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James R. Connor University Center

LEAP Initiative Action Plans May, 2011

Please note that University Dining is considered part of the University Center department. Objective: romise) is to help student employees understand the current and future value of their liberal education. This will be accomplished by incorporating the Essential Learning Outcomes , Principles of Excellence (PoE) and High Impact Practices (HIPs) of LEAP into University Center processes and daily operations. help students link what they learn in the classroom to the jobs they perform in the University Center and finally to the skills employers need them to have when they graduate. To meet this objective the UC will educate staff members at all levels on the LEAP components and the personal roles they have in contributing to the liberal education of UW-Whitewater students. The UC will begin to accomplish this objective by implementing the following action plans. Spring 2011 The University Center will begin infusing the LEAP initiatives into the culture of the organization by educating staff on LEAP and helping them personally define the relevance of the LEAP initiative to their role within the University Center.

The UC staff will take LEAP Essential Learning Outcomes, Principles of Excellence and High Impact Practices and put them into redefined terms that are relevant to UC staff members. These components will then be shared and discussed with all full-time staff members through conversations, posters, social media and publications.

o Staff members will work in small groups to accomplish this in stages for presentations and discussions at the UC bi-weekly meetings.

Completion date: May 11, 2011 Resources required: Staff time

o Barriers: Staff time o Status as of 5/25/11 Completed final draft is included (Appendix A) final will be put into

graphically appealing and student friendly format.

UC staff members will work together to define the roles each person has in the UW-W student learning experiences beyond the operational services they provide. understand the role we play in helping students connect their classroom learning with their learning on the job and finally the skills required by employers.

o Staff members will have discussions at the UC bi-weekly meetings as the components are redefined. From these discussions, we as a staff will create tools and define ways in which we will interact with student employees to further promote the LEAP initiative.



o Barriers: Staff time o Status as of 5/25/11 Completed Staff members met every two weeks throughout spring

semester. Over the summer, printed materials are being designed for presentation to the students when they return this fall. The UC bi-weekly staff meeting agenda has had a LEAP component added to it (Appendix B).

In the spirit of the LEAP program, develop an assessment tool to be used at the end of each semester

that helps student employees connect current job duties to classrooms. This will help students recognize key LEAP components, their value to a liberal education and the relationships between their academic classes and the jobs they hold within the University Center.

o A task force of staff members and student employees will work to create this assessment tool by the end of spring semester for use during the 2011-2012 academic year.


o Barriers: Staff time o Status as of 5/25/11 Completed Staff members and students collaborated on re-developing

student evaluation and assessment instruments that are tied to LEAP through common language and having students reflect on how they apply classroom learning to their on-campus jobs (Appendixes C&D).

Lessons Learned 2010-2011 We learned that by taking LEAP step by step over a semester it was easier for the staff to buy in to the ideas. By the end of this semester the majority of our staff had a firm understanding of all the principles of LEAP. Also, re-defining the system in terms that associate the University Center and UW-W Dining helped our staff recognize that what they are doing currently already incorporates LEAP into their daily practices. Our staff

We also learned that LEAP could be used as a basis for a student employment program. Initially we were thinking of it as a framework for educating our students in how their classroom experiences connected with their employment. As we dug further into it, we realized this may be the perfect student employment program

We learned that it s difficult to create new instruments that can be standardized across all departments (performance evaluations and assessment) however, with continual coaching and guidance, the student interns who worked on the process were successful and gained much from the process. Academic Year 2011-2012 During the 2011-2012 academic year, the University Center staff members will continue infusing the LEAP components into the culture of the organization through discussions and exercises at bi-weekly and monthly meetings. Additionally, other tools will be developed and implemented including:

Implementing the student assessment instruments developed during spring 2011 o Each supervisor will use this assessment tool at the end of the academic year to gauge student

employee progress toward the goals of the LEAP initiative. Completion date: May 11, 2012

Resources required: Staff time, student time o Barriers: Staff time, student time


o Status as of 5/25/11 on schedule The evaluation and assessment tools have been created to be implemented.

Developing six LEAP informational components or modules focusing on key LEAP ideas that

supervisors will use during monthly departmental meetings with student employees. o These educational components will be presented to student employees throughout the academic

year. Completion date: September 2011 through April 2012

Resources required: Staff time o Barriers: Staff time

o Status as of 5/25/11 on schedule The program draft has been created to be implemented (Appendix E).

Incorporating LEAP as a theme into the UC orientation held at the beginning of the fall semester.

o A task force of staff members will work to develop the agenda for the training. Completion date: August 15, 2011

Resources required: Staff time o Barriers: Staff time

o Status as of 5/25/11 on schedule The first session of the Student LEAP Training (Appendix E), Introduction to Essential Learning Outcomes, will be incorporated into fall training.

Developing a semester long project for teams of students to do a LEAP project based on a Principle of

Excellence. The plan is to have teams use liberal education skills (Essential Learning Outcomes) to - and have them present the project to UC student and full-time employees

toward the end of the semester. o A task force of staff members will work to create this competition for use during the 2011-2012

academic year and staff members will be assigned as advisors to the teams. Completion date: December 2011

Resources required: Staff time, student time o Barriers Staff time, student time

o Status as of 5/25/11 on schedule A project based on principle #3

present the results to the UC staff.

Identify which High Impact Practices the University Center can utilize most effectively and develop plans for magnifying the benefits of those practices nternships will be a focus).

o A task force of staff members will work to assess opportunities and create a process template so that staff members can more easily work with academic departments to create internships and other High Impact Practices will be selected for focus throughout the year.

Completion date: May 2012 Resources required: Staff time

o Barriers Staff time o Status as of 5/25/11 on schedule High Impact Practices have been identified (Appendix A).

The internship template will be developed during the 2011-2012 academic year.


Incorporate into each student employee job description the relevance of their job duties to Essential

students identify the relevance of their liberal education to their future careers. o A task force of staff members will work to create a template for job descriptions that supervisors

will then use for each position. Completion date: May 2012

Resources required: Staff time o Barriers Staff time

o Status as of 5/25/11 on schedule The job descriptions will be re-written during the 2011-2012 academic year.


LEAP APPENDIX A James R. Connor University Center

LEAP Initiative May 2011

LEAP (Liberal Education and Americas Promise) is an initiative of the Association of American Colleges and Universities (AAC&U - http://www.aacu.org/index.cfm). This tool has been adopted by UW-Whitewater and in an effort to stay aligned with University goals and initiatives; the University Center (UC) has worked to develop the following objective. Objective: The University Cente garding LEAP (Liberal Education and Americas Promise) is to help student employees understand the current and future value of their liberal education. This will be

ciples of Excellence (PoE) and

help students link what they learn in the classroom to the jobs they perform in the University Center and finally to the skills employers need them to have when they graduate. To meet this objective the UC will educate staff members at all levels on the LEAP components and the personal roles they have in contributing to the liberal education of UW-Whitewater students. In order to put our roles into perspective, the University Center had redefined the LEAP Essential Learning Outcomes, Principles of Excellence and High Impact Practices (http://www.aacu.org/leap/vision.cfm) into terms and circumstances more meaningful to the our functions on campus.

http://www.aacu.org/index.cfm

http://www.aacu.org/leap/vision.cfm


Essential Learning Outcomes

AAC&U Beginning in school, and continuing at successively higher levels across their college studies,

students should prepare for twenty-first-century challenges by gaining:

University Center This is what employers and the world are telling us they need from you:

Knowledge of Human Cultures and the Physical and Natural World AAC&U:

Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts

Focused by engagement with big questions, both contemporary and enduring

University Center:

Through becoming more comfortable with cultures and ideas other than your own, via UC sponsored, endorsed and suggested interactions, gatherings, and events.

Focused by engagement with diverse ideas and inclusion

Intellectual and Practical Skills, including AAC&U:

Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving

Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance

University Center:

Effective communication Team work and Collaboration Creative thinking and problem solving

Practiced through offering experiences that give students life experience skills through hands-on work, special projects and event planning

Personal and Social Responsibility, including AAC&U:


Civic knowledge and engagement local and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges

University Center:

Creating and modeling a respectful work environment Intentionally creating a diverse and inclusive work environment Ethical reasoning and action Accountability and responsibility in the work environment

Anchored through helping guide students to do the right thing at the right time

Integrative and Applied Learning, including AAC&U:

Synthesis and advanced accomplishment across general and specialized studies

Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems

University Center:

Incorporating classroom lessons into work experiences Supplementing classroom lessons with UC professional development experiences

Demonstrated through helping students understand and minimize the gap between their college experience, their first job and their career


The Principles of Excellence Principle One: Aim High and Make Excellence Inclusive AAC&U: Make the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Work, and Life University Center: The UC and University Dining will implement Essential Learning Outcomes (ELO) for student employee experience. Principle Two: Give Students a Compass AAC&U:

- and Assess Progress University Center: The UC and University Dining will provide student employees with clear work expectations, determine learning goals, and implement evaluation and assessment of each Principle Three: Teach the Arts of Inquiry and Innovation AAC&U: Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College University Center: The UC and University Dining will provide student employees with the opportunity to share and implement new ideas while developing creative problem solving Principle Four: Engage the Big Questions AAC&U: Teach through the Curriculum to Far-Reaching Issues Contemporary and Enduring in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom University Center: The UC and University Dining will encourage student employees to develop critical thinking skills while considering all views and alternatives


Principle Five: Connect Knowledge with Choices and Action AAC&U:

- Problems University Center: The UC and University Dining will provide students with broad-based knowledge that can be applied to their choices and actions. Principle Six: Foster Civic, Intercultural, and Ethical Learning AAC&U: Emphasize Personal and Social Responsibility, in Every Field of Study University Center: The UC and University Dining will provide student employees with the skills to communicate and handle diverse clientele and situations Principle Seven: earning to Complex Problems AAC&U: Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement University Center: The UC and University Dining will utilize the student employee evaluation process to help students connect important business principles.


High-Impact Educational Practices Common Intellectual Experiences

common courses or a vertically organized general education program that includes advanced integrative studies. The UC and University Dining will engage student employees in experiences and projects that require them to practice what they learned from various general education courses giving them opportunity to use broad themes e.g., technology and society, global interdependence in a variety of co curricular options. One project per year will be selected with an example of UC Branding as an initial project. Collaborative Assignments and Projects Collaborative learning combines two key goals: learning to work and solve problems in the company of others,

different backgrounds and life experiences. Approaches include team-based assignments and cooperative projects. The University Center and University Dining will contribute to this high-impact practice through including student employees in the following types of collaborative assignments and projects:

Gallery exhibits Student employee cross-functional projects such as the assessment instrument Student employee experiences with room reservations, set-up and technology needs for groups using the

UC (Continuing education, Early Childhood, Plan-it Purple) Summer on the Mall planning Marketing/graphics assignments Fall employee orientation planning Building manager programs Student employee shadow programs student staff attend meetings and events with full-time staff Student participation in planning and implementing building projects Conducting surveys Secret Shopper Program Student Assessment Tool


Diversity/Global Learning The UC and University Dining will offer and encourage student employees to attend existing campus programs that help them explore cultures, life experiences, and worldviews different from their own. These programswhich may address U.S. diversity, world cultures, or bothethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Examples of programs that student employees will be encouraged to attend include:

Cultural Identity Workshop at Student Employee Training Diversity Forum Participation in cultural activities - - to challenge selves to understand different perspectives/cultures Tap Dancing without Shoes exhibit and program Music featured in the building Boxes and walls Promoting diversity programs offered on campus Creating an incentive program for student employees to attend diversity programs on campus N*W*C Program Engaged conversations about important issues (safe zone) Gallery Exhibits

Internships/Graduate Assistants Internships are increasingly common form of experiential learning. The UC and University Dining will provide students with direct experience in a work setting usually related to their career interests and to give them the benefit of supervision and coaching from professionals in the field. The internships will be taken for course credit so students will complete a project or paper that is approved by a faculty member. Internships to be considered include:

Human Resource intern Dining accounting intern Botany (plant care) Accounting Management Vending Marketing Public Relations Video Tech/IT Warhawk Alley


LEAP APPENDIX B UNIVERSITY CENTER STAFF MEETING

June 8, 2011, 1:00 pm 2:30 pm UC #268

Mission: To provide a welcoming and supportive environment that contributes to the educational process and enhances the campus experience. Agenda:

1. Student Assessment Project feedback for final? By end of day Thursday 5/12 2. Earl Arms 3. Professional Development update

a. Goals and objectives? 4. LEAP Action Plan

a. UC Action plan update on progress i. Final draft of new language was completed next steps

ii. Leap learning components iii. Leap project - branding

5. Kat Shanahan a. QR Codes b. Campus Awards video c. Training Videos

6. Other updates staff 7. Other Announcements/issues/committee reports

LEAP Principles of Excellence Since we last met, who has, how have we: Principle One: Aim High and Make Excellence Inclusive Implemented Essential Learning Outcomes (ELO) for student employee experience. Principle Two: Give Students a Compass Provided student employees with clear work expectations, determine learning goals, and implement evaluation and assessment of each Principle Three: Teach the Arts of Inquiry and Innovation Provided student employees with the opportunity to share and implement new ideas while developing creative problem solving Principle Four: Engage the Big Questions Encouraged student employees to develop critical thinking skills while considering all views and alternatives Principle Five: Connect Knowledge with Choices and Action


Provided students with broad-based knowledge that can be applied to their choices and actions. Principle Six: Foster Civic, Intercultural, and Ethical Learning Provided student employees with the skills to communicate and handle diverse clientele and situations Principle Seven: Utilized the student employee evaluation process to help students connect important business principles.


LEAP Appendix C James R. Connor University Center

Student Employee Performance Evaluation Updated Draft: 5/25/11

Supervisors: Please complete the following evaluation form for every student employee you supervise. Be prepared to have a dialogue between you and your employee about the evaluation, during a mutually agreed upon one-on-one meeting. Check the appropriate rating based on the student s overall performance on this form and make comments below. A. Communication (Intellectual and Practical Skills)- Effectively displays verbal listening and written communication skills. Expresses opinions and thoughts with peers, supervisors, customers, UC staff and stakeholders in a professional manner. Applies and understands the use of proper communication channels in the work environment. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments: B. Respect, Conduct and Appearance (Personal and Social Responsibility)- Makes ethical decisions, while treating customers and co-workers with respect. Appropriate attire and UC nametag are worn at all times. IS courteous and professional with customers and exceeds expectations of customers. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments: C. Work Ethic (Personal and Social Responsibility)- Arrives to work on time and uses work time efficiently. Takes initiative managing workload and handles difficult situations responsibly. Strives to produce quality work to meet department goals. Completes tasks in a timely manner. Takes responsibility for his or her actions. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments:


D. Teamwork Skills (Intellectual and Practical Skills)- Employee comes together with co-workers to work towards a common departmental goals. Willing to help fellow employees and appropriately transcend job description when needed. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments: E. Relationships (Knowledge of Human Cultures and the Physical and Natural World)- Demonstrates interactions with customers, fellow employees, and UC staff members. Exhibits willingness to openly communicate and lend support, feedback, and a caring attitude towards peer employees, customers, UC staff members, and stakeholders. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments: F. Critical and Creative Thinking (Intellectual and Practical Skills)- Uses good judgment. Works to find resolutions to situations, issues or concerns using observation, experience and analytical skills. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments: G. Attitude (Personal and Social Responsibility)- Consistently maintains a positive attitude while conducting work related tasks and working with customers. Remains helpful and happy to help in all situations. Comes prepared to learn, explore, and work every day. Displays to problem solve, build relationships, work towards common goals and carry out the mission of the UC. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments:


H. Flexibility and Adaptability (Integrative and Applied Learning)- Willing to look at situations from different perspectives, accepts constructive feedback, and makes changes if necessary. Willing to suggest and adapt to change as well as stepping outside of his or her comfort zone. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments: I . Intercultural Knowledge (Knowledge of Human Cultures and the Physical and Natural World) - Ability to interact and work with people from diverse backgrounds. Demonstrates willingness to learn from, support, empathize with, and understand those who are different than they are. Exceeds Expectations Meets Expectations Needs Improvement Unsatisfactory

Comments:


Employee Comments: Supervisor Comments: Employee Signature: _________________________________________ Date: _______________________

Supervisor Signature: _______________________________________ Date: _______________________


LEAP Appendix D James R. Connor University Center

LEAP Self-Assessment Student Employees: Please complete the following self-assessment of learning and return to your department supervisor. You may remain anonymous; however, if you wish to share this information openly with your department supervisor, you may do so. On a Scale of 1 to 5, 5 being the highest, rate the following: Employment satisfaction 1 2 3 4 5 Learning Outcomes: (type on separate page and submit) Please respond to the following, relating your experiences while working at the UC to your classroom experiences. Give examples of how, what you learned in the class room is being applied to your work at the UC. What have you learned while working at the UC that you will be able to take in the future after you graduate? Tell us how your liberal education is contributing to your current position or how it may help you in future endeavors. Assessment Questions:


1.) What area(s) in your department and/or other departments do you see could use improvement? What steps would you recommend to take action on?

2.) What tools or knowledge would have improved your learning experience on the job?

3.) What do you like most about working in your department?

4.) Who has impacted your learning the most this semester and in what way(s)?


LEAP Appendix E Student LEAP Training

Essential Learning Outcomes In order to ENGAGE students we have to connect with them at their level. In order to communicate to students the value of a liberal education and the desired LEARNING OUTCOMES, we have to connect with them at their level and communicate in vocabulary they can relate to. Our goal this year is to communicate the Essential Learning Outcomes to students and help them understand

cations both today in the future. Our aim is to do this by having open conversations with groups of students and allowing them to paraphrase the LEAP Essential Learning Outcomes in their own language and discover personal meanings and applications to their lives now and tomorrow. The Essential Learning Outcomes Session 1 Introduction to Essential Learning Outcomes - UC Orientation Video at: http://www.youtube.com/watch?v=z9Bg7sAFJsA Students will break into groups along with a staff member as a discussion facilitator. The following questions will be asked to guide students into discovering the significance of the learning outcomes in their own terms.

1. Why are you here? Why did you come to the University? (to become educated) 2. What is an educated person? Define what you feel it means. 3. Why might employers, civic organizations and/or society want the educated person? What are the

benefits of having an educated person within these groups? The Essential Learning Outcomes are what employers and society indicate they want and need of a University graduate.

1. Read the ELO Knowledge of cultures and the physical and natural world. a. What does it mean to you? b. How would you paraphrase it into language that has meaning to you? c. Why do you feel it may be important to employers, civic groups and society that you have gained

this through your education here? 2. Read the ELO Intellectual and Practical Skills.

a. What does it mean to you? b. How would you paraphrase it into language that has meaning to you? c. Why do you feel it may be important to employers, civic groups and society that you have gained

this through your education here? 3. Read the ELO Personal and Social Responsibility.

a. What does it mean to you? b. How would you paraphrase it into language that has meaning to you? c. Why do you feel it may be important to employers, civic groups and society that you have gained

this through your education here?

http://www.youtube.com/watch?v=z9Bg7sAFJsA


4. Read the ELO Integrative and applied learning. a. What does it mean to you? b. How would you paraphrase it into language that has meaning to you? c. Why do you feel it may be important to employers, civic groups and society that you have gained

this through your education here? Session 2 Knowledge of cultures and the physical and natural world Departmental Meeting #1

1. Read the ELO, both the AAC&U version and the UC version 2. How does this relate or tie to your current job here at the UC? 3. How does it relate or tie to your current or past classes? Which classes have contributed? 4. How might it apply to what you want to do for a career? 5. How can it be explored further while you are at UW-Whitewater but not in classes or at work? How

might you enhance your learning on this subject? UC Staff Meeting Discuss the feedback.

1. Review answers from various departments 2. 3. Discuss how the exercise/process should be adjusted based on what we learned.

Session 3 Intellectual and Practical Skills Departmental Meeting #2



1. Review answers from various departments 2. nts 3. Discuss how the exercise/process should be adjusted based on what we learned.

Session 4 Personal and Social Responsibility Departmental Meeting #3


might you enhance your learning on this subject?


UC Staff Meeting Discuss the feedback.


Session 5 Integrative and applied learning Departmental Meeting #4




Session 6 learned end of semester reception