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SCUE believes research should be accessible to every willing
student in every course of study. SCUE believes the most eecveway Penn can equip students to improve the world is through
problem-solving learning iniaves. SCUE believes that new
technologies can enable innovave styles of teaching and learning.
THE WHITE PAPER SCUE believes that Penn should championOpenCourseWare. on UNDERGRADUATE EDUCATIONSCUE believes that Penn should minimize the cross-disciplinary barriers
that undergraduates face. SCUE believes Penn should embracea virtual course-shopping system. 2009-2010 SCUE believesthat experiences abroad are signicant intellectual opportunies which
should be made possible for all University of Pennsylvania students.
Student Committee on Undergraduate EducationUniversity of Pennsylvania
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Student Committee on Undergraduate Education
Steering CommitteeAlexandra Berger, ChairJessica Riegel, Vice ChairSarah Doherty, Treasurer
Monisha Chakravarthy, SecretaryChristopher Pynn, Member-At-LargeLauren Springer, Member-At-Large
Arthur ArgallGenevieve BarnardBenjamin BodiSamantha Braun
Wendy CaiTurja ChakrabartiCortney Charleston
Scott DzialoMatt Eldridge
Shreyans GoenkaJonathan GolCharles Gray
Joyce GreenbaumJulie GutowskiJaclyn HallDoug Hollin
Vikram IyerCasey KlyszeikoHarrison Lieberfarb
Rochelle LipskyElena MadanMili MehtaRick OxenhandlerSam PawligerMichelle Perlin
Justin Rand
Sejal ShahAlison Wand
Ryan BenjaminElizabeth ElfmanBilly Goldberg
Michael IshiiIsabelle KenyonMatthew OwensStephanie Simon
Kavita VinekarAaron WernerJason Zolle
Contributing Alumni, Class of 2009
General Body
Zachary Fuchs, 2008 Elizabeth Slavitt, 2007 Gabe Kopin, 2006
Former SCUE Chairs
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h Uv C:
F 95, wh h h , h S C U E h h h v. h , Wh P- U E w h v v , h v h h . C-, / , k NSO v Wh P,h wh w v h k .
I wh h h h h h SCUE Wh P U- E. I h, h h 45 , w hv w - . I h w w w v w
, OCW h . Y w , v h, , v .
U h v h SCUE , h -. Y w SCUE v... h h w, hh h .
B I , I w k kw h v wh wh h w hv .F, h SCUE G B S C wh v h wh - h hk w h . S, R N h PvO wh h hv . T, A hh h v whhv , hwv wh . Fh, h wh -z v . Fh ( wh h Wh P), h SCUE wh h h h.
A , , h , v h v h h - h v. Wh , h Wh P h h hh - v v . I w k h P h , h h h h w h Uv w h . I v h w( 4) h I h h h Wh P h. T ; w .
R ,
A B9 SCUE Ch
UNIVERSITY of PENNSYLVANIA
Student Committe on Undergraduate Eduation
209 Houston Hall3417 Spruce StreetPhilaelphia, PA 19104-6306Email: [email protected]
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In Th Clroo:Curriculum 10Pedagogy 16Technology 19
C L:Research 24Interdisciplinary Learning 26Informed Decision-Making 29
Intellectual Community 32
Byond Pnn:Civic Engagement 38Study Abroad 39
N 44 I 45
A Not: How to rd th Wht Pr
TheWhitePaperisdividedintothreesectionsasevidencedbytheTableofContentsabove.Therst,IntheClassroom,focuses on those issues that are particular to in-class learning experiences. The second, Campus Life, relates to thoselearning experiences that expand beyond the walls of traditional classroom learning. Finally, Beyond Penn reaches pasttheconnesofPennscampus,explicatinghowtheUniversitycanbetterrelatetotheoutsideworld.
ThroughouttheWhitePaperaresidebarboxesthatnotespecicissuesrelatedtoeachsection.InFocusboxeseluci -dateourbackgroundinformationorrecommendationsinmoredetail.WhatIf?boxespresentmoreradicalvisionary
ideaswheretheyarerelevant.Spotlightboxesprovideexamplesthatbestexemplifyrecommendationsorsuggestionsfor improvement. There are also quote boxes which relay non-SCUE opinions or thoughts on some topics.
The White Paper was written to be read cover to cover, but each section stands alone such that you can (if you wish) readjustthosesectionsthatyoundmostapplicableorinterestingtoyou.EachsectioncontainsaStatusQuosectionalongwithRecommendationsandVisionstatementsthataddressspecicaspectsoftheproblemsathand.
Finally, this White Paper can also be accessed online at www.scue.org/whitepaper. Please feel free to peruse the digitalcopy there and to send comments and suggestions to [email protected].
Tbl o Contnt
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CUE believes that seminars are ideal for requirement fulllment, especially in scien
sciplines. SCUE believes that seminar creaon, parcularly in the sciences, is essen
o the diversicaon of courses within the sectors and to the broader improvement
udents learning experiences. SCUE believes the applicaon and approval process
ector courses undermines the ability of the curriculum to funcon eecvely. SC
elieves the exisng Benjamin Franklin Scholars program should be transformed into
ore structured, signicant intellectual experience. SCUE believes the benets of mak
vailable .5-credit and 1.5-credit courses strongly outweigh the costs. SCUE believes Thould be required to parcipate in department-specic training, as dierent disciplin
emand unique communicaon techniques.SCUE believes the most eecve way Pe
an equip students to improve the world is by orienng components of the undergrad
e experience towards problem-solving. CURRICULUM SCUE believes that both ins
nd outside the classroom, new technologies can enable innovave styles of teaching a
arning. SCUE believes all rooms should be equipped with a minimum amount of hardwa
pecically a technology cart including a computer and a projector. SCUE believes that Pe
hould champion OpenCourseWare for both current students and the global communCUE believes research should be accessible to every willing student in every course
udy. SCUE believes that Penn should minimize the cross-disciplinary barriers that und
raduates face. PEDAGOGY SCUE believes that students planning to double major should
ven the opportunity to write an interdisciplinary thesis that bridges the resear
echniques and combines the resources of mulple departments. SCUE believes th
creasing these school-wide minors will connect students tointerdisciplinary opportuni
CUE believes Penns commitment to helping students make informed decisions c
e enhanced through centralizaon and standardizaon of the formal advising syste
CUE believes Penn should establish one locaon to house a university-wide advis
epartment. SCUE believes Penn should embrace a virtual course-shopping syste
CUE believes that certain technological advances could ease the inevitable burd
ssociated with course registraon. TECHNOLOGY SCUE believes that posng syllabi onl
ords numerous benets to faculty and students alike. SCUE believes freshmen
arcular need to be given greater opportunity for smaller, academically focus
esidenal programs. SCUE believes that the University should facilitate group wo
y increasing available spaces. SCUE believes that Penn should movate and ena
ndergraduates to engage civically through academic partnerships. SCUE believes AB
ust not only e civic engagement to course credits, but should immerse students
hallenging learning atmospheres. SCUE believes that experiences abroad are signica
tellectual opportunies which should be made possible for all Penn students. SCUE believ
hat Penn should emphasize research duringstudy abroad preparaons and culvate ways
udents to create academic opportunies while abroad. SCUE believes that Penns cent
adership should consult more broadly with schools and research centers in construcglobal vision for Penn that serves all its stakeholders, and enhances Penns public pro
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In The Classroom
otalundergraduate
majors currentlybeing pursued: 83
Fall 2008
Student-Facultyratio: 6:1
Fall 2008
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Crrcl
Gnrl Edcton Rqrnt
Problem: I , h h h wh h.Solution: P vv wh v q vw .
Status Quo
A P z, h- , hC A & S . B h C- z , SCUE -v wk. T h w : F, h v, wh h h -? S, h h ?
SCUE wh h v h C . A w- h h wh h, w -
C . Hw-v, w v h w wh h - hv h wh hv .
M w h. T GE C q wh hh F Rq h kw- hh S Rq. F h G E Rq (GER) h v . Y GER, h v , h h wh. T h
, -.
I hv h . Hwv, q hw hh , , q .Mv, hw q - h , - , .
Recommendations
hv h v w, GER , f .T vv h h v h - h whh q.
I , SCUE kw h- q. Hw w - h vv h q- ? Hw P k h z wh v h whq? Hw w wh - ?
Vision: Create Diverse Science Seminars
SCUE v h q -, . T w - hh , . Wh v - k, h vwh -.
T q h , wh v w wS V hh VII. A k h S A & L w h h Ph W N S & Mh-. Th h k S V hh VII h , v w h - h .
I , h , h , h I Ch- I Ph, v h
. Wh h h h , h wh P .
N- h v h hv wh - v h k. S w h v -. E h h h k-h hw h h hh.
T v hv - h h h h.O h , h v O - , - - h h 5 . Ah h h, h . B h h - , v v
D h k, SCUE v h , h , h v- wh h h -v . Mk v h v-wv w q kh v. Ah v h w h .
O w hh - h wh P h z h v, h h Sh M. Ah Fh S h k v . B
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h - h . Ah v w wh P . P wh - h h h , whh v h h z . S w v, -. [S 9 -
.]
Vision: Drive Non-Traditional Course Enrollment
I vv , SCUE -kw h h k v . Hhh A B C Sv (ABCS) C- Wh h C (CWC) , whh hh q h.,Ahh h w v - , wh . SCUE h k h wh h
.
Gv h ABCS CWC , h k h h wh . SCUE vk v .B h w , - q k v h h h. T fw -f h h wh q, wh h v .
ABCS h v
h . SCUE v h k v h , wh h h h hh v q. T v whh w h v k P h wh h -. Mv, SCUE k -q v hv . T,
w k ABCS w h h w v q-. [S 4 hw ABCS h .]
Vision: Reduce Emphasis on Grades
T GER k , h h h , h . S - h z, vw Cq h hh h h - h hz.
Mz , P vv, w v k h. A h w k q wh - Gv h h q - kw w hk, h wh h .
SCUE z h . Hwv, w v h vwwh h h . M h k -,
h P C Rvw k
In Focus: Development of Current College General Educaon Curriculum
Before 1987, the College curriculum centered on a distribuonal model. Every course fell under a parcular category of
study and students took three courses in each distribuonal group. In short, every course fullled some requirement. This
system was low-maintenance for students and administrators and allowed freedom in course selecon. However, it also
created room for students to manipulate the system. Without frequent review of distribuonal courses, it was dicult to
regulate course rigor. The fact that all courses lled a requirement implied relavely low expectaons on the part of both
faculty and students for a curriculum that purported to promote educaonal breadth.
In the 1980s, Penns College of Arts and Sciences brought faculty members together to think about and give shape to a new
general educaon curriculum. The purpose of these discussions was to give voice to faculty concepts of a liberal arts educa-on, assessing how faculty perceived a general educaon should look. This process allowed professors to gain insight into
their roles in promong educaonal breadth and culvang a variety of educaonal competencies.
Thus, the current general educaon curriculum was born out of a faculty interest in having more explicit expectaons for
what individuals and departments should teach in a general educaon curriculum and how they should teach it. If the pri-
mary focus of the ensuing reforms was on the faculty and what they teach, the secondary focus was on the constellaon of
courses students select as they construct their educaonal programs.
Sectors, groups of courses dened by specic intellectual interests that span disciplines, were introduced in 1987. Gradu-
ally, other components were added including a Wring Requirement, the Quantave Data Analysis Requirement and the
Cross-Cultural Analysis and Cultural Diversity in the U.S. requirements. Other potenal requirements that were discussed by
stakeholders but were never added included requirements for research, community service, and ethics.3
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. Mv, h q v - w h - v q.
Vision: Improve Sector Approval and Review Process
SCUE v h v h h v. T C h wh k h wh
h.
A vw , C v w h w h h h h -w h q. P hv h . Hwv, vw h v-. T q h h q f .
I , w h v z h hv
h q, h v hhh . A , h wh w h h hv v h v. A, - v h , hh wh q- .
T hv . A -v q - v, v h f. T , hwv-
, v wk w , h.
SCUE q vw h . T w h h h q h - . Rz h -, SCUE h h v k h -v , z .
U h h hv, v h v . I h hv q, h v . T h wh z h v . h, h w h - h h .
T v ,f k hh . Th h h v -
, h q h hP h vv.
Conclusion
Th SCUE wh h hh h h CG E Rq, , h q h . Th h , -
, hh- v h vw , P w C h.
Innovtv Aroch
Problem: C vz - .Solution: Av vk .
Status QuoAhh P v , h v h h h . T h q-, v k h h w T Uv h hk -h wk v v h h. Hwv, h q fh wh wh vv h h.
Recommendations
h v h, h Uv h w hh v , h h . SCUE z h w P h, w v w q - . Ah , v h v v, wh h wh w h w h f.
Vision: Create Individualized Curriculum TracksP v v - q wh h v, k v h w . O h h G E Rq, v -v . A w v f, hw kw - . T C P hw h h w q -; SCUE wk .
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Ah h vz - w -
z h h h . T - -- v . S z , v h ,- h . [S h .]
Wh SCUE h w , P , w hz h wh wh wh . M , - Phh, P E, w v, h - w - h . Wh h vz , v h w h h v. Th vz k , P -z h v-v.
T h -v . A vw w q w h
h . D wh wh h v - w , h z v. T w h h vh h vz , w hh hh h k wh - v .
Vision: Revitalize Ben Franklin Scholars Program
SCUE v h B Fk Sh (BFS) h , . T - vz k.
O v h BFS h - h w I , h BFS , , h h. Th v wk wh h C U Rh Fwh (CURF), SCUE h h hBFS . W v h h v BFS
v . [S 5 SCUEh wk wh CURF.]
BFS h h h h P . Hwv, h z h vv w . BFSh h q . T, SCUE v h h vz h h q BFS. w h , h w h : , v ,
v.
I , BFS h w . Eh h wh v kh k h h w z hhh .
I , SCUE h BFS w w - q h h . W v- h , h vv Ph. BFS w w vz h, wh z v whw k h .
C, v BFS P, h . T h w wh v wk, GPA, . SCUE h BFS ; h, h h hv . I h h h , h h - k BFS h h
What If? The College Adapted A New Curriculum
Model
With the next major review of the College curriculum a
few years away, SCUE urges administrators to push the
envelope and radically rethink curricular elements.
A more radical approach to the College curriculums
shortcomings is a return to the pre-1987 distribuonalmodel. This would replace the sectors with broad buckets
in which courses are classied. Mirroring successful
aspects of Wharton requirements, the College could have
three general requirement groups: Social Structures;
Language, Arts, & Culture; and Science & Technology.
Students would take two courses each. Allowing every
course to count for some requirement follows the logic
that every class taught at Penn should contribute in some
way to the curriculums stated goals whether students
develop general skills or approaches to knowledge or
engage intellectually in a variety of disciplines. If a course
fails to achieve this, it should not exist.
Another approach is spulang that some of the require-
ment courses students take must be seminars. Encourag-
ing a diversity of educaonal models is as important as
a diversity of disciplines. This requisite exposes students
who might not otherwise gravitate toward seminars to
the benets of close faculty interacon and in depth,
peer-driven learning.
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BFS h v. I w BFS w h h .B h v h h h, h - h -. F h , h h hv w hh vw, h . I h w, BFS w h v v k
.
U h , h w v h q .B h q BFS q w v BFS , h , h h w v hq . A h BFS h v , h q w wh- h .4
Vision: Champion Alternative Credit Models
T v P h - .
T w h wk h h wk. P, h v ; wh.5-, .5-, - . T - .5- h Mk D Wh. E .5- wh -q .T h h hh h C B, Ch, Ph; wh h, v z.
SCUE z h h w , h -
z . Hw-v, SCUE v h k v .5- .5- wh h . T - v q v P -
, v , k wk, k.
Hal-Semester SeminarsB h h h MkD, SCUE h h wh .5- h h . S w z h wh
h . B h w .5- , w h wh h h GPA. A, wh z h w h h. Ahh h v v w wh , .5- w w h . T v w whh v .
O h v, w f h h. F ,
v h, h h h hv, v h w h - hh. I, w wh wh h h I h v , whh h h h vw, .5- w w h h - . D h h wh .5 , hhh v h h v h .
I h h
, h wk q qv h q h - . T , -z h Mk D, w, h . T h w h T h h - , hh v h w h .
Mini-Research SeminarsA h .5- h-, wk . Sh h - h q w w h h h . MRh S w --wk , v k h whh - w w, w h h w .
T h wh - h. T v - w z h wh k. I , w h
Spotlight: Cornells College Scholars Program
Cornells College Scholars Program follows the philosophy
that some students do not need usual degree require-
ments as guidelines for selecng courses and would bene-
t from creang an individualized curriculum. Involving up
to 40 students in each class, the program frees students
from all degree requirements. Instead, these studentscomplete a senior project and parcipate in seminars
each semester which invesgate basic problems and texts.
The admissions commiee does not expect students to
have a concrete path set for their educaon when they
apply; rather, the commiee looks for those who have
ideas of their academic direcon and the skills to carry
out the program successfully. Examples of parcipants
research ranges from The Role of Music and Art on Cul-
tural Development to Polics Behind Science: Producing
Ethical Legislaon in the 21st Century.5
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h wh h , wh h h h h k h .Rh h h h h -.
SCUE h w hh - , v h whCURF h . A h M-RhS v h ,
wh h -h .
1.5-Credit CoursesC, h .5- h. h , - .5- w - wh .5- z h h . T, v w hv h - , z .
T w wk h - , h Ph E .M .5- h q h A h hv v h. I , h w v v v .
O, v wh h - h v v . I hh h h . A
w w wh v h h. T w , w h . S w h h - h Av R AD P Ih, h wh h h . E h .5- w h - w q -q w h h h .
.5- h-, w h wk w . S w v h A wh w - h . Eh w - .5- - .
P wh .5- w h - h h - h h h . B h
h w h -, h w hv wh h - wk.
Conclusion
A , P f. B -vv , P h wh v . Ivz - v w h v- h P .
Spotlight: A Sample of Exisng Alternave Credit Models
Markeng DepartmentWithin Whartons Markeng concentraon, a variety of .5-credit courses may be taken for elecve credit, including New
Product Management, Pricing Policy, and Channel Management. According to the Wharton Academic Advising Of-
ce, the purpose of these courses is to expose students to more specic topics that do not merit an enre credit of work
but that are important to the study of markeng.6 The courses are taken for half a semester and are taught by Wharton
professors, meeng for a regular number of course hours within that me period. Students are thus able to take one
or mulple .5-credit courses for the rst part of the semester, and a dierent set for the second part of the semester.Addionally, they may take one .5-credit course one semester, and another .5-credit course another semester. Wharton
Markeng Concentraon students must take two credit units of these elecve courses, which can be made up of any mix
of half credit and full credit courses from a pre-approved list.
Physics DepartmentIn the Physics department, introductory Physics courses (101-102, 150-151, and 170-171) are taught with a lecture and
co-requisite .5-credit lab. The grades received in each of these course parts are averaged together to make up a nal
grade. Biologys rst semester .5-credit lab (123) must be taken at the same me as an introductory Biology lecture course
(101, 121). If one opts to take the second semester introductory biology course (102), he must also enroll in the co-requi-
site lab (124), or may take this lab separately for .5-credits. In the Chemistry Department, the introductory lectures (101,
102) must be taken with a co-requisite lab; grades are recorded separately for the two courses (053, 054).
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Pdgogy
Tchng Qlty
Problem: Pz h v h h - .Solution: Ehz v k h h .
Status Quo
A hh , P h h v h hh q h - . T P L S T C- h L (CL) h h h wk v h k h A(A) , w v h wh h -v h wh h .
SCUE h P L S h wh h wkh S L h .
W CL wh SCUE - h w v A, C Ev(ACE) Iv h wkh CL h- A P. I h h, - v h h, vw h h h v . SCUE wk wh CL v v - v A v h .T h CL w- w A .
T , h h h q P h h -z. I z kh w wk h v h z . 7,
Recommendations
Vision: Improve and Standardize TA Training
h h
vw, SCUE h v h ACE v h A . , h h-Sh A & S A CL h hh h Uv. C, - h C h hvh w .
Sz h h v- A h v h v .I h A, h -z h vvh, h h - SCUE 7. Sh A h
P h v w h h v q .
A h v A h -, h h w h v . Eh w h A v wh h
, q h v -, h . [S 7 w wh h.]
I z , SCUE v A h q - , q hq. L h , q k h h h h h . Ahh h v CL , w h A h zh k h . D
v w h h v A. Ivv A w h , -, w - v wh .
I h v , Aw k v h
, - A CL FwI h h A w h
w - q hv h . T h w h v- h A
. Th v w , h Aw k h w h , w hw h v .
SCUE z h h q h CL A. W v, hwv, h h h z h . M A h h Uv h v h. T h w v h q w h -q .
Vision: Increase Feedback
SCUE v k w , A hh - v- . T h w w
Te [ technology training] sessions are wildly popularand aculty say what they are learning and translatingback to their classrooms is having enormous impact on
engagement o students in seminars and lectures.
- Carton Rogers, head o the Penn Library System
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wh whh . T wh wk h , wh - h h k h v hv k .
U - v w A k h v. A , -, h hw -
h wh h, h A h v h w v z.I , h h w h h .
S - A , k h h wk , whh h h h . Wh -, w h v k . W CL h P LS h wkh h h, whh z whh
w k.
Conclusion
Th w z h h h U-v, P h wh v h h h h -. SCUE h h h A h q. T hv hh h - z A , w - v k wk , A .
Probl-Solvng Lrnng
Problem: P-v vv k w .Solutions: C z k PSL- .
Status QuoB h , P - w q h h -
. Ch wh h k v k S S, w hh, h hw hh - . T v - h h wh v.
Th v z h, Pz hv h -v (PSL) h kw v -w , h h w -- q . BPSL h ,
k h w h v, hv w v. I v h - h, PSL - P .
Recommendations
SCUE v h v w P q v h w h - w -v.
A, SCUE PSL vv - hq, h -v P v v v . WhSCUE h h hv hv h , wk w P PSL kh v h Uv v PSLv. A k PSL hv P.
Wh SCUE v PSL h , w z h
Denion: What is PSL and Why Is It Important?
Because problem-solving learning has the unique capac-
ity to stretch across every department on campus, SCUE
has developed an amenable denion of the concept. We
refrain from a research- or civic minded-specic denion,
and present this denion merely as a starng point.
SCUE denes PSL as a type of educaon focused on solving
a real-world problem. In addion to a content component,
PSL courses usually involve a praccal component as well,
in which experienal learning through rsthand observa-
ons in the community and meengs with non-faculty ex-
perts on the topic is incorporated into the more tradional
lecture or seminar methods.
PSL courses should allow Penn students to make an impact
on the problem the course presents. Methods include the
presentaon of independent research and the craing of
novel policies or recommendaons to be presented to ap-
propriate authories or agencies.
In Review: History of SCUE and PSL
In December of 2007, members of SCUE presented the
Provosts and Presidents Oces with a comprehensive
plan for implemenng problem-solving learning through-
out a wide range of disciplines in each of the four under-
graduate schools. We released a document encouraging
the Penn community to provide nancial and rhetorical
support for PSL pedagogy. SCUE also recognized the work
of ve major student-faculty collaborave groups in which
members have begun to apply their knowledge to solv-ing real-world problems. These issues included renewable
energy, social impact and responsibility, urban nutrion,
public policy, and sustainable development.9
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v - . Wh kw -q , PSL w . SCUE h v PSL h w h h h v .
Vision: Create a PSL Consortium
SCUE h Pv O P-Sv- L C, wh v h
w. T w P , - h z v h , h -v .
Why a Consortium?T z w v - k h h v, w w h. I w z PSL k -- v h h .T w h v h -
, w h h - .
T h h Pv O - h q v h , whh w
vv h v , h F Lh P, h N C CPh, h C U Rh Fwh, w . W h h Pv O SCUE - v h h h hv - h .
Consortium FunctionsA h Pv O PSL w w . B , h Pv h PSL P , h Uv. T h h v PSL h z h hh z w- , , h kh w v h h h. I w h h v h w h hv PSL . T v k h h
h w PSL.
Ah h w v - wh v PSL . B , h h v v PSL h . I hw vv h , w v PSL- A.
I , h w h PSL . M zh PSL h , v
v kw h PSL h. F h , h PSL , hw - q h h, w h h v . T w k PSL P I-h w, h PSL v PT k w h vv wh PSL . T h w , whh w h v h h wh h v PSL h.
Conclusion
PSL h kw v , -w kw v . Th h U-
v h h -h, h k v w. h, SCUE h PSL h w h v, -v h w- .
Spotlight: A Sample of Current PSL Courses
PSCI 440 - Crime, Educaon, and Philadelphias
Next MayorIn an aempt to alleviate crime and educaonal inequali-
ty among youth in Philadelphia, students meet with com-
munity leaders and visit schools in addion to compleng
tradional readings of reports and social science texts
relevant to these social issues. As a result, students are
able to aack these problems from the vantage point of
economists, polical sciensts and public policymakers as
well as to achieve historical context through the readings.
The class ulmately produced a presentaon to a city
governmental agency urging an expansion of a violence
reducon program.10
HSOC 407 Urban Encironments: Prevenon of
TobaccoPenn undergraduates learn about the short and longterm physiological consequences of smoking, social
inuences on tobacco use, the eecveness of cessaon
programs and tobacco advocacy. These students then
collaborate with teachers in West Philadelphia to prepare
and deliver lessons to middle school students on these
topics. The undergraduates also survey and evaluate
middle school and Penn student smoking. Collaboraon
with middle schools gives Penn students the opportunity
to apply their study of tobacco smoking prevenon in a
local environment.11
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Tchnology
Problem: E h h .Solution: T Uv h w zh h wh .
Status Quo
A h v kw-, P h vv h- v h kw . Y, wh wh w h h h wh k h h h w. C h - q wh v q w h. F h z h-w v. Mv, wh
h h
SCUE kw h v k h P LS w hk v q h Pv O q wh
v v q. Hwv, h v v, zh hv h w - . T w P h h v vh h f wh hv v .
Recommendations
SCUE v h h h , wh vv h -. h k z P w wh - h. SCUE h Uv -
In Focus: Who Are Stakeholders in PSL at Penn?
Given the numerous relevant stakeholders in PSL, a primary goal of the consorum is for these groups to meet to share
ideas and resources.
The Neer Center. The Neer Center works to provide resources for creang new Academically Based Community Service
(ABCS) courses, which oen incorporate PSL pedagogy. In the consorum, The Neer Center can help connect interested
professors with community groups and leaders in order to make PSL learning possible. The organizaon of the ABCS pro-
gram provides an excellent model for a PSL consorum.
Center for Undergraduate Research and Fellowships (CURF). CURF works to connect students with professors to engage in
research, and can help urge these students and professors to aack real-world problems with a PSL approach. In addion,
CURF can help students interested in specic problems nd professors doing research on these topics.
The Center for Teaching and Learning (CTL). CTL provides support for professors who need help creang and teaching
courses, and can serve as a resource for professors interested in incorporang PSL pedagogy in their classes. Ulmately,
SCUE would like professors to be able to approach the Center with their syllabus and receive advice on evolving their
course to include PSL.
Civic House. Civic House oversees over 50 community service related student groups at Penn. Though Civic House deals
mostly with extracurricular opportunies, it is a hub for students interested in solving real-world problems throughhands-on experience, and it could collaborate with professors interested in teaching PSL classes. Their parcipaon in the
consorum could also help market PSL curricular opportunies to students.12
Fox Leadership Program. Professors in the Fox program, whose roster of iniaves includes leadership-focused courses,
can help spread PSL pedagogy through new and excing courses. Addionally, Fox is in touch with many students eager
for leadership experience, which oen requires ability to solve pressing social problems. In this way, it can help reach out
to undergraduates who would be interested in PSL classes.13
Individual Professors. Many professors are currently teaching PSL courses or incorporate PSL components in their courses.
Without a legimate Penn enty taking ownership of PSL, however, professors cannot receive recognion, nor can they
conceive of their classes as part of a broader PSL iniave at Penn.
The Provosts Oce. As a part of Central Administraon with a vested interest in Penn academics, the Provosts Oce is
the ideal actor for convening a consorum that can bring together all of these pares to legimize and centralize PSL op-
portunies.
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20/4820 Technology
vv h v -.
Vision: Promote ICTs
I wk, q h -, k h wk -v. S h wh - h P h w v .
I C h (IC) - z h - hq. T h h ,, , . Ahh h k wk v, SCUE P hh vh.
S h - ,v v wh h.
P wh , -, h - wh v- . E v h h -k, w h vw - h w .
h h - w wh h h . Wk v whh - h kw h .P h v , w h wh, h h v .
Ah IC h SCUE v hh k. U h v h wh h . h h - h h h. Wh - k, h h h - w .
Vision: Standardize Classroom Technology
SCUE v h h v, , h h. Lk w,P h k h h .
C, h h Uv v . SCUE v h q wh hw, h . Ev, , k h h.R, , vw q.
B h h, SCUE w hH v hz. I h JMHH , h , . A, h h h , h q- v h w h I wh h h , Wh h v h h .
Pv h w w - h - vv h. S-z h h Uv w hh ; wh h-, h R O w .
Vision: Champion Open Courseware Tools
SCUE v h P h h OCW h h .
R h h v hh
Spotlight: MITs Technology Enabled Acve
Learning Program
Students have much to gain from learning in interac-
ve sengs as opposed to tradional lecture formats,
parcularly in math and science disciplines. One way to
develop such an interacve experience is to follow the
example set by the MITs Technology Enabled Acve
Learning (TEAL) program. TEAL ulizes live visualizaonsto teach physics interacvely in freshman courses that
contain up to 500 students. MITs high-tech classrooms
include networked laptops for groups of three students
with data acquision links to desktop experiments that
students perform and analyze during class. This system
enables students to collaborate in small groups, working
to solve real-word problems and discussing the phenom-
enon they observe in front of them. TEAL data shows
students learned the material more successfully than
with tradional instrucon methods.14
Spotlight: Classroom Clickers
Familiar with clickers from a colleague and conference
demonstraon, Professor Susan Phillips approached
CTL about using them when she learned she would be
teaching CHEM 053. She said her relavely high aen-
dance rates are likely due to her use of the tool, but that
is not the main benet for instructors. It allows us to
make sure that students are geng the concepts that we
want them to understand, she explained. It allows us
to interact more with a large-enrollment class. Students
benet from feeling more engaged in large classes, andthe improved aendance posively impacts grades.
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Mh I h OCW P- w A Eh, U, Y E, w wh h kw - h v. P h - h h hh h P.
A w k - P h v
. F , h wh w whh h k k vw h . h v vw . F , wh hv hh v . S - h ; PMh D, , MI
v h h hh v . Gv h IC, P h v h h .
F - h v h h -z h . V kw h wh h wk w . A, v h .
B P, OCW w P v kw v. w h k- P v
v h wh .
SCUE h h - w h h P -. T ww w , w h - wh h h .Mv, wh SCUE z h h , hh P
f wh h Uv . [S - h.]
Conclusion
Hh v h h . I IC, z h h w, P h h . Iv w h w h Uv h kw q v.
Te benets o OpenCourseWare type programs
outweigh the concerns about cost, intellectual propertyand devaluation o elite degrees. Afer all, the ree mate-
rial does not add up to a diploma, and viewers cantinteract with the aculty.15
- Steve Carson, OpenCourseWareConsortium President
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CUE believes that seminar creaon, parcularly in the sciences, is esse
al to the diversicaon of courses within the sectors and to the broad
mprovement of students learning experiences. SCUE believes the applicaon a
pproval process for sector courses undermines the ability of the curriculum to func
ecvely. SCUE believes the exisng Benjamin Franklin Scholars program should
ansformed into a more structured, signicant intellectual experience. RESEAR
CUE believes the benets of making available .5-credit and 1.5-credit courses stron
utweigh the costs. SCUE believes TAs should be required to parcipate in departmepecic training, as dierent disciplines demand unique communicaon techniqu
CUE believes the most eecve way Penn can equip students to improve the world
y orienng components of the undergraduate experience towards problem-solvi
NTERDISCIPLINARY LEARNING SCUE believes that both inside and outside the classroo
ew technologies can enable innovave styles of teaching and learning. SCUE believes
ooms should be equipped with a minimum amount of hardware, specically a techn
gy cart including a computer and a projector. SCUE believes that Penn should champi
penCourseWare for both current students and the global community. SCUE believesearch should be accessible to every willing student in every course of study. SC
elieves that Penn should minimize the cross-disciplinary barriers that undergraduates fa
CUE believes that students planning to double major should be given the opportunity
rite an interdisciplinary thesis that bridges the research techniques and combines t
esources of mulple departments. INFORMED DECISION-MAKING SCUE believes th
creasing these school-wide minors will connect students tointerdisciplinary opportuni
CUE believes Penns commitment to helping students make informed decisions c
e enhanced through centralizaon and standardizaon of the formal advising syste
CUE believes Penn should establish one locaon to house a university-wide advising d
artment. SCUE believes Penn should embrace a virtual course-shopping system. SC
elieves that certain technological advances could ease the inevitable burden associat
ith course registraon. SCUE believes that posng syllabi online aords numerous be
ts to faculty and students alike. SCUE believes freshmen in parcular need to be giv
reater opportunity for smaller, academically focused residenal programs. SCUE b
eves that the University should facilitate group work by increasing available spaces. SC
elieves that Penn should movate and enable undergraduates to engage civically throu
cademic partnerships. INTELLECTUAL COMMUNITY SCUE believes ABCS must not o
e civic engagement to course credits, but should immerse students in challeng
arning atmospheres. SCUE believes that experiences abroad are signicant intellect
pportunies which should be made possible for all Penn students. SCUE believes th
enn should emphasize research during study abroad preparaons and culvate ways
udents to create academic opportunies while abroad. SCUE believes that Penns cent
adership should consult more broadly with schools and research centers in construcglobal vision for Penn that serves all its stakeholders, and enhances Penns public pro
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Campus Life
Approximatenumber o
printed
boos in
Penns
libraries:
.6
millionPenns researc
community includesoer 3,800 aculty.1,000 postdoctoral
ellos, ,00academic support
sta and graduateassistants, and a re-
searc budget
o 30 million.
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24/4824 Research
Rrch
Problem: S hv h h.Solution: Pv wh -.
Status Quo
I 9 , P k v $7 h.Wh P , , , w, 5,4 q v h h, h .
T C U Rh Fwh(CURF) v h w h . T Uv RhF (URF), h vh h , vv h v wh h hhv P .
U w h hhv v. Wh hhh wk- , h h- , h h Uv Sh h VSh P. U h h hh .
CURF - h wh h . D h v-, h , , - , k h . M, , .
Recommendations
A v wh v ,P h h - . SCUE v h h - v w v . T h hh , z, . B h w v, SCUE h P kw v h h h.
Vision: Create Freshman Research Seminars
Fh Rh S w -h h P , v h h h wh .T w h hFh S P: P - v, h wh , q h wh h k - .
M h w k vv wh h, h . Th Fh RhS, w h -
, h vh . T w h -h hq, h z , vv wh h . S w h v - wh h h , h CURF, C wh h C (CWC) h P L S. A h , w h kw h .
Iv w h vv . N w z, w q v h. I h , w hv f h h h w v wh h k q hh v h wh.
Vision: Expand Commitment to PURM
SCUE h T Pv U RhM (PURM)
h v h- wh h h h P .
PURM v h wh h ; h $5,5wh h v $, h h h. Th PURM -h, . I h 9, 5 7 w h. PURM h $, h w v h
In Focus: Why is research important for
undergraduates?
Research is the most eecve way to challenge students
to produce original ideas. The purpose of research is for
students to answer a queson within a eld by synthesiz-
ing past contribuons within that discipline and building
upon that informaon through their own analysis. Re-
search demands an integraon of many facets of educa-
on: organizing knowledge, presenng a novel queson
and seeking ways to answer that queson.
Research gives students the opportunity to explore an
academic area in depth, think in creave ways, increase
academic independence, beer contextualize and absorb
the material learned in the classroom and create strong
bonds with faculty. It is ideal that a students involve-
ment with research begin as early as possible in order to
promote an immersive experience spanning his enre
college career. Students with research experience have
a great advantage while seeking jobs or connuing on tograduate educaon.
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h. H,h h q h .
I k h, h h h v. Fh, hPURM - h h, h h . C, -
GPA h -h h . N , vw, hv vv.7
A - h ,GPA h f h - h. Mv, h v , wh - h -.
SCUE h v hv vw h -hz GPA; hh - h , h h h . A
h vw q - w - .
Vision: Revitalize the BFS Program
R hh CURF, T B Fk Sh (BFS) h h h h P . Hwv, h z h h - vv w . I -
w v h , SCUE v - h k. [S BFS v .]
Vision: Increase Undergraduate Research
O h h h - k h hM v hv h
q h k v h k w h h .
h , SCUE h h Uv v wh wk wh . I , h Uv v v .
Vision: Analyze Access to Undergraduate Research
SCUE h h v
h . T h - w h
Denion: Intellectual Property
Intellectual property in the academic sense can be dened
as any knowledge or creaon of the mind, both docu-
mentable or not, that has some type of value to which
owners can be granted exclusive rights.
In Review: SCUEs Work with CURF
The Intellectual Community (IC) working group formed in 2007 to evaluate research opportunies on campus, make
recommendaons for improving the Center for Undergraduate Research and Fellowships (CURF) and advise the Provost
in the selecon of a new CURF director. In the Spring of 2008, Dr. Harriet Joseph lled this post. In addion, the Associate
Director for Undergraduate Research posion was created to increase CURFs research presence among undergraduates.
Dr. Wallace Genser now lls this role, and IC has worked closely with him.18
The academic year 2008-2009 saw the realizaon of many IC-recommended reforms at CURF. Dr. Genser now leads sev-
eral preceptorials entled Preceptorials on Geng Started in Undergraduate Research, which have been well-aended
by freshmen since their incepon. IC worked with Dr. Genser to start both the CURF Undergraduate Advisory Board (UAB)
and the Research Peer Advisers (RPA) program, and these two groups are working together on outreach eorts. The RPAs
hold oce hours in college houses and answer email quesons posed by students from the CURF website, while the UAB
serves as a student voice in CURF event-planning.
In Review: Findings from SCUE Proposal on Undergraduate Research
In SCUEs February 2008 Proposal on Undergraduate Research, the following recommendaons were made to CURF:
- More administrave CURF Research Advisers
- Peer Research Advisers
- Faculty liaisons to connect CURF, interested undergrads and faculty researchers in each department.
- Extensive improvement to the website, especially the database of research opportunies
- A CURF Undergraduate Advisory Board
- Increased outreach to freshmen with research-centered events
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26/4826 Interdisciplinary
h, h wh h .
B v h , h w - w q h -w: Hw w h? Hw w h - q ? Hw h h P? T h
w h k -h .
Vision: Strengthen Student IP Protections
I hh, SCUE h h h . T U AI P Rh P P h - % h vv h. SCUE h h h , w h h - h.9
T v w h hv h h w v h. S,P v h h v -
, v, h v h - w h Uv. T IP h v, - . Uw h wh w wh h . A, wk v IP w .
A h v , h h -
h . SCUE v .I k h , SCUE h h . I - wh , whh -w wh IP , P q v v.
P -, wh h h k - h . SCUE w wkwh v h h Uv H C, IvC, h UA h Pv O w h .
Conclusion
U hUv kw-. Ahh h h,h . P h v , h w w h v, v h h. A h h hv h w h.
Intrdclnry Lrnng
Problem: P h v.Solution: Cv h kw .
Status Quo
F h B Fk h h h k -w , P h z , w h h P C.
Fk h P O Uv whh w h h , h k . I , Ph v hh . T P I Kw (PIK) v
h w q.
Hwv, h v, v kw P -wh q h v h. Wh v k hh P v , h h v h k v .
F , wh h
B B Bhv k v hh h Ph B ,
Denion: What is Interdisciplinary Learning and
Why Is It Important?
A technique can be dened as interdisciplinary if it ad-
joins broad elds of study, research methods, and skills
to solve a single problem or explain a single issue. In our
rapidly globalizing, increasingly interconnected world,
expanding interdisciplinary opportunies is necessary to
comprehensively answer complex quesons.
Strong cross-disciplinary approaches yield many benets
for students and the instuons they aend. For stu-
dents, interdisciplinary learning encourages a synergy be-
tween subjects that aids crical thinking skills and fosters
comprehensive analysis. Universies pushing for greater
interdisciplinary opportunies are able to reap the ben-
ets of student producvity and faculty research crossing
academic boundaries. As a result, these instuons are
aracve hubs for students and professors desiring op-
portunies to address mulfaceted problems.
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w h hv h kw hv . Ahh h wk h,h w q h h .
Mv, wh -h whh hh h - k h .
C, h h w - h , hv . T h h P - h.
Recommendations
SCUE v h P h z h -- h . O , h v.
Vision: Create Collaborative Courses
O k h - v h whh w h h - h kw v .
T w h v - whh k h w z k. SCUE z h h - h v wh v . Hwv, w v h, v h w whh h, P
w h - wh v , .
T k h h .O vw , h h h h . A vw v , - q . Ahh vw whwh , , h
v. I , h - . T w-/
w h h, k .
Rh h vw , h w h w hh h h. S w vRh h v, h w h wh -w h hz kw
h .
SCUE kw h w-/ w wk w ; h h k vh h. P w h h, wh v h vv -.
I , h , h w h hh q. F , h A wh h h h h
w v. I , v k h h h .
Vision: Promote Problem-Solving Learning
SCUE q whh h h w . P-v - (PSL), h h , hv h . PSL h . I wh h h h -z kw q
. O h h w v h h . [S 7 PSL vv .]
Vision: Create an Interdisciplinary Theses Program
SCUE v h h v h w h h h h hq h .
W v h I T C Pw w qv, hh-v h
In Focus: Example of the Two-Lecture/One Recitaon Model
Micronance, as studied simultaneously in Wharton and the Department of Environmental Studies in the College, would
be a perfect t for this model and could be married with the overarching theme of Internaonal Development. A single
recitaon would join the two lectures and students would learn about how micronance and sustainability relate to each
other and to developing naons.
The two departments would treat the lectures just as they do any others. For the recitaon, the two lecture professors
would collaborate with teaching assistant(s) to develop weekly class plans that smulate student interest in the overlap -
ping interdisciplinary theme. The course would sll count as two credits because students would have a large amount of
work in preparing for a challenging recitaon and two lectures, as opposed to simply preparing for two lectures.
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h v h h v- h h ww . I w wh h w h . I w whhv v h wh w .
T T C P w v wh wh
w h wh h v w h wh v . T v, - kw v, - h h h . M q k - h w , whh h .
S k, hwv, hv h ; q, hv k h. A h
w v wh h , - wk h wh h .SCUE v h v- h. S w h h v, w h v h wh h wh . I, v - h w q k - h-w , whh w h v w .Hwv, w z h h h h h . T, h
h z h v .
W kw h h h v -. Hwv, h , h v, h , h h .
Sh w q v -, h w h Uv
. I h w h CURF , w hv v wk h. P wh CURF hv h -
v v . T v w v h .
Vision: Prioritize Inter-School Minors
I-h w h, h . SCUE v h h h-w
w v w .Th , PR-C M h h . Dz v h . M - h hh whh h h h vv h hh. I v v h , v v h, h wh w . T v whwh
.
h h SCUE h h-w
In Focus: A Sample of Current Interdisciplinary Opons and Hubs
University minors include Consumer Psychology, Legal Studies & History, Urban Real Estate & Development, and Sustain-
ability & Environmental Management. Interdisciplinary programs include Biological Basis of Behavior; Philosophy, Poli-
cs and Economics and Urban Studies. Dual-Degree Programs include the Huntsman Program in Internaonal Studies &
Business, Jerome T. Fisher Program in Management & Technology, and Vagelos Program in Life Sciences & Management.
Among the large number of interdisciplinary hubs is the Center for Neuroscience and Society, created in 2009 to enableresearchers to study the ethical, legal and social implicaons of neuroscience; and the Instute for Law and Economics,
a joint research center of the Law School, Wharton, and the Department of Economics.
In Focus: A Sample of Penn Integrates Knowledge Professors
- Professor Philippe Bourgois is a medical anthropologist in the Department of Anthropology and School of Medicine.
- Professor Robert Ghrist applies mathemacal methods to engineering, with dual appointments in Engineering and the
Department of Mathemacs in the School of Arts & Sciences.
- Professor Sarah Tisho is a leading expert in human genecs, appointed in the Department of Genecs in the School
of Medicine and the Department of Biology in the School of Arts & Sciences.
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. B h O h Pv h vw v P h, w v- h . M w h h C U D (CUD) - h h , hV Pv E h Uv . CUDh h v h w v h - h , h hv h h v
v. T Pv w v h h , h.
Vision: Link Students to In-
terdisciplinary Centers
P - h h h h h - h h h P I Kw(PIK) , whh w h wh
w w h. Th h P h , - h .
Fw h wh - , hv h h. B h , P w v wh - - h h h h - . T , , .
I v, h PIK
w h h -vv h , h hh PIK . Sh w PIK , v q wh h h - h .
SCUE h wh v h - v h . Sk v, w h h -k h , whh h h. U- h v , h h PvO, whh -h h wk - .
SCUE h h - P h . O h h PvAw U Rh I S-. M h GAPSA-Pv Aw I- Iv, whh v ,
h w h whh w . Ph, h h Pv U Rh MP, h vw h h -. S w h v wh h w q - h w . [S 5
h .]
Conclusion
P - h h h v. T - h h- h w--/ h -
v . B h , P
h k wh - h h, w h -h .
Inord Dcon Mkng
Advng
Problem: I v q - h h.Solution: P v z z .
Status Quo
P -h, -. Wh wv h, z , h hw, w h . P -z v hh w . A , h z h. Wh Pv h , , k hh h k.
Recommendations
SCUE v P h k h hh z z h v . Sh q w v h v. w h , w z -
v , z v q, wv .
Vision: Centralize Advising Resources
SCUE v P h h h v-w v . H, -
Studying both nursing and business at Penn allowsme to engage with issues such as the current healthcaredebate on a deeper level because I understand it rom
both a clinical as well as a nancial perspective.
- Susanna Shuman, 11Nursing Healthcare Management program
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30/4830 Decisions
v h, w -v h , , .
A h h -v h h h.Wh C v v , , Wh h v h v v. A
h z h v k h v wh h . Hwv, , h k z .
F , C - v hv k h whh h . I h , h v h h v. A-v, Wh v v, hk - w q v h -.
T h wh - h h hh. A C wh w - wh Wh, , -z v wh kw - -q w h. Hv z h w fw v k .
Vision: Improve and Standardize Advising Quality
I h C v w h - h v w h -
v . Wh - v
wh kw h h, h v wh v h.
C v v , -. A v v v . A h ,h v wkh . S h wkh , h h - h h .I , h w- h v .
A wkh w v h q, hhh w - h hz h h wh v. T w z h q C v k h kw h v-h -.
A v v - w q v h w. Sh w v
k, v v v v- v h wh.
Vision: Standardize Waiver and Permit Processing
I h P z h qwv q -. T hv
v v . S v wv -v
h q - . I , h . Hwv, h wk w ; h v h wv -q v , h w .
Fh, h hv q h kw -, v . C h w -v h h h wh h . I , P w w q-
, h hwh hv h w q w . [S w v h q-v .]
Conclusion
SCUE P hh v , hz hw h Th z v , v v z h wv P k h.
Cor Slcton nd Rgtrton
Problem: T -h k hhz .Solution: C v -h z w .
Status Quo
C h h whh h -k. A-hh h
v, h k h A/D , w v - h.
P hv -h , hv . T wh A/D P whh h h P I-h.
Ov h v , SCUE h wk v h v h k h, P C Rvw
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qv w h . Wh h h, h h.
P h A/D h hhwhh h . Wh h h w, h w v h w. Lk z - , wh .
Recommendations
Ahh -h w ,SCUE h v -h. Sh k h h h . I , h
h Uv v wh h h h h h h-v.
Vision: Create a Virtual Course-Shopping Program
A -h w w -, h h h . M kw h whh h w . T v h h v h - h k . Wh h , wh w w h k h v h w v h h . A,wh h , k k w .
D -h , w h h k - . T h k w h F S ,h h hh h -. U, -h - w . Ov wk
v h . F ,
h v h . T h wk v h h .
I h P v -h wh v h k h vw T v w w v wh h wh hT h Pk- U, wh - v wh kw wh h. , v - v h h
h. Whh h v h vw wh h , h v w h v h h - vw. Sh v , wh , w v - whh h , w h k wh .
Wh h , w wv k v h h h P h , h h v v w h h h h
In Focus: Implemenng Stronger Waitlist Policies
To create a standardized waitlist process, SCUE hopes to:
- Observe the reacons of both students and professorsto the manual waitlist system for small seminars.
- Work with ISC to create an online waitlist funcon.
- Complete a small-scale trial of the online system, and
address issues that arise with its applicaon of
- Hold workshops with heads of departments and
professors on the operaon of the online waitlist, and
provide informaon to all students on what it means
to sign up for an online waitlist.
In Review: SCUEs Eorts to Promote Syllabi Online
In line with SCUEs commitment to helping students make informed decisions, encouraging professors to post syllabi
online has been a central iniave of the past ve years. In the spring of 2009, former Provost Ron Daniels approved a
plan to create an online syllabi repository where faculty would post in-progress syllabi to aid with student course registra-
on decisions. The repository was created soon thereaer, allowing faculty to post their syllabi to Courses InTouch. Today,
students ulizing the Course Secon Tool can view syllabi posted for courses in which they are interested in registering.
For Fall 2009 registraon, over 400 syllabi were posted online.
SCUE believes that posng syllabi online aords numerous benets to faculty and students alike. On the student end, it
allows undergraduates to fully appreciate course content before enrolling in courses and exposes students to a wider vari-
ety of course content. Faculty members benet because posng syllabi online enhances publicity for lile-known courses
and beer matches students with classes in which they are interested, ensuring that those who register will genuinely en-
gage with the material. Because SCUE recognizes these important benets, we will connue to acvely encourage faculty
members to post their syllabi online, with the goal of 100% parcipaon.
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, -w .
Wh h A/D , wh h h - h w hv v v h. T v, h h w A/D. I hv
-h , v h h wh h h k h wh h . SCUEv h hh h h, v -h v h .
Vision: Streamline Course Waitlist System
H h h k h P -. SCUE v h h v h v wh h v h h -
.
L , SCUE hw - v h h hv w . Ahh h , q v h A/D . S hk P Ih ; h - h h h , h h . T h hhz. S w w, h h h h . T h -
h hv .
I h h , SCUE vw z h. Wv h whh : , z -. B vw, w h - w z w .
A h , w v k h h wh w . W h, , q h h h P Ih , h , - v - h . I w , h w h w. W zh hv w h h wh.
Wh w v h- , h h w whh w w v-
wh . H, h , w - h C Ih v wh , w , h Wh F D. W v whh hv h w- , hh C Ih, - v v h w w , h w ( -, h
-), w h w -, -v .
Ahh h v , h h h h w, h z, w . M , w h - , h w h h wh - w .
Conclusion
I z v -h
z w w - h . I wh h , P - w. Kw k v, , h , w v h w.
Intllctl Conty
Rdntl Acdc L
Problem: M w - .Solution: H v wh vv v-.
Status Quo
A h - v h C H , h k v h PR P, h whh , . T - hv
, h hv h h: - f, v, v. P h Hh Lv FC S I D.
SCUE h R Ph , whh h h . T P - h , h hwh h wh h. Ch k -
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, h , .
A R P v . U h k v h w v. I v , h h h . Ahh h C
H & A Sv (CHAS) h h v w - H , w wh . A k h v h h h h h h , -R P C H , R P. T h q v - wh h wh w v h, h h v, h hv.
O , . A hv wk h v,h vw C H . T kh wh vv h - . B h h - vv, - h - h .T C H -
w. O h wh . B v h wh -v .
Ah h h f- v v wh h v wh h hhv. M h h hv h
. P h h h C H , k . B h h - . C w - h .
Recommendations
SCUE h . T h v hv wh vv v h, v R
C H . T h hv h h. Fh, SCUE h h wh w h .
A h , h wh wk. Tk f h-
Spotlight: A Sample of Current Penn Residenal Programs
Penn Women in LeadershipAlexandra Gordon, a Wharton student who served as the Residenal Adviser for Ware College Houses Women in Lead-
ership oor, was responsible for planning the two to three events the program is required to hold each semester, which
include dinners with professors and seminars with womens groups on campus. She feels she was given very lile direcon
with running the program. Without ocial oversight or assistance, she found it hard to come up with programming ideas
that were feasible, within my budget, and easy to plan. She concluded that the program would benet from a faculty ad-
viser and some sort of direcon as to what is expected of it. Addressing the movaons of parcipants is important too,
since she quickly realized it was dicult to drum up excitement when one knows that students are not really interested.
Emily Shaeer applied to the program because she wanted both a community of likeminded women and a spot in the
Quad, and was a lile disappointed in the programming. Lack of variety in acvies and inconvenient scheduling forced
her to miss out. Reecng a common student senment, Shaeer points out that residenal programs are oen seen as a
joke and a way to get into the building that someone wants to live in. She suggests having more programming as a way tobuild sincere student interest. An intellectual community is important, she said, but at the same me it s nice to come
home to a safe and supporve place where you dont feel under pressure to do addional work. 23
Ancient Studies ProgramKaren Sonik and Sasha Renniger were the GA and RA respecvely for the Ancient Studies Program in 2009-2010. With the
formal tles of Director and Assistant Director of the program, Sonik and Renniger met with the outgoing leaders a few
mes prior to taking over in order to guide their planning of events, but received no other formal training. They believe the
greatest success of their program is meaningfully integrang a strong academic component while also developing a strong
sense community. A syllabus for the program details weekly events, such as resident research presentaons and study
breaks, as well as a wide range of larger scale ones like museum tours.24
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h z h . h , SCUE v h h , w v-v w h .
Vision: Improve Program Administration
CHAS v wh wk wh . I h h k h v wh vh h,
h h h - h h-w. B - -, kh wk h k h .
S h v h , . I v , CHAS , wh -h h . C, , , hv R P-, f h . S-z CHAS hk w wh
. F , h w hh h w .
S w CHAS - . T h h h h , v hh v h. S w h CHAS -v, .
Vision: Link residences to for-credit coursesI v h q, SCUE CHAS v w, vv, - - wh h -. A h h , P - w h , - .
P h vw h C H - v- . T q v- w . T h- z , h hh - h . A - h h - . T hv -v w q h h , h hh h- .
O w h wh - -. T - whh , h w . A
- w h h z . Th wh v h -, hv v . [S 4 v , whh k wh .]
Vision: Design Academic Freshman Communities
SCUE v h v
, , h hh E C . O h 4 , v h-; h P h ,477 , h 97 h- h% h .
I h E C , wh v k w h h h, k h q h wk v w - h . B k, h v -
Spotlight: Stanford Universitys Structured
Liberal Educaon Program (SLE)
SLE is an exemplary illustraon of how fusing intellectual
and residenal life maximizes the potenal of both. An
alternave three-course sequence, SLE lets freshmen
fulll their humanies and wring requirements while
living and learning together through a mulcultural
Great Books curriculum that spans ancient culture to
modern polical theory. The residenal hall serves as a
communal, informal space for lectures, small-group dis-
cussions and lms, while fostering close friendships and
student-instructor relaonships.
SLE successfully combines academic rigor and social
community, and it demonstrates how residenal pro-
grams can be harnessed to create close-knit liberal
arts atmospheres within a major research university.
By connecng its academic experience to credits, SLE
ensures a high degree of commitment; the link to course
credit signals that parcipants actually want to be there,
creang a community of engaged learners and providing
incenve for meaningful contribuons.
Moreover, the SLE curriculum provides an alterna-
ve way to fulll requirements that all students must
take, making it possible for students with a wide range
of academic pursuits and interests to parcipate. For
students with rigid requirement tracks such as those
on dual-degree tracks who oen have a prescribed set
of courses to take every semester a residenal-based
academic program would provide an avenue to a more
diverse educaon without detracng from their ability to
take necessary courses.25
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h whh vv z h . I h h v, h h h , h h z f v h.
S h w wk, w v k h v-
h h h hh . T w - wk v h - h h v. I w h Uv - v h , h h - wh hv z wh wh -v . [S 4 Fh Rh S h w h Uv v hh h P .]
Conclusion
I P v , h v .Iv w - q q wh h h h h wk. CHAS h h q v- , - vv h .
Collbortv Sc
Problem: C wk hh h .Solution: Pz v v .
Status Quo
T v P, hh h h .Fw -. H H G S R (GSR) . Eh h 57 q wh , wh, w- , wk , w - .
T h f h h k h h , h . M-v, Wh v GSR. Oh w , h V P L- L W I C.
Oh C H -, v wk; , h k h h hk H W h hh- .Recommendations
Cv h - v . Whh hh - , v wk . SCUEv h h Uv h wk - v .
Vision: Create more group study locations
C w h v . Ph h h h v W I C. S- w wh h
, w . I , h h h v , w w .
I P z h w -v , h. Hw-v, h Uv w hk hw F , h v h hFk B w k h v, v . T h h v wh . I , h w h k wk - h [S z h-.]
Conclusion
P v h h . C -v . B k , P h h v hv .
In Focus: Faculty Opinions on Residenal
Programs
Teaching is innitely broad, explained Kings Court
faculty resident Cam Grey, who said that the role of
residenal programs is to show students that professors
are people too. He warned against striving to recreate
the tradions of instuons like Cambridge University,
which has a centuries-old history of small living-learningcommunies. We must work with what we have, he
said, cauoning that many Penn students are simply not
interested in merging academics with their dorm lives.27
Ware House Faculty Fellow Heather Love similarly per-
ceived low interest in academic programs in the Quad as
an extension of Penns work hard, play hard mantra.
Students want to unwind rather than connue working
when they come home, making academic oerings an
uncomfortable t.28
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CUE believes that seminars are ideal for requirement fulllment, especially
cienc disciplines. SCUE believes that seminar creaon, parcularly in t
ciences, is essenal to the diversicaon of courses within the sectors and to the broad
mprovement of students learning experiences. SCUE believes the applicaon a
pproval process for sector courses undermines the ability of the curriculum
ncon eecvely. SCUE believes the exisng Benjamin Franklin Scholars program sho
e transformed into a more structured, signicant intellectual experience. SCUE believ
he benets of making available .5-credit and 1.5-credit courses strongly outweigh the cosVIC ENGAGEMENT SCUE believes TAs should be required to parcipate in departme
pecic training, as dierent disciplines demand unique communicaon techniqu
CUE believes the most eecve way Penn can equip students to improve the world
y orienng components of the undergraduate experience towards problem-solvi
CUE believes that both inside and outside the classroom, new technologies can ena
novave styles of teaching and learning. SCUE believes all rooms should be equipp
ith a minimum amount of hardware, specically a technology cart including a compu
nd a projector. SCUE believes that Penn should champion OpenCourseWare for bourrent students and the global community. SCUE believes research should
ccessible to every willing student in every course of study. SCUE believes that Penn sho
inimize the cross-disciplinary barriers that undergraduates face. SCUE believes th
udents planning to double major should be given the opportunity to write
terdisciplinary thesis that bridges theresearch techniques and combines the resources of mul
epartments. SCUE believes that increasing these school-wide minors will connect student
terdisciplinary opportunies. SCUE believes Penns commitment to helping stude
ake informed decisions can be enhanced through centralizaon and standardizaon
he formal advising system. SCUE believes Penn should establish one locaon to hou
university-wide advising department. STUDY ABROAD SCUE believes Penn sho
mbrace a virtual course-shopping system. SCUE believes that certain technologi
dvances could ease the inevitable burden associated with courseregistraon. SCUE believes th
osng syllabi online aords numerous benets to faculty and students alike. SCUE believ
eshmen in parcular need to be given greater opportunity for smaller, academica
ocused residenal programs. SCUE believes that the University should facilitate gro
ork by increasing available spaces. SCUE believes that Penn should movate and ena
ndergraduates to engage civically through academic partnerships. SCUE believes AB
ust not only e civic engagement to course credits, but should immerse students
hallenging learning atmospheres. SCUE believes that experiences abroad are signica
tellectual opportunies which should be made possible for all Penn students. SCUE believ
hat Penn should emphasize research duringstudy abroad preparaons and culvate ways
udents to create academic opportunies while abroad. SCUE believes that Penns cent
adership should consult more broadly with schools and research centers in construcglobal vision for Penn that serves all its stakeholders, and enhances Penns public pro
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Beyond PENN
It is estimated tateery year, more tan100 Penn students at
all degree leelsparticipate in some ormo international study,researc, training or
olunteer actiity.2
Approximately
12,000Uniersity students,
aculty and staparticipate in more
tan 300 Pennolunteer and
community serice
programs.
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Cvc Enggnt throghAcdc Prtnrh
Problem: Lk v P v -.Solution: I ABCS whz q.
Status QuoGv h w h- w , SCUE v v vh- z h v h h . B P, h - wk h q v k , h w -h. A P A G P C-: E L G, h h h kw whvh , ,
v .
A h 9 C h C U M- Uv, P w k Sv C- Uv Cv Ph, whh z hUv , v W Phh h. T v v P -, h N C C Ph Cv H, k h Uv .
T N C A B C Sv(ABCS) P - . Aw h P L E, ABCS w v , - h. ABCS q - wh h k k
h , wh h z. S v -h v vv h hz h h hv .
Hwv, h h k , whh h v. A ABCS k h h -v k h . Wh h v, SCUE h h w v h hh C . S v v -v hv h , h v. Wh h -v q, ABCS h. A - w z ABCS h .
Recommendations
SCUE v h P h v - v hh h
I , w v z.
Vision: Integrate Civic Engagement Into Curricu
lum Requirements
SCUE h ABCS -
In Focus: History ofABCS Program
Since their incepon in 1991, the number of ABCS
courses has increased across disciplines and schools.
Today, students can register for 160 ABCS courses oered
in diverse schools and disciplines. During the 2008-2009
academic year, over 1500 ABCS students parcipated in
59 courses across 21 departments and 8 schools at Penn.
Spotlight: A Sample of Current ABCS Courses
Urban Environments: The Urban Asthma Epidemic (ENVS 408-401/HSOC 408-401)Penn undergraduates learn about the epidemiology of urban asthma, the debate about the probable causes of the cur-
rent asthma crisis, and the nature and distribuon of environmental factors that modern medicine describes as potenal
triggers of asthma episodes. Penn students will collaborate with the Childrens Hospital of Philadelphia (CHOP) on a clinical
research study entled the Community Asthma Prevenon Program. The Penn undergraduates will co-teach with CHOP
parent educators asthma classes oered at community centers in Southwest, West, and North Philadelphia. The CHOP
study gives the Penn students the opportunity to apply their study of the urban asthma epidemic to real world situa-
ons.31
The Polics of Food (PSCI 135 301/HSOC 135 401/GAFL 135 401)Students explore the polics that shape food producon, markeng and consumpon. Community service projects in-
volve opportunies to research and address problems in several dierent arenas: campus cafeterias, the West Philadelphia
schools, an-hunger campaigns, food workers organizing eorts, and impact of food industry adversing on diets. A focus
on case studies of leaders who are making a dierence in the polics of food include several guest speakers, who work on
food related health, labor, farming, technology, and globalizaon issues.32
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q, h h h h wk . SCUE h h Uv w ABCS h - v . q, ABCS w h v q h - h . S w v z h v. T w w wh h hv - h - h P.
S, ABCS C h w S- Rq. C h , ABCS h , - h S, A & L, H & SS.
Vision: Ensure Rigor of ABCS Courses
I v ABCS h ,
h h ABCS h -ABCS . SCUEv ABCS v , h h h h h hk h h .
Ahh v h, h k kh w h k - h , h h ABCS . SCUE z v ABCS . D- h wk wh h N C-
v wh ABCS hhv, w v vw -. T h vv vw - -
v. T h h v ABCS, h whwh h wk. O z, - h h q. T w h wh h - ABCS h .
Conclusion
P - w v wh - . W h h Uv ABCS h w h q. C h N C, w ABCS h h v .
Stdy Abrod &O-C Oortnt
Problem: B h - P - vv.Solution: I v wh
.
Status Quo
A w- v, P v h Uv P v , wh h h ? S h . Lk h k P h .
Recommendations
SCUE v h whh h P. M - - v vv, f k wh . Sh v wh q h w , h- h h - . B h - h P wh h v wk.
What If? ABCS Courses Counted For Society Sector
The Universitys ocial descripons of the requirements closely parallel ABCS objecves. A prime example is the Society
Sector. One of the underlying premises ofABCS courses is to forge stronger, sustainable relaonships between Penn and its
neighboring communies. Given that the Society sector emphasizes the complexies of human behavior and interacons
in contemporary sociees, many ABCS courses adequately fulll this objecve.
An example is Cizenship and Democrac Development (PSCI 291), part of the Penn Democracy Project, which serves
to assess democrac polical development among undergraduates using Penn as a model for similar studies in the U.S.and other countries. In addion to carrying out more tradional classroom acvies, such as theorecal discussions and
individual papers, students contribute to ongoing research with tangible community impact by conducng interviews and
formulang policy recommendaons.33
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Vision: Expand Alternative Models of Studying
Abroad
h , Ph v h - wh z h h q.
S hh P A h . D h , v-
wk hh h C L & P- S (LPS). A h GE Rq, -- h . B - h - , w v vwk. S v - , k h h .
SCUE h P h -
w kwhh w v . T - , h -; h w w. C w v LPS. A .
SCUE h - wh -. Nw - , h . F , Eh h S S Bk h .
C w w wh v , wh h w w h kw h . Mh h
h, , w- w h vv . Mv, h w P , SCUE h h w h h h .
Vision: Promote Academic Research in Study Abroad
B h , h, h h , v h q h -h . U, P, hv h h h
whh v, vw hv. Wh v h , .
SCUE v h P h hz h v w wh . Th v, h wh . T wvv , kh CURF, P A, v v.
A wh h vv hhh h P , SCUE h v hk -h v h v h h . Av v h h wh h q wh h h. I wP v v h h F , h wh h h v hv .G h w h
Spotlight: Peer Instuons
Syracuses Short-Term Study Abroad OponsSyracuse Universitys Short-Term Study Abroad Op-
ons are designed for students who cannot commit to
a whole year, semester or summer abroad, as well as
for those who want to try out studying abroad before
pursuing a longer program. Courses are oered in a
partnership between the Syracuse study abroad oce
and academic departments. Interested students ll out
applicaons that are reviewed by course leaders.
Examples include Mexico and the United States, a
Polical Science course in which students learn about
the historic and present relaons between the two
countries and compare their polical systems with a
trip to the Southern State of Oaxaca over Spring Break.
Another oering is the African Business Seminar, which
involves a trip to South Africa and Uganda that exam-
ines business and cultural instuons.34
Princetons Bridge Year ProgramIn September of 2008, Princeton University launched its
Bridge Year Program which subsidizes a gap year for
a selected group of students. Students admied to the
program spend nine months in an internaonal com-
munity oering humble service in governmental and
non-prot organizaon. The goal of the program is to al-
low students to become immersed in the language and
culture of another country and posively impact the
communies and organizaons in which the students
serve. Princeton has chosen to work with a select group
of partner organizaons in carefully devised projects ap-
propriate for the skill level of pre-college students.35
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Spotlight: Penn in Botswana
Penns partnership with the University of Botswana,
developed in 2001 and signicantly expanded in 2006, is
remarkable for its depth of substanve collaboraon and
the tangible results it has achieved toward Penns twin
aims of enhancing student opportunies abroad and ad-
vancing global progress. The President and Provost, when
highlighng notable internaonal iniaves, most oenpoint to the Botswana partnership.
Unfortunately, the partnerships roots in medical research
and HIV/AIDS prevenon have excluded a signicant pro-
poron of Penns stakeholders. As evidenced by a leader-
ship predominantly based in the School of Medicine, the
scope of the partnership is mostly limited to public health
applicaons.
Botswana represents a rich opportunity for students in
Polical Science, Anthropology, African Studies, Interna-
onal Economics, social entrepreneurship and Engineer-ing and should expand to ll these niches.
In this regard, SCUE believes that Botswana represents
a missed opportunity. Undergraduates would be eager
to partner with faculty to broaden the academic mission
of this excing program. Moreover, the experience from
Botswana must be carried back into classrooms at Penn,
making the knowledge gleaned there accessible to more
students than just those who actually studied on site.36
Spotlight: A Sample of Current Courses with O-Campus Components
Techniques in Conservaon Biology (BIOL465)In this course, students travel to the Smithsonian Instuons Conservaon and Research Center in Front Royal, Virginia
over Spring Break. The course consists of four meengs outside of this trip: one in January to introduce the course, one in
April to discuss student research progress, and two sessions with resource centers to help students hone their scienc
wring and literary search skills. The rest of the course credit is compacted into the week-long visit to the Instute, where
students spend evenings in introductory lectures and each full day in the eld, collecng real data on live organisms.
Students grades are divided equally between their engagement and work during the trip and two papers, one wrien in a
group aer the trip and one wrien individually before they go.37
Penn-in-Cannes (CINE 049)This two-week excursion to the Cannes Film Fesval during the last two weeks of May explores the intersecng worlds ofcinema and business. Aer aending two pre-departure lectures and analyzing lms in the Philadelphia Film Fesval as a
warm up, students go abroad to watch 20-25 lms in the company of the most inuenal names in the movie business.
Students also parcipate in several lectures led by leading lm experts and businesspeople. Aer returning, students com-
plete a 20-page paper discussing two lms as well as reecons on their experiences.
A major strength of these programs is their ming. By aligning with student schedules, they provide many students with
opportunies that they could not otherwise enjoy; the ecology trip is clearly in tune with Penns calendar, and the Cannes
program occurs before many summer internships start. Although the experiences occur in shorter me frames, they are ef-
fecvely complemented by mechanisms like assignments and lectures to ensure academic rigor and worthiness of a Penn
credit.38
-, v v P. Wh v , h v h w h h -. C vv P w v - h .
Vision: Engage Undergraduates in Penns GlobalFootprint
T v h hv . Rh h v , h q h, wh hv, v P wh.
A h , h w h , wh h . A h h ,P A G h wh h Uv Shh J Uv, h v hw h h w -
h h - . I h Uv hh w h h - P , h vv wh .
SCUE v h P h h wh h h - v P h v kh, h P . J P whW Phh h hh h N C C Ph, h P -
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wh h v v- v , h hv h h h, - h h h Bw . F v,P w h v h , h,v v h hv kwh P hh hh h.
Conclusion
P P h k w, , wh h . Lw- h w v P . I k ww h , h Uv w h .
What If? Transfer Credit Systems Were Streamlined
In addion to encouraging awareness and formalizing opportunies for study abroad, Penn must lower logiscal barriers,
one of which is the unpredictable credit transfer approval process. Ineciencies and inconsistencies in the process mean
students who take courses abroad, as well as transfer students, are somemes prevented from taking full advantage of
Penns curricular oerings.
While the XCAT system an online forum for students to upload electronic les and informaon to the appropriate
departments is a great tool for managing transfer credit approval requests, it does not correct decentralized pracces
and procedures for approving credit towards graduaon. Each department has room to approve or deny credit based on
assessment of materials the student provides. The subjecve nature of this process gives the departments great latude to
deny credit.
Unforeseen credit issues can cause students to fall behind in fullling sector and major requirements; as a result, they face
dicult choices between graduang on me and exploring all their academic interests. Transfer students are welcomed to
Penn by the Admissions Oce with either sophomore or junior status, but are oenmes demoted to freshman or sopho-
more status, respecvely, as a result of credit denials. Assuming students will meet College graduaon requirements in a
mely manner is oen unreasonable. In addion, unpredictability means students considering study abroad have trouble
planning ahead, raising the barriers to pursuing this opon.
SCUE proposes this system be crically examined, standardized, and streamlined. A logical restructuring of transfer credit
approval system would place the power to accept or deny credit in the hands of a single transfer or abroad credit adviser.
This special adviser would be able to determine whether coursework at the students prior or abroad university merits
credit, as well as judge whether the credit can be applied to a general educaon sector.
What If? Penn Made Gap Years a Priority
Although me o in between high school and college is a common pracce in parts of Europe and Australia, very few high
school seniors in the United States pursue the opon. Barriers include nancial and technical restraints, as well as the
potenal sgma aa