific credit and non-credit bearing applied learning
activities, and setting the “stretch targets” for annual increases
and/or the third year of the project. Second, working groups must
be re-established, recognized, or formed. These groups will have
planning/oversight responsibilities in each of the four areas of
credit-bearing applied learning, i.e., internships/practica,
independent research/study; travel/study programs and service
learning. Specifically, the academic deans will reconvene the
existing Internships/practica Committee to work with the selected
consultant. Faculty involved in campus-wide coordination of
undergraduate research initiatives will be identified. The faculty
Travel/Study Committee, currently chaired by the Director of
External Campus, will be strengthened and a Service Learning
Committee will be formed.
Review
(11-19-04):
The activities specified around measures, tools and
techniques are important. There will naturally be discernment
across the College on academic matters. However, much of the
project is framed as committee formation, consultant selection,
etc. Is there sufficient disposition to action for this project?
Is there commitment, enthusiasm about making this a
“signature”?
D. Describe any "effective practice(s)"
that resulted from your work on this Action Project.
A campus-wide evaluation of multiple measures of
quality of all applied learning opportunities at an institution of
higher learning is relatively unique. Western plans to make its
Applied Learning Project a model and best practice it can share
with other institutions. Following the completion of this Action
Project, the findings and data can be published to allow other
institutions to evaluate their programs. This Action Project
supports Western’s goal to make applied learning as a signatory to
the institution. Western plans, implements, and reports progress
on the Applied Learning goals established in its Strategic Plan at
six meetings during the year. Western also publishes an annual
Progress Report on the Strategic Plan.
Review
(11-19-04):
The goal of creating best practice is admirable. The
completed project may provide a useful model to
others.
E. What challenges, if any, are you still
facing in regards to this Action Project?
Each year, Western’s strategic planning teams must
reshape action items for the implementation of the goals and
objectives in the seven areas of planning. New implementation team
co-chairs were appointed at the beginning of fall 2003, and the
18-member Implementation Team was reestablished at the beginning
of spring 2004. Important among the accomplishments of the past
year have been the securing of SPIF funding for implementing key
elements of the Action Project, the revision of the strategic
planning action items, and the sponsoring of two forums held
during summer 2004. Some Year One projects have fallen slightly
behind schedule. The main challenge will be to identify
individuals responsible for establishing baselines for the
assessment of applied learning. Developing multiple instruments
for assessment of quality will be the primary challenge faced in
completing this Action Project.
Review
(11-19-04):
With so much preliminary work, the project's
communication plan will be critical in maintaining focus and
support across campus.
F. If you would like to discuss the
possibility of AQIP providing you help to stimulate progress on this
action project, explain your need(s) here and tell us who to contact
and when?