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We look forward to the opportunity to participate in the Association of American Colleges and Universities' //2012 Institute on Integrative Learning and the Departments// as a next step to build on the integrative learning that is evolving at Worcester State University. WSU is at an important place in time, with new leadership, a new general education program in its 4th year, and some increased resources to facilitate the further development of integrative learning. The following efforts to expand integrative learning are already in place. Participation in //Integrative Learning and the Departments// would enable a team of campus leaders to address the following goals: We are hoping to We anticipate the team to WSU is increasingly aware of the value of integrative learning experiences and the impact it has on student learning and retention. The University has applied for and received grants to provide faculty development (The Davis Educational Foundation Grant) and to expand and enhance existing integrative learning opportunities (The Massachusetts Vision Project Grant). A culture of assessment is beginning to strengthen with the appointment of the Assistant Vice President of Institutional Assessment and participation in a state-wide assessment initiative (AMCOA). WSU is improving the assessment of its students' learning. Some institutional level assessment has been conducted but not guided by a systematic plan. We have assessed students writing First year and seniors, using the Written Communication VALUE Rubric and current plans are to use the Integrative Learning VALUE Rubric to assess the learning communities developed through the Davis Grant programs. As a LEAP institution we are aware of the need to expand assessment using the VALUE Rubrics. Despite the economic conditions WSU is committed to providing resources for further developing integrative learning opportunities for its students. Funds from the WSU Strategic Planning Trust Fund and a Massachusetts Vision Project Grant have focused on the First Year Seminar Program, undergraduate research, advising, a campus-wide theme semester initiate, service learning, and community engagement programs. In addition, July 2011, WSU was awarded a 3-year grant from the Davis Educational Foundation to enhance and expand integrative learning and to increase the HIPs students experience during their academic careers. WSU is experiencing a great deal of change as a result of new leadership, organization restructuring, the LASC, and the NEASC Self Study. These changes are having positive effects on the institution. Student services are being restructured and enhanced. Library resources are expanding and becoming more easily accessed. Instructional technologies are being updated and expanded. The NEASC Self Study is almost complete and has already identified key leverage points to effect further change. WSU is at a critical juncture. While WSU does not have a unified plan, the processes are in place that will allow the team to develop one that will support, expand, and assess integrative learning and that will make a strong contribution n to the University's mission and vision. The Worcester State University team will include:
 * WSU is in the 4th year of a new, integrative general education program, the Liberal Arts and Sciences Curriculum (LASC). WSU has been a LEAP Institution for two years. In addition, it is part of the Massachusetts public higher education system which recently became a LEAP system. The LASC and program learning outcomes have been mapped with LEAP.
 * Book discussions have been held over the past few years to facilitate dialogue across the campus about integrative learning and its place at WSU. The books selected were: //The New Agenda for Higher Education, The Learning Paradigm College, Learning Reconsidered, and The Heart of Higher Education.// These discussions brought together a cross-section of administrators, faculty and staff.
 * Fall 2011 WSU initiated the theme semester, Worcester in the World. This theme semester offered the WSU community an array of events and courses related to the theme. Student Affairs and Academic Affairs worked together to make the theme semester a positive, integrative learning experience for all. “Contagion” is the focus for the Fall 2012 theme semester.
 * The Center for Teaching and Learning has held multi-day institutes which have had a strong focus on integrative learning and high impact practices (HIPs). Sessions have explored what is integrative learning, where is it at WSU, and how can it be expanded. Other sessions facilitated faculty to explore with colleagues how they could integrate existing courses, development new courses, or redesign courses with a focus on collaborative teaching and learning. Some sessions explored specific HIPs, such as first year seminars, intensive writing courses, and service learning. Finally, other sessions have allowed faculty to identify specific topics related to teaching and learning that they would like to be the focus a faculty learning community.
 * Plan several strategies to facilitate the development of more integrative courses and co-curricular learning opportunities
 * Develop a systematic approach to assessing integrative learning at WSU
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Develop a systematic approach to developing a culture of integrative learning for students, faculty, administrators, and professional staff
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Develop an assessment protocol for integrative learning
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Develop a plan for the 2012-2013 academic year of events, activities, etc. to develop a culture supportive of integrative learning
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify additional strategies to expand integrative learning at WSU
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify resources to integrative learning to support WSU efforts
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">develop an understanding on how integrative learning cross disciplines, impacts and improves student intellectual and cognitive development.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">build collaborative efforts among faculty members from different departments to engage in offering courses with a focus on integrative learning.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">move toward a teaching approach with new pedagogical classroom approaches.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Dr. Andrea Bilics, Director, Center for Teaching and Learning, Co-PI Davis Grant, Occupational Therapy Department;
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Dr. Bonnie Orcutt, Co-PI Davis Grant, Economics Department
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Dr. Carol Lerch, Assistant Vice President of Assessment,
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Dr. Maria Fung, Co-coordinator of First Year Experience, Mathematics Department,
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Dr. Seth Surgen, Psychology Department.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Dr. Joe Quatrucci, Chemistry Department

<span style="font-family: Arial,sans-serif; font-size: 10pt;">The team was selected to represent the WSU schools, the professional programs and academic disciplines, and the assessment program(s). The diverse representation will allow the team to share expertise and interest in integrative learning and its assessment. They have demonstrated their openness to exploring new pedagogical approaches across disciplines and their willingness to improve and enhance the learning experience of undergraduate students. They have explored creative ways of planning courses and implementing initiatives that are aligned with integrative learning principles. They are a core group who will work together to facilitate change at WSU. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Members of the team will play a leadership role at WSU in 1) facilitating discussions about integrative learning among faculty and staff on campus, 2) leading professional development workshops for winter and summer institutes, and 3) developing a culture of assessment. <span style="font-family: Arial,sans-serif; font-size: 10pt;">The WSU will contribute to the Institute:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">its expertise in a variety of disciplines and professional programs
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">unique perspectives pertaining to integrative learning, its implementation of course offerings, and its assessment
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">creative problem-solving experience to share with other institute participants.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">intellectual discussions and conversations to motivate each other as well as other institute participants toward institutional changes that will enhance students' integrative learning capacities

Thematic Tracks
 * 1) Faculty and Administrative Leadership for Integrative __Learning__
 * 2) Integrative Learning as a Hallmark of 21st-Century Liberal Education
 * 3) Building Capacity for Authentic Assessment
 * 4) Aligning Practices and Promoting Educational Effectiveness

__Application__ Components (1300 words maximum)

We look forward to the opportunity to participate in the Association of American Colleges and Universities' //2012 Institute on Integrative Learning and the Departments// as a next step to build on the integrative learning that is developing at Worcester State University.
 * Goals
 * High priority tasks for strengthening and/or assessing integrative learning
 * Plan several strategies to facilitate the development of more integrative courses and co-curricular learning opportunities
 * Develop a systematic approach to assessing integrative learning at WSU
 * Develop a systematic approach to developing a culture of integrative learning for students, faculty, administrators, and professional staff
 * What would be tasks that would make the project a success
 * Development of an assessment protocol for integrative learning
 * Development of a plan for the 2012-2013 academic year of events, activities, etc. to develop a culture supportive of integrative learning
 * Identification of resources to integrative learning to support WSU efforts
 * **Needs**
 * **We anticipate the team to**
 * **develop an understanding on how integrative learning across disciplines, impacts and improves student intellectual and cognitive development.**
 * **build collaborative efforts among faculty members from different departments to engage in offering courses with a focus on integrative learning.**
 * **move toward a teaching approach with new pedagogical classroom approaches.**
 * **Educational changes envision within and among participating departments/units and motivation**
 * T**he vision of Worcester State University, working through the Center for Teaching and Learning promotes faculty learning communities and faculty collaborative teaching efforts. Faculty are encouraged to apply for monies through a grant submission proposal supported by an external grant. It is our hope to encourage more faculty to participate in these initiatives to build students integrative learning experiences. It is our hope to train more faculty members so that they can become faculty trainers or facilitators on campus and continue to broaden and deepen the work mentioned below that WSU is currently doing.**
 * **__Work__ already done and by whom**
 * **The Center for Teaching and Learning has held multi-day institutes which have had a strong focus on integrative learning and high impact practices (HIPs). Sessions have explored what is integrative learning, where is it at WSU, and how can it be expanded. Other sessions facilitated faculty to explore with colleagues how they could integrate existing courses, development new courses, or redesign courses with a focus on collaborative teaching and learning. Some sessions explored specific HIPs, such as first year seminars, intensive writing courses, and service learning. Finally, other sessions have allowed faculty to identify specific topics related to teaching and learning that they would like to be the focus a faculty learning community.**
 * **Book discussions have been held over the past few years. The books have been selected to explore topics relevant to integrative learning both in the classroom and in co-curricular activities. The books selected were: //The New Agenda for Higher Education, The Learning Paradigm College, Learning Reconsidered, and The Heart of Higher Education.// These discussions brought together a cross-section of administrators, faculty and staff.**
 * **Fall 2011 WSU implemented the theme semester, Worcester in the World. This theme semester, WSU's first, offered the WSU community an array of events and courses related to the theme. Student Affairs and Academic Affairs worked together to make the theme semester a positive, integrative learning experience for all.**
 * **WSU is in the 4th year of a new, integrative general education program, the Liberal Arts and Sciences Curriculum (LASC). WSU has been a LEAP Institution for two years. In addition, it is part of the Massachusetts public higher education system which recently became a LEAP system. The LASC and program learning outcomes have been mapped with LEAP.**
 * **Assessment results prompted review or just beginning to develop an assessment plan?**
 * **WSU is beginning to assess its students' learning. Some institutional level assessment has been conducted but not through a systematic plan. We have assessed students writing First year and seniors, using the Written Communication VALUE Rubric. Current plans are to use the Integrative Learning VALUE Rubric to assess the learning communities developed through the Davis Grant programs.**
 * Resources and political issues at play
 * July 2011 WSU was awarded a 3-year grant from the Davis Educational Foundation to enhance and expand integrative learning and to increase the HIPs students will experience during their academic career at WSU. In addition, the University has increased its commitment to integrative learning and HIPs with increased funding and recognition.
 * WSU is experiencing a great deal of change as a result of new leadership, organization restructuring, the LASC, and the NEASC Self Study. While change can have negative outcomes it can have positive outcomes, depending on how the change is presented and implemented. The plan moving forward is to create an learning environment that will enhance student learning through integrative learning experience.
 * Unified vision of a plan emerged?
 * WSU is at a critical juncture. The processes are in place to develop a unified plan to support and expand integrative learning. With the NEASC Self Study key leverage points to effect change have been identified. This institute will allow the team to develop a cohesive plan that will make a strong contribution to the University's mission and vision.
 * **Team characteristics**
 * **The team consists of**
 * **Dr. Andrea Bilics, Director, Center for Teaching and Learning, Co-PI Davis Grant, Occupational Therapy Department;**
 * **Dr. Bonnie Orcutt, Co-PI Davis Grant, Economics Department**
 * **Dr. Carol Lerch, Assistant Vice President of Assessment,**
 * **Dr. Maria Fung, Coordinator of First Year Experience, Mathematics Department,**
 * **Dr. Seth Surgen, Psychology Department.**
 * **Dr. Joe Quatrucci, Chemistry Department**
 * **The team represents both professional fields and liberal arts, programs and academic disciplines across the university, and both schools. The diverse representation will allow the team to share expertise and interest in integrative learning. They have demonstrated their openness to exploring new pedagogical approaches across disciplines and their willingness to improve and enhance the learning experience of undergraduate students. They have explored creative ways of planning courses and implementing initiatives that are aligned with integrative learning principles. They are a core group who will work together to facilitate change at WSU.**
 * **Members of the team will play a leadership role in 1) facilitating discussions about integrative learning among faculty and staff on campus, 2) leading professional development workshops for winter and summer institutes, and 3) developing a culture of assessment.**
 * **Contributions**
 * **The team represents expertise in a variety of disciplines and professional programs and is able to bring unique perspectives pertaining to integrative learning and implementation of course offerings. Our team will also be able to bring creative problem-solving experience to share with other institute participants. Through intellectual discussions and conversations, our team members hope to be able to motivate each other as well as other institute participants toward institutional changes that will enhance students' integrative learning capacities.**
 * **The team represents expertise in a variety of disciplines and professional programs and is able to bring unique perspectives pertaining to integrative learning and implementation of course offerings. Our team will also be able to bring creative problem-solving experience to share with other institute participants. Through intellectual discussions and conversations, our team members hope to be able to motivate each other as well as other institute participants toward institutional changes that will enhance students' integrative learning capacities.**