Academic Intrigue: Academic Intrigue:

17 Years as UCLA’s17 Years as UCLA’sDean and Vice Provost for Dean and Vice Provost for Undergraduate EducationUndergraduate Education

Judith L. SmithJudith L. Smith

As an administrator,As an administrator, have you steppedhave you stepped

into the stairwell and into the stairwell and employed hugger-mugger employed hugger-mugger

tactics to get projects tactics to get projects accomplished?accomplished?

At UCLA the Dean and Vice Provost:At UCLA the Dean and Vice Provost:

Leads the Division of Undergraduate Education and is Leads the Division of Undergraduate Education and is the campus advocate for innovation and excellence in the campus advocate for innovation and excellence in education.education.

Creates and administers campus-wide academic Creates and administers campus-wide academic programs for undergraduates.programs for undergraduates.

Promotes student success through academic advising, Promotes student success through academic advising, peer-learning workshops, and mentoring.peer-learning workshops, and mentoring.

Develops & administers scholarship programs to Develops & administers scholarship programs to facilitate key academic experiences.facilitate key academic experiences.

UCLA Undergraduate ProfileUCLA Undergraduate Profile

• • 27,000 undergraduates27,000 undergraduates• • 27% enter as junior-transfers27% enter as junior-transfers• • 55% female 55% female • • 22% underrepresented 22% underrepresented • • 85% from California 85% from California • • 56% financial-aid recipients56% financial-aid recipients• • 32% Pell-grant recipients32% Pell-grant recipients• • 42% first to attend college42% first to attend college• • 40% English first language40% English first language

Fully 92% of all freshman and Fully 92% of all freshman and transfer matriculates graduate transfer matriculates graduate from UCLA.from UCLA.

Most Popular Majors:Most Popular Majors:

Political SciencePolitical SciencePsychologyPsychology

BiologyBiologyBusiness EconomicsBusiness Economics

HistoryHistoryBiochemistryBiochemistry

PhysiologyPhysiology

I will share four academic innovations that I will share four academic innovations that transformed key aspects of undergraduate transformed key aspects of undergraduate education at UCLA.education at UCLA.

#1#1

Redesign the lower Redesign the lower division curriculum division curriculum (particularly general (particularly general education) to promote education) to promote an increase in student an increase in student course workloadcourse workload

In the 1990’s, UCLA students typically completed three In the 1990’s, UCLA students typically completed three courses (courses (12 units12 units) each of three terms (F, W, S), earning ) each of three terms (F, W, S), earning a total of ~36 units over the academic year. a total of ~36 units over the academic year.

But the State expects full-time UC students to complete But the State expects full-time UC students to complete an average of 15 units per term and 45 units per year.an average of 15 units per term and 45 units per year.

Workload at UCLA was ~ 0.88 of the State expectations; Workload at UCLA was ~ 0.88 of the State expectations; our goal was to meet State expectations and increase our goal was to meet State expectations and increase workload.workload.

Challenges VoicedChallenges Voiced

Academic Advisers: Academic Advisers: ““Most students cannot handle more!”Most students cannot handle more!”

Faculty: Faculty: ““Students need to spend more time on Students need to spend more time on each course not less by taking more each course not less by taking more courses!”courses!”

Students: Students: ““Coursework at UCLA is harder than at Coursework at UCLA is harder than at other UC campuses!” other UC campuses!”

Worked with Academic Senate to Worked with Academic Senate to establish clear workload guidelines establish clear workload guidelines and a process to examine workload and a process to examine workload demands of lower division courses.demands of lower division courses.

Confirmed that 1 unit = 3 hours of Confirmed that 1 unit = 3 hours of effort in effort in andand out of the classroom. out of the classroom. Discovered that many GE courses had Discovered that many GE courses had been compressed from a semester to been compressed from a semester to a quarter offering.a quarter offering.

Established guidelines for 5-unit Established guidelines for 5-unit general education courses.general education courses.

Increases in UCLA Student Workload Over Five YearsIncreases in UCLA Student Workload Over Five Years

More entering freshmen now graduateMore entering freshmen now graduatein four years (55% to 71%)in four years (55% to 71%)

#2#2

Establish a signature Establish a signature academic program for academic program for freshmen designed to: freshmen designed to:

1) facilitate transition to UCLA through yearlong learning communities.1) facilitate transition to UCLA through yearlong learning communities.

2)2) foster an interdisciplinary approach to understanding broad, complex issues offoster an interdisciplinary approach to understanding broad, complex issues of importance to society.importance to society.

3) elevate skills for academic success (writing, critical thinking and oral argument).3) elevate skills for academic success (writing, critical thinking and oral argument).

4)4) provide a culminating experience that challenges freshmen to reflect on and provide a culminating experience that challenges freshmen to reflect on and integrate materials mastered in previous quarters.integrate materials mastered in previous quarters.

FALL FALL QuarterQuarter

LectureLecture++

DiscussionDiscussion

6 units6 units

WINTER WINTER QuarterQuarter

LectureLecture++

DiscussionDiscussion

6 units6 units

Each Freshman Cluster Each Freshman Cluster is a yearlong sequence.is a yearlong sequence.

SPRINGSPRINGQuarterQuarter

SmallSmallSeminarsSeminars

6 units6 units

General Education Credit (18 units) and completionGeneral Education Credit (18 units) and completionof the second-level writing courseof the second-level writing course

Sample Interdisciplinary TopicsSample Interdisciplinary Topics

Interracial DynamicsInterracial Dynamicsin Americain America

The Global EnvironmentThe Global Environment

Sex: From Biology to a Sex: From Biology to a Gendered SocietyGendered Society

1963-74: United States 1963-74: United States Politics and CulturePolitics and Culture

Interracial Dynamics in

America

History Law

Literature Political Science

Interdisciplinary ApproachInterdisciplinary Approach

Faculty Concerns Voiced:Faculty Concerns Voiced:

““Interdisciplinary approaches will be too Interdisciplinary approaches will be too difficult for freshmen.”difficult for freshmen.”

““Faculty will not want to teach in Faculty will not want to teach in teams and doctoral students will not be teams and doctoral students will not be prepared for TA positions.”prepared for TA positions.”

““The program will be too costly andThe program will be too costly andtake away funds from departments.”take away funds from departments.”

““Many freshmen will not want to stay in a Many freshmen will not want to stay in a yearlong sequence.”yearlong sequence.”

Clusters developed………………...16Clusters developed………………...16

Freshmen in clusters……………..16,322Freshmen in clusters……………..16,322

Faculty instructors………..……………..117Faculty instructors………..……………..117

Graduate student instructors..…..…………372Graduate student instructors..…..…………372

Evaluations and Program Reviews………………3Evaluations and Program Reviews………………3

Freshman Clusters Freshman Clusters by the numbers, by the numbers, from 1998 to 2012:from 1998 to 2012:

Major assessment findings for Major assessment findings for cluster freshmen cluster freshmen (N = 4,100)(N = 4,100)

Freshmen are challenged by theinterdisciplinary approach but,as seniors, they report that this is one of the “most important” features of their cluster experience.

Freshmen are challenged by theinterdisciplinary approach but,as seniors, they report that this is one of the “most important” features of their cluster experience.

They reportsubstantial gainsin critical thinking, writing and oralpresentation skills.

They reportsubstantial gainsin critical thinking, writing and oralpresentation skills.

They gain a strong sense of community and make lasting friendships.

They gain a strong sense of community and make lasting friendships.

They view the spring seminar as the highlight because they can focus on an aspect of the cluster topic that most interests them and complete a creative, culminating project.

They view the spring seminar as the highlight because they can focus on an aspect of the cluster topic that most interests them and complete a creative, culminating project.

Major assessment findings forMajor assessment findings forcluster teaching assistantscluster teaching assistants (N=102)(N=102)

T.A.s enjoy the opportunity to develop and teach their own spring seminars, and they praise the training they receive from the cluster staff to assist them in preparing for this unique opportunity.

T.A.s enjoy the opportunity to develop and teach their own spring seminars, and they praise the training they receive from the cluster staff to assist them in preparing for this unique opportunity.

T.A.s report “growing”intellectually and being challenged by the demands of interdisciplinary teaching.

T.A.s report “growing”intellectually and being challenged by the demands of interdisciplinary teaching.

They report the workload is heavy but note that the teaching is more rewarding than most T.A. teaching.

Major assessment findings for cluster Major assessment findings for cluster faculty (faculty (N=73, 86% tenure-track)N=73, 86% tenure-track)

80% of cluster faculty have not taught freshmen; most find them to bebright and eager but not very knowledgeable.

They are challenged by theinterdisciplinary approach but enjoy team teaching andreport learning good teaching skills from the teaching team.

Most faculty report that participating in clusters is very time consuming and the “hardest teaching I’ve ever done.” Many also note that it is their “best” and “most satisfying” teaching and leads to new research projects.

#3 and #4#3 and #4

Provide capstone Provide capstone experiences for UCLA experiences for UCLA seniors and establish seniors and establish learning outcomes learning outcomes based on the capstone based on the capstone productsproducts

Can they be linked?Can they be linked?

Capstones LearningCapstones Learning OutcomesOutcomes

●● a creative, inquiry-based learning experience that deepens the a creative, inquiry-based learning experience that deepens the studentstudent’’s knowledge and integration of the disciplines knowledge and integration of the discipline

●● an upper-division course (of at least 4 units) preferably taught by an upper-division course (of at least 4 units) preferably taught by tenure-track facultytenure-track faculty

●● completed individually or by a group, provided each student’s completed individually or by a group, provided each student’s contribution is significant, identifiable and gradedcontribution is significant, identifiable and graded

●● culminates in a tangible product that can be archived (electronically) culminates in a tangible product that can be archived (electronically) by the department for three yearsby the department for three years

●● includes opportunities for students to share capstone projects withincludes opportunities for students to share capstone projects with peers in class or outside of classpeers in class or outside of class

UCLA Capstone CriteriaUCLA Capstone Criteria

The UCLA The UCLA Capstone Capstone PyramidPyramid

Class Projects: seminar with term paper; advanced science lab with at least one student-designed

experiment; class productions and group recitals.

Individual Projects:campus research; civic or

corporate internship, community-based research;

design portfolio; student recitals and art shows

HonorsThesis

Design Capstone Project Set Learning Outcomes

Set Learning Outcomes

Design Capstone Project

Complementary Processes Complementary Processes

http://www.learningoutcomes.ucla.eduhttp://www.learningoutcomes.ucla.edu

http://www.capstones.ucla.eduhttp://www.capstones.ucla.edu

Neuroscience MajorNeuroscience Major (134 graduated in 2011) (134 graduated in 2011)

Students must complete two terms of research Students must complete two terms of research or an advanced laboratory class, working on or an advanced laboratory class, working on projects in a small group.projects in a small group.

Students should be able to:Students should be able to:

1)1) generate testable scientific hypotheses and develop a researchgenerate testable scientific hypotheses and develop a research plan to test such hypotheses. plan to test such hypotheses. 2)2) work on research projects independently and in small groupwork on research projects independently and in small group settings.settings.3) evaluate and discuss primary literature and evaluate the validity3) evaluate and discuss primary literature and evaluate the validity of hypotheses generated by others.of hypotheses generated by others.4)4) write effectively and demonstrate creative thinking.write effectively and demonstrate creative thinking.

Statistics MajorStatistics Major (28 graduated in 2011) (28 graduated in 2011)

Students work in small groups in the Statistical Students work in small groups in the Statistical Consulting Clinic to solve problems posed by Consulting Clinic to solve problems posed by clients.clients.

Students will work to solve problems and will:Students will work to solve problems and will:

1)1) be able to restate an investigative question in terms of a be able to restate an investigative question in terms of a statistical model or algorithm.statistical model or algorithm.2)2) verbally communicate statistical results clearly to a non- verbally communicate statistical results clearly to a non-

technical audience.technical audience.3)3) successfully relate theoretical concepts to a real-world successfully relate theoretical concepts to a real-world problem in a written report.problem in a written report.4)4) demonstrate the ability to find research literature appropriate demonstrate the ability to find research literature appropriate to the investigative task.to the investigative task.

Art MajorArt Major (62 graduated in 2011) (62 graduated in 2011)

Students complete a studio-based course and Students complete a studio-based course and create a portfolio of work.create a portfolio of work.

Through required coursework leading to and including the Senior Through required coursework leading to and including the Senior Studio (Art 150), students will demonstrate:Studio (Art 150), students will demonstrate:

1)1) competence in a range of techniques and media.competence in a range of techniques and media.2)2) familiarity with historical precedents for, and issues in, familiarity with historical precedents for, and issues in, contemporary art.contemporary art.3)3) understanding of terms and concepts relevant to contemporary understanding of terms and concepts relevant to contemporary

art discourse. art discourse. 4)4) ability to effectively articulate analysis of works of art in order ability to effectively articulate analysis of works of art in order to participate in studio critique.to participate in studio critique.

Progress to date…Progress to date…

UCLA offers 120 majors:UCLA offers 120 majors:

•• 58 are now capstone certified majors 58 are now capstone certified majors (~10 in preparation)(~10 in preparation)

• • all engineering majorsall engineering majors

•• all majors in UCLA’s institutes of the all majors in UCLA’s institutes of the environment and international studiesenvironment and international studies

• • most majors in the fine arts andmost majors in the fine arts andperforming artsperforming arts

• • most small majors in humanities most small majors in humanities

Biggest capstone majors:Biggest capstone majors:• • History (1,046)History (1,046)• • English (1,038)English (1,038)• • Electrical Eng (698)Electrical Eng (698)• • Neuroscience (505)Neuroscience (505)

Challenges:Challenges:• • resourcesresources• • attitudesattitudes• • expectationsexpectations

History MajorHistory Major (481 graduated in 2011) (481 graduated in 2011)

Students must complete a capstone seminar Students must complete a capstone seminar with paper.with paper.

Students completing the capstone seminar will be able to:Students completing the capstone seminar will be able to:

1) show appropriate mastery of a specialized area of history. 1) show appropriate mastery of a specialized area of history.

2) show critical understanding of current scholarly concerns, literature2) show critical understanding of current scholarly concerns, literature and debates.and debates.

3) identify and analyze primary sources.3) identify and analyze primary sources.

4) design and carry out a research project, drawing on primary4) design and carry out a research project, drawing on primary sources and appropriate scholarly literature.sources and appropriate scholarly literature.

2012 UCLA College Senior Survey66% report completing a capstone-like project

2012 Senior2012 Senior Survey DataSurvey Data

Implementing a Learning Implementing a Learning Outcomes Assessment Plan:Outcomes Assessment Plan:

Linking assessment plans to the Linking assessment plans to the Academic Senate eight-year Academic Senate eight-year Program Review processProgram Review process

Beginning modestly: Beginning modestly: departments will assess one of departments will assess one of their learning outcomestheir learning outcomes

Rolling out the implementation Rolling out the implementation over a six-year periodover a six-year period

A special thanks to those A special thanks to those who have been walking the who have been walking the stairwell with me:stairwell with me:

Lucy BlackmarLucy BlackmarRobin GarrellRobin GarrellBetty GlickBetty GlickGreg KendrickGreg KendrickRaymond KnappRaymond KnappJennifer LindholmJennifer Lindholm