Report of the Strategic Planning Implementation Task Force on the Undergraduate Experience: December, 1995

Preamble

The following general principles and more specific expectations for the undergraduate student experience at the University focus the University's attention on issues being addressed in institutions of higher education across the United States. The Task Force on the Undergraduate Experience looked at that experience holistically, and the standards that emerged reflected both the perceived needs of this University and its students and that broader context. For undergraduates, three important concerns are apparent:

• the quality of the teaching and learning environment (as it is informed by the research and outreach activities of the faculty);
• the quality of the advising available;
• the quality of the co-curricular activities (activities outside the formal teaching/learning environment which contribute to intellectual and personal growth).

A holistic vision incorporates these concerns in a perspective that recognizes that undergraduate students are important members of the University community, who expect to receive benefits from the University but also anticipate making contributions to the community.

General Principles to Guide the Undergraduate Experience

Undergraduate students at the University of Connecticut can expect the following from their matriculation to their graduation with a baccalaureate degree:

1. A personal network of support enables students to maximize their learning and personal development, make effective choices, and be prepared to move to the next stage of their life, whether that is a job or further education.

This network will include lower and upper division and graduate students, faculty, and professional staff, and will engage the student in both academic settings as well as social and co-curricular activities.

2. Faculty actively engage students in the learning process.

Active engagement begins during orientation. By graduation, all students will work with faculty or professional staff in at least one significant experience of independent or small group research, service project or other type of experiential learning opportunity.

3. General education requirements are integrated into a coherent educational experience.

Students understand the importance of their general education requirements and how they contribute to disciplinary or professional specialization.

4. Honest and respectful discussions regarding different individuals, cultures and values are consistently integrated into academic and co-curricular settings.

The University fosters an environment that not only tolerates, but also celebrates, diversity in individuals, cultures and values.

5. Academic and support procedures and policies recognize that undergraduate students are highly valued members of the University community.

6. The University clearly and carefully communicates its values, standards and expectations for all its members.

The initial socialization experience in particular must be shaped to transmit these principles; all subsequent experiences (from daily details of academic and social life to the larger rituals of transition) must reinforce the culture and support the students' growing understanding of their roles in the community.

Specific Expectations for Three Time Periods in the Undergraduate Experience:

A Holistic Perspective

Experiences in the First Three Weeks:

A formal orientation program immediately preceding semester and continuing through first three weeks connects students to faculty, each other, and opportunities in academics and extracurricular opportunities while stressing the value of diversity within the University community.

1. Students begin to establish a personal support network.

• Some organized peer group activities--in classes, in dorms, and through student activities

  --students have at least one course in which study groups have been organized by professor and have met to work on project, study for quiz

  --resident assistants have organized floor or dorm wide activities that connect new students with their new peers and with experienced students; first events during orientation and follow-up activities during first three weeks. Equivalent activities are arranged for commuting students.

  --student organizations (USG, SUBOG) have hosted social, informational events, first during formal orientation program and then again during first three weeks, preferably on weekends

• Some personalized connection during formal orientation with faculty members who communicate academic expectations, share the excitement of learning, and provide sound advising

  --students have met with a faculty person to discuss academic goals, expectations of performance

  --context might be first meeting of "new student" seminar, meeting with "cluster" advisor, or small group discussion of summer reading project

• Some formal exposure to extracurricular opportunities

  --some extracurricular organizations present programs during formal orientation

  --with help of residential assistants or upperclass mentors, students have attended Activities Fair and committed to one or two organizations or are involved in an intramural team

  --students have been personally invited by faculty or resident assistants to attend Convocation and sit with them during program

2. Positive interactions occur with staff, faculty and students.

--all offices that deal with students are fully staffed during orientation and first three weeks, including additional temporary staff if necessary

--staff are sensitized to concerns of students during orientation period and provide extra support/assistance in resolving dilemmas

3. Orientation is available every semester for new, branchfer and transfer students and those wanting to "start over".

--different types of programming may be appropriate, but "new beginning" should be celebrated each semester

--utilize technology to assure exposure of all students to orientation opportunities

Student Accomplishments after the First 45 to 60 Credits:

1. Students have an integrated understanding of how general education has prepared them for further learning, citizenship

• Have acquired knowledge and understanding of essential concepts underpinning a liberal education

  --understand central principles of scientific, humanistic, and artistic inquiry

  --possess a sufficient grasp of the sciences, humanities and arts to form a framework upon which other studies can be built and integrated

  --have become critical, thoughtful consumers of information and ideas

• Comfortable with, value diversity of individuals, cultures, and values

  --several GER courses have dealt with issues of diversity, both ethnic and cultural

  --worked with students/faculty/staff of different ethnicities and cultures on academic or extracurricular projects or activities (i.e. intramural teams)

• Active learning, in variety of classes, has contributed to integration

  --projects, assignments in GER courses have explicitly required use of content, skills learned in other GER courses

  --cluster registration into at least three GER courses, with undergraduate mentor and faculty advisor for one through four semesters

  --faculty teams who teach concurrent GER courses and relate material across the courses

2. Students recognize self-mastery in writing, reading, quantifying, critical thinking, expression of original ideas, and their ability to use computers for gathering and sharing information as well as analysis.

• Variety of academic options available to support students with different goals during general education experience

  --freshman seminars, taught as writing courses by faculty willing to use a disciplinary topic to explore broader issues of individual development important to new undergraduates

  --Freshman 101, a course designed to deal with developmental and academic skills issues important to new students

• Acknowledged success and public recognition (award, verbal praise from faculty, staff; special invitation) in academic and/or extracurricular activities

• Active learning, in variety of classes, has contributed to mastery

3. Students have clear personal goals for education within major and understand the relationship of curriculum to world of work.

• Faculty and upper division students identified as mentors

  --academic units responsible for making these matches for each major

  --undeclared students have faculty and upper division student mentors comfortable with ambiguity and skilled at helping students identify most appropriate directions

• Involvement in academically-related extracurricular activities

  --disciplinary organizations, honor societies

  --special events such as career programs

• Sense of responsibility for own education

• Understanding of role of internships, independent research, service learning in attaining personal goals

  --career services have been used as information source

  --long-term academic schedule includes appropriate experiential learning

• Challenged by potential of specialized courses, graduate program opportunities

  --long-term academic schedule charted to allow for such specialization if desired

4. Students have sense of connectedness to University, and their actual and potential contributions to university

--jobs on campus

--extracurricular activities

--academic projects that connect to University's mission

5. Students recognize the strengths of university in scholarly activities, outreach, as well as athletics.

--read articles in Daily Campus, hometown newspaper about accomplishments of faculty, staff and students

--faculty have consciously related professional activities of note to GER course content

Student Perspective At Commencement:

1. Students are confident in their ability to continue to learn throughout life, and their readiness to embark on next stage--career, grad school.

• For some, progress towards master's degree is already well-established
• For most, plans for next phase (job, graduate school) are firm
• Comfortable working and living in a diverse environment

2. Students are proud of contributions to the University community.

• Independent or small group learning project--research project, service project
• Leadership roles in academic or extracurricular activities or work environment
• Public recognition of some contribution has been provided

3. Students are confident that at least two faculty members will continue to serve as mentors for decision-making, and as references.

4. Students are grateful that they benefited from strengths of university in scholarly activities, outreach, cultural contributions as well as athletics

Necessary Structures to Focus Attention on Principles

The Task Force focused on principles, rather than structures that would be necessary to attain these principles. However, discussion did identify some issues which must be addressed by the University if these principles of undergraduate education at the University of Connecticut are to be implemented.

1. Faculty and staff development will be necessary to facilitate transition to new expectations.

2. Faculty roles and rewards must be reexamined to assure that sufficient faculty are actively and creatively engaged in the undergraduate educational experience and recognized for their efforts.

• Undergraduate advising is recognized and rewarded
• Effective general education instruction is highly valued, and senior faculty are involved
• Collaboration among faculty across disciplines/colleges is encouraged to enhance learning of key skills--communication, writing, computing, critical thinking
• Learning is emphasized, rather than instruction

3. Experimentation, assessment, and oversight are required to keep the undergraduate experience challenging and supportive.

• University Senate Committees are unable to manage most of the undergraduate experience (no staff, no budget, no time)
• An individual/office must be responsible for marshaling resources of the University to benefit undergraduates, working cooperatively with both academic and student affairs (e.g. Associate Provost for Undergraduate Education and Instruction or a Dean of Undergraduate Education).
• Undergraduate Education Center may provide both a physical embodiment of new emphasis on undergraduate education and "virtual" connections among units charged with elements of the undergraduate experience.
• "Bridges" needed to sending and receiving institutions to enhance undergraduate experience; changed expectations must be clearly communicated to high schools
• A "seamless learning environment" is supported, from classroom to dorm to social spaces in academic buildings, and includes special events