Bring Learning to Life: Curricular Integration

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In response to faculty, employer, and student endorsement of experiential learning as the most useful element of student preparedness, Murray State’s next QEP is Bring Learning to Life. The purpose of Bring Learning to Life is to improve experiential learning outcomes through the implementation of learning experiences in which students apply knowledge and skills learned in the classroom in a real-world setting. Consistently, studies show that experiential learning is related to an increase in student engagement, retention, recruitment, academic success, and preparedness for further work or study in the discipline. 

Goal: each program must identify an experience-rich activity in the areas of service learning, undergraduate research, internships, study abroad, or containing an embedded course or co- curricular project. The identified experience-rich activity does not necessarily have to be one that is required of all students, but all students must have the opportunity to engage in the activity. 

The designated experience-rich activity must meet the following criteria:

  • Involve the application of knowledge and skills in a real-life setting, typically outside of the classroom, resulting in a final product.
  • Involve a third party outside of the traditional faculty-student interaction. This third party must be able to provide feedback on the final product.
  • Initiate with a reflection by students on their existing skills/knowledge and what they hope to gain by the experience.
  • Conclude with a reflection by the student on the experience and feedback on the process. 
Assessment:

  • Assessment of the student reflections will be conducted by a central scoring team using a rubric that accommodates all disciplines and types of experiences. Results will be reported to programs and to the Office of Institutional Effectiveness.
  • Student learning must be directly assessed. This assessment will consist of student evaluation by faculty, supervisors, and/or third-party clients. Such direct measures may be folded into SLO assessment. Existing assessment strategies (as approved by the University Assessment Committee) for experience-rich activities or courses already in place can provide direct measures of student learning and complement the assessment described above. For example, Student Learning Outcome reports related to the activity or course can serve as documentation of assessment. Modifications to the activity or course due to the assessment results must be communicated to the Office of Institutional Effectiveness.
  • The Office of Institutional Effectiveness will coordinate assessment of the third party feedback and student feedback on the process.
  • The Bring Learning to Life QEP is a five-year program. At the mid-point of the QEP, department chairs will be asked to complete a questionnaire regarding the impact and effectiveness of the QEP. 
 Procedures:

  • Department curriculum committee and department chair complete application
  • Application reviewed and approved by Experiential Learning Co-coordinators and Experiential Learning Advisory Committee

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