The White Paper on Undergraduate Education
2015 Student Committee on Undergraduate Education University of Pennsylvania Student Committee on Undergraduate Education
Steering Committee Lucas Siegmund, Chair Emma Silverman, Vice Chair Laura Sorice, Treasurer Audrey Harnagel, Secretary Grace Vincent, Membership Coordinator Jane Xiao, Membership Coordinator
General Body Alex Oriente, Sophia Siciliano, Shams Haidari, Matt Rudin, Andrew Van Duyn, Bill Doane, Arjun Gupta, Mary Peyton Sanford, Jenny Sui, Carter Coudriet, Yana Kaplun, Bohan Li, Haley Morin, Mira Nagarajan, Shawn Srolovitz
Former SCUE Chairs Joyce Greenbaum, 2011 Scott Dzialo, 2012 Michelle Ho, 2013
Contributing Alumni, Class of 2014
George Brighten, Sophie Domanski, Aditi Gupta, Anand Muthusamy, Pooja Ramesh, Kevin Shia, Cristina Sorice Student Committee on Undergraduate Education 209 Houston Hall 3417 Spruce Street Philadelphia, PA 19104-6306 Email: [email protected]
To Members of the University Community,
For the past 50 years the Student Committee on Undergraduate Education has been a driving force for reform at Penn. Founded at a time when undergraduate students were given little say in their own education, SCUE was the !rst organization to challenge this notion and blazed a trail for countless other student groups to bring about change. From the beginning, SCUE White Papers have provided a vision for advancing undergraduate education. Now, on the semi- centennial of our founding, we look back at our accomplishments and are proud of how far the University has come.
Despite many great successes, the work for reform is never complete. In SCUE’s !rst White Paper, published in 1966, our founders put forth two calls to action. One was to the faculty and administration; the other was to the students. To faculty and administrators, we called for the opening of a dialogue. We recognized that improving undergraduate education at Penn requires constant feedback between students, faculty and administrators. To the students, we called for individual responsibility. With the freedom to change one’s education, comes the responsibility to meaningfully engage. We believed then, as we believe now, that all students have the power to make a di"erence if they are willing to take charge of their education. #ese are the principles that have guided our work over the last 50 years, and they remain at the heart of this report.
To the faculty and administration, we commend your many e"orts over the years to seek out feedback from students. As you explore the following recommendations, we ask that you view each not as a solution to our problems, but as an opportunity to further our ongoing dialogue on the most important issues of the day. We hope our vision for reform inspires others to challenge the status quo, and reminds us that no matter how far we come, there is always more work to be done.
To our fellow students, we commend your constant passion to produce tangible change in the undergraduate experience. #e last 50 years has seen a level of student engagement the SCUE founders could never have imagined. As you read these pages, we ask that you think critically about the recommendations presented here, and work with us to produce long-lasting solutions to the issues you care about most.
Finally, I would like to thank all who have contributed to this report. #ank you to the faculty and administrators who listened to our ideas and provided helpful feedback as we developed our proposals. #ank you to Rob Nelson, our advisor in the Provost O$ce, for invaluable guidance and support during this process. #ank you to all the students who helped inspire many of these recommendations. And !nally, thank you to the SCUE members, both past and present, for all you have done to make this report possible.
I am proud to present the 2015 SCUE White Paper on Undergraduate Education. We look forward to working with you to better undergraduate education at Penn.
Sincerely, Lucas Siegmund 2014 SCUE Chair
2 CONTENTS
One University 5 Course Requirements 8 New Student Orientation 11 Penn Reading Project/Theme Year 13 Academic Integrity
Finding a Place at Penn 18 Integrating Knowledge 22 Alternative Paths at Penn 27 Academic Advising
Penn in the Information Age 32 STEM 34 Innovative Teaching Models 38 Global Initiatives 41 Holistic Education
Outside the Classroom 45 Civic Engagement 48 Residential Community 50 Research 52 After Penn
3 I.I. ONE UNIVERSITY
“This bond comes from a sense of Penn pride, “One University” means one Penn. connectedness, and shared experience across the Although there are four undergraduate schools, four schools.” there is one graduating class. The goal of the which spill over into other aspects of their lives. They One University concept is to provide a unifying develop communities and networks within one school, undergraduate experience that allows students failing to make connections with their peers at the extends well beyond undergraduate years and a sense of Penn pride regardless of undergraduate the boundaries of this campus. It is essential program is what ties people back to the University to foster a strong community in order to after graduation. This close knit alumni network achieve everything of which Penn is capable. is one of the things that makes the global Penn This bond comes from a sense of Penn pride, community so rich. connectedness, and shared experience across the four schools. In order to nurture this While the undergraduate schools can feel divided, community, Penn must build bridges between the physical campus is shared by everyone. There is schools and inform students of the resources they have access to beyond their home-school. to any school or program. To further this, housing is not based on school, allowing students from various One University has been a powerful movement academic backgrounds to live together and share their within the Penn community. As this policy ideas and experiences. Additionally, undergraduates is still in the works, many students have not interact in shared study spaces, dining spaces, and Integrity is one of few universal policies governing and inequality amongst schools has created a all four of Penn’s undergraduate schools. This policy campus that feels divided. Often, students are promotes fairness and honesty as standards that all siloed into their individual academic programs, students are expected to uphold. Due to students’
4 One University various backgrounds, however, each individual relates to questions. This is perpetuated by a lack of information regarding which of these resources are As with their diverse experience before Penn, students’ available to all students. paths at Penn diverge based on school. This extends to SCUE’s recommendations for addressing unifying experience, including the writing seminar, these issues, which include: Theme Year, and New Student Orientation. However, • Course Requirements • New Student Orientation and long-lasting sense of oneness. Additionally, each • Penn Reading Project/Theme Year school has a unique set of resources. The disparity • Academic Integrity
[Course requirements]
How Course Requirements Relate to One University give students a more holistic education that contributes to their personal growth, instead One University encompasses much more than of detracting from their individual goals. academics, but ultimately what brings all Penn Requirements serve as a unifying experience students together is education. The courses that for the entire undergraduate student body Penn students take vary depending on school, and build a bridge between schools, while the discipline, and major. However, Penn believes there is a general set of skills and knowledge all limit student opportunities. students must develop during college to become fully functioning members of society. While Status Quo Penn is not a liberal arts institution, it is also not a collection of trade schools. The course Currently, the requirements and the courses that requirements in all four schools aim to give example, the Nursing School has six liberal arts requirements and Wharton and Engineering each have eight. In each of these schools, requirements could unify students across schools, students can use credit earned before arriving at Penn to satisfy a majority of their liberal arts see them as barriers to their individual interests. requirements. In the School of Arts and Sciences Penn students specialize at a very early point (SAS), however, students face a thirteen-course liberal arts curriculum—none of which can be requirements that span the liberal arts spectrum could be viewed as a distraction from these siloed college credit. paths. Perhaps this early specialization should be balanced with a stronger liberal arts focus to In addition, the current liberal arts curricula
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Recommendation emphasis placed on the humanities. Obviously, students in Nursing and Engineering are schools the opportunity to take a small number, through classes required for their respective say one or two, of their general requirements majors. However, the liberal arts requirements— pass/fail could have positive outcomes on especially in The College and in Wharton—give the overall Penn experience. SCUE does not their students relatively few options to satisfy recommend that pass/fail courses could be requirements related to science and technology. applied to any course in a student’s major that pass/fail option would encourage underclassmen departments to satisfy The College’s Arts & to use the general requirements to explore and Letters Sector (Sector 3). In contrast, the choices for the Living World Sector (Sector 5) are limited some students come to Penn thinking they to fourteen courses from only nine departments1. discipline they had not previously considered Approaches, and Wharton’s Science and appeals to their interests. Students may decide to Technology requirements. pursue a major, a minor, or simply other electives that broaden their outlook as they continue at Non-Uniform Grading Penn and beyond. This would be particularly Problem Across Schools valuable for students pursuing a subject in which they have not previously completed coursework. Segmentation sends mixed messages to the economics course but is considering a major or a minor in the subject could take Econ 001 pass/ majors, and potential career paths. However, fail without fearing that a poor grade in the class all students are also required to take classes will hurt her GPA. If the student does well in the in the College that may seem irrelevant to course and enjoys the material, she may choose the objectives of their courses of study. These to uncover the grade and pursue the major/ requirements, in the context of the high degree of minor. If she does poorly and did not enjoy the specialization required of each school, may seem without a black mark on her record. Another way pass/fail sectors will help students (i.e. pass/fail versus for grade), there is a sense explore greater breadth is by encouraging that some schools value the general requirements students to take a sector requirement in more than others. This leads to disunity amongst students on campus and within the classroom. students choose sector requirements that require Some classes, such as language courses and the skills that play to their strengths in order to writing seminar, depend on strong classroom communities. If some students can take these are strong writers will choose a Quantitative Data courses pass/fail, they may perceive the course as a less important piece of their education and may not take the course as seriously as others who are required to take the course for a grade.
6 One University
Analysis course that involves as much writing and Recommendations as little data analysis as possible. If the courses were pass/fail these students would feel more One of the issues associated with satisfying broad requirements is that students often feel unable on the list. to understand the methods and techniques of Additionally, many students take general interdisciplinary courses, professors should think requirements as freshmen. If freshmen take one of their general requirements pass/fail it would to students who may consider them out of their allow them to build skills early without the pressure of grades. This could reduce freshmen stress and improve the general mental health the origins of the universe. Courses such as these climate on campus. Students come to Penn from process can be overwhelming. Allowing freshmen the ability to map their interests onto another requirements would allow them to explore and disciplines. Additionally, students often take make mistakes without fear of derailing their course requirements without understanding goals for the future. Having this cushion during how they relate to the greater picture of their freshman year could give students the ability to education. Encouraging professors to weave how better adapt to the fast and demanding pace of their general education courses relate to other Penn life, thus equipping them with the mental disciplines may give students greater context for stability to thrive and be happy during their four applying their knowledge outside the course. years here. A similar system has been used with much success at our peer institution, MIT.
Non-Uniform Variety and Problem science sector requirements be expanded and who believe it is important for science sector requirements. There is certainly no shortage of requirements to maintain the same discipline- comes to the liberal arts curricula. Reconsidering that teach with similar methods, but focus on which courses can satisfy certain requirements can enrich students’ experiences. As it stands, the general population. This has the added in areas outside their comfort zones because for science up against those without that skillset, students are unsure of their abilities to perform in since the science majors will have to take the general introduction course to continue with the major. One example of such a course is ENVS of students from certain backgrounds in some 204: Global Climate Change, as it compares classes and underpopulation in others. to ENVS 200: Introduction to Environmental
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World sector, however ENVS 204 is more relatable to non-majors because it focuses on a topic that courses get a basic understanding of the methods in the discipline of environmental science, but those in ENVS 204 are able to do so while accessible and engaging. This model should be replicated in other science departments.
[new student orientation]
How NSO Relates to One University college housing, and academic advising. The “orientation” of a new student to the Penn New Student Orientation (NSO) is one of the few community, however, does not begin during common experiences all undergraduates share, NSO. Students begin their orientation to our regardless of school. Serving as an introduction campus far before they are even admitted. As to Penn and representing a huge transition for recommended in the SCUE 1990 White Paper new students, NSO is pivotal in framing an (CAS Guidelines for Student Orientation), there undergraduate’s experience. Programming over are four stages through which students are these few days should focus on the aspects of exposed to University life. These include: student life. NSO programming has the potential 1. The application process: Penn students to set the tone for the remainder of a student’s begin to form opinions on student life during the college search process. Information decentralized university systems or as a unifying experience for all undergraduates.give students a experiences on tours and during information more holistic education that contributes to their sessions, and interactions with the Penn personal growth, instead of detracting from their Application Supplement all shape students’ individual goals. Requirements serve as a unifying understandings of what it means to attend the experience for the entire undergraduate student University of Pennsylvania. body and build a bridge between schools, while 2. Pre-Penn Programming: This includes all exposure to Penn between the time that limit student opportunities. students receive their acceptance letters to the moment they arrive on campus for NSO. Status Quo This experience includes on-campus events (Quaker Days), communications (emails/ New Student Orientation refers to the introduction to Penn and surrounding student events, pre-orientation programs, etc. communities for all new students, which 3. New Student Orientation: NSO is the formal occurs the week before classes begin. It is period in which students attend orientation closely interconnected with Theme Year,
8 One University
sessions on-campus after convocation, but before the start of freshman year classes. The Problem Information Overload programming for this week is elaborated below. 4. Beyond NSO: Students continue to become Over the course of NSO, new students are orientated with Penn long after the start bombarded with a large quantity of information of freshmen year. They learn more about that is often overwhelming. As a result, students what is happening on campus and immerse may feel as though they can never absorb all themselves in University life. that is thrown at them, and therefore there is a low retention rate for much of this essential The main goal of NSO, stated in the 1999 SCUE/ information. Additionally, processing a large UA Joint Proposal on NSO, is to “help students amount of information while transitioning gain a better perspective – academically, socially, to a new living and social environment can functionally, and culturally – of Penn as an cause stress. All of these factors counter the educational institution and the city in which goal of providing new students with important we all live.” This is a mindset that should be information about Penn that they can utilize continued all four years: helping students feel throughout their four years. integrated with their school and familiar with the vast resources available to them on-campus and in Recommendation Philadelphia. Understanding that NSO is only one part of the larger Penn “orientation” experience is SCUE supports utilizing the period before a productive framework for improving it. students arrive on campus and NSO begins to lessen the information overload during NSO. The University is currently developing online programming. This includes mandatory events modules on various topics. The online alcohol and highly encouraged social programming. module is a good model for these kinds of During NSO, students complete components educational tools. Current modules in the works of the Penn Reading Project. See the “Penn include content focused on: Reading Project” section (p.10), for more information. • Sexual Assault Additionally, student groups have the opportunity • Drugs and Alcohol to create their own programming and apply for • Academic Integrity • Mental Wellness Initiatives. The typical itinerary includes the • Campus Resources following: • In creating these modules, SCUE recommends • Placement Exams that the University tap into student resources. • College House Meetings Content for these modules can be made through • Philadelphia Art Museum Gala on-campus groups with the help of related • Night at the Penn Museum student groups and centers such as CAPS, PWC, • Safety Presentation • Library Tour competitions could be helpful in incentivizing • Penn Reading Project/Writing Diagnostic groups to contribute content. In order to • Penn Life Sketches maximize the success of these modules, the NSO • Convocation • Preceptorials current undergraduates to collect feedback.
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This material should be available to all Penn Decentralization of Problem students online, year round. These modules can Information then continue to serve as resources throughout Currently, information communicated to the year, containing links and contact information sutdents during NSO is highly decentralized and for various groups, pages with information about scattered between each school and program, the what to do in certain situations, mandatory follow-up quizzes and NSO surveys to get feedback after the events. Upperclassmen, too, The abundance and segmentation of information can be encouraged to complete the modules. By presenting information on these essential topics online, the University can decrease the amount for students to retain all that they hear. Students of information that needs to be disseminated are often unable to attend all sessions that spark over NSO. This would free up more time for their interests and have trouble referring back to students to attend optional events and explore the information reviewed in these sessions when the surrounding communities. Allowing students NSO has ended. to work through modules on their own will also increase retention and allow students to access Recommendation important resources in real time through links. SCUE proposes that a website be developed Problem Placement Test Timing as a centralized resource for students in their early days at Penn. Important information communicated to students prior to matriculation tests are all completed online over the summer. and during NSO programming would be found All additional language placements are scheduled on the website, making it easier for students to during NSO, and all students take the writing attain and retain the information they need to diagnostic during the Penn Reading Project day. succeed at Penn. This would also allow students to extend their educational experiences beyond Recommendation the week of NSO. They would be able to refer to the website later in the year, as they get better SCUE proposes moving all placement tests acquainted with the University. This centralized online to be taken before NSO begins. Harvard resource would be available to all students, 2. regardless of their undergraduate schools, contributing to the notion that Penn is truly “One a four-week exam period in mid-June to mid- University”. July. All exams are taken exclusively online. The
two mandatory exams are writing and math. Suggestions for Website Content: The remaining exams are optional. Separate • Activities/events calendar and mobile application for NSO (similar to Quaker Days) “Opening Days” mainly for languages not tested • Summer deadlines and due dates calendar over the summer. Score reports from these exams are used to recommend placement. Penn could Exams, modules) adopt a similar system to Harvard’s. Moving all • Course Selection process (how to use Penn placement tests online is another way to de-stress InTouch, how to register for classes, links to NSO for incoming students. Penn Course Review)
10 One University
• Core Course Requirements for each coordinated by student groups for recruitment undergraduate school purposes. These events, while important, are for • the purpose of extracurricular involvement rather • Details about Move-In than socializing. The site would be Penn log-in only and open to all Penn students. Recommendation The NSO website could properly outline the Problem Preconceived Notions of NSO main purposes of NSO programming, including schedules of all NSO information sessions. The Before students arrive on campus, most do not online testing and mandatory modules could have an accurate understanding of the purpose assist with setting the tone for NSO before of NSO. Many students consider the social students even step on campus. The website could engagement with other students to be the sole serve as a means through which students can purpose of their orientation experience. The better understand the purpose of their orientation plethora of information sessions and informative experience before Penn, which would enhance meetings are often a surprise to new students their experiences once they engage in New Student Orientation. Moreover, in order to help the issues previously discussed, including low alleviate social pressures, SCUE recommends retention and disengagement. While socializing is that college houses host evening events for new certainly a part of the orientation experience, not all students feel included by the social culture of college house in which freshmen reside could host a well-publicized event for new students alcohol proves to be a central part of the NSO (e.g. movie night in the Quad, ice cream social social experience. During such a formative time, it in King’s Court/English House). This would be is important for the mental and physical health of a great opportunity for RA’s/GA’s to collaborate students that all members of the Penn community and design events that will be attractive to new feel they have an opportunity for substance-free students. Events in college houses would not socializing and an ability to de-stress from the only provide students with a substance-free, overwhelming nature of freshmen year of college social experience, but would also allow students without the presence of alcohol. Current late- to better orient themselves within a variety of night programming during NSO is organized and college houses.
[Penn reading ProjeCt/theme Year]
How PRP/Theme Year Relates to One University that. The Penn Reading Project (PRP) aims to collectively engage undergraduate students at Penn is extremely diverse. With both Penn and foster conversation between students undergraduate and graduate students from and faculty who all have the same experience and exposure to a certain book assigned annually. By doing so, students have the opportunity to common areas of interest. The goal of the Penn discuss and share common knowledge with Reading Project and Theme Year is to do just each other, which can be rare as students each
11 SCUE WhitE PaPEr pursue their own individual areas of interest. The utilize later on when students write their midterm portfolios. There are often very few similarities and furthers the idea of One University through its engagement of all members of the Penn writing diagnostic, and the diagnostic can be an community under one common theme. Theme Year encourages the Penn community to engage in intellectual discussions and expand their Problem Awareness academic horizons. Status Quo Year currently struggle with the lack of awareness on campus, especially among non-freshmen. The Penn Reading Project and Theme Year Most upperclassmen and graduate students are closely tied and both play a crucial role in are completely unaware of the assigned book acclimating freshmen to the Penn experience, as for the Penn Reading Project, and so PRP is not well as bringing together members of the Penn applicable to a majority of the Penn population community through a common academic focus. after freshman year. At the same time, the many All incoming freshmen are assigned to read a events, grants, and other opportunities presented book over the summer intended to introduce by Theme Year could be better utilized by raising them to the Theme Year topic and prepare awareness among upperclassmen. them for a discussion about the book during diagnostic on the subject of the book during Recommendation Preceptorials NSO, which is used as a measure of the students’ Preceptorials could be used to raise awareness writing abilities at the beginning of the year and of the Theme Year among upperclassmen. utilized in writing seminar classes. are an opportunity for freshmen to explore Problem Lack of Applicability Traditionally, preceptorials have been very Although the Penn Reading Project and Theme successful and popular every year. They could Year share a common goal to unite the student serve as an alternative way to engage students body over academic conversation, both have with theme year from the current theme year grant system. Additionally, preceptorials are upperclassmen and other members of the Penn usually very popular, and so having a greater number of Theme Year aspects incorporated into that reading the assigned book and writing the preceptorials would allow for more publicity of the Theme Year. on their grades sometimes feel no incentive to participating in the discussion. Lack of incentive related preceptorials is that preceptorials are available at the beginnings of both the fall and members of the community may not always feel the spring semesters. These factors increase the the need to participate. Using the Penn Reading likelihood of upperclassmen engaging with the Project book as a basis for the writing seminar Theme Year when they are given the opportunity to do so through preceptorials.
12 One University
also be incorporated into these pre-freshmen modules so as to engage students to think preceptorials related to the Theme Year topic. critically about the book before they get to Penn This person would serve as a liaison between and have discussions during NSO. This could the Theme Year board of directors and the include creating things such as: a small course Preceptorials board, and thus would be able to in an applicable subject that students could address new ways of spreading awareness about access online, a discussion forum that would Theme Year and generating interest. be monitored by faculty, a series of questions that could help stimulate critical thinking about Including PRP in Pre- Recommendation certain aspects of the book, and even the essay Freshmen Modules prompt in advance so that students are prepared. to explore the Penn Reading Project book in incoming students over the summer that provide advance, incoming freshmen will be more likely training and serve as tutorials on things such as to engage with the text and will also be more drug and alcohol abuse. See the “NSO” section (p.8), prepared for a meaningful discussion once they for more information. Penn Reading Project could arrive on campus.
[aCademiC integritY]
How Academic Integrity Relates to One University Status Quo With four separate undergraduate schools, Penn’s system of academic integrity is run by the Penn has few policies that apply to the entire administration, with student input through the undergraduate student body. One such policy is University Honor Council (UHC). Professors the Code of Academic Integrity. While this policy are not required to report cases to OSC, and is central to the University, it is not often discussed can instead institute sanctions themselves. Their sanctions sometimes include penalizing to internalize the Code and understand how it a student’s grade, which goes against university 4 applies to their daily work. According to a report policy released by the Committee on Undergraduate report cases to OSC because they believe that Education3, nearly two-thirds of students admit OSC does not properly handle cases of academic to having cheated at some point in their college careers. The University’s Code of Academic student is given the opportunity to admit guilt. In this case, the student is allowed to decide on Often, students do not even realize that their behavior is considered to be an infraction. Cases the case. This is a common procedure for small of cheating are normally handled privately by violations. If a student denies the infraction, the case goes to a hearing where the panel assigns Conduct (OSC). sanctions to the student. Possible sanctions
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include probation, suspension, disciplinary and advising. As previously discussed (See “NSO” withdrawal, expulsion, delayed diploma, on p.8), the orientation of students to the Penn transcript notation, and many more. community continues far beyond information Update Academic Recommendation In order to continually educate students on Integrity Code issues of academic integrity, online modules The academic integrity code at Penn has not could be instituted during benchmark phases been updated since the 1990’s. It does not take be required for students to complete before their the use of technology to complete assignments and performance enhancing drugs. Therefore, periodically throughout their Penn careers. In faculty members are forced to deal with these particular, students should be better educated issues individually. SCUE recommends the on the issue of plagiarism because it is one of Code of Academic Integrity be updated to the most common violations students make with provide more consistent guidelines on these regard to academic integrity. issues across all courses. These updates would take into account cultural shifts in Change the Reporting Recommendation System “cheating” and “collaborating” in an academic setting. These shifts are caused primarily by The biggest challenge the academic integrity the integral role technology, particularly the reporting system faces is that faculty are not Internet, plays in students’ lives and educational willing to turn over cases to OSC. This is endeavors. Individual faculty should also take typically because they are concerned OSC this into account when drawing up rules for will not properly handle the situation. This is assignments. It is important that the rules of a consequence of both poor communication academic integrity in a course provide students between OSC and the Penn faculty, and the with a framework to learn, and not restrict the general culture of faculty independence fostered resources available to them to enhance their at Penn. The current system is problematic studies. To prevent the academic integrity code because it creates the appearance of an arbitrary from becoming dated, it should be regularly approach to handling cheating at Penn. reviewed and revised by university faculty and students. Peer institutions like Georgetown have A reporting system for academic integrity a model for systematically reviewing and revising violations at Penn is important for two reasons. Academic Integrity Codes that could be used as a resource for instituting this change at Penn5. agree that repeat violators of the Code should Better Education of Both Recommendation Students and Faculty to report cases to OSC generally still support Professors who choose to handle Academic the notion that repeat violators should have to Integrity infractions on their own should have face the consequences of their actions. With access to OSC resources for guidance. These such uneven reporting of cases to OSC, there is could consist of workshops, reference materials virtually no way to keep track of all the repeat
14 One University
instance, the case would be turned over to OSC case comes to a faculty member or OSC, they for a third party analysis. suspect there were previous instances of cheating. Recommendation Self-reporting System To resolve this issue, faculty should be required to report all academic integrity cases to OSC. is that students be given a “self-referral option”. The second issue with the lack of a reporting This policy is used at the University of Maryland. system is that is leads to uneven consequences for students who cheat and denies students the on the student. The faculty member in question right to an open and honest hearing process. If a would have the option of lowering the students’ student receives a punishment for an Academic Integrity violation that is not reported through discretion. The self-reporting option would only OSC, he or she should have the option to appeal be available to a student once in his or her college the case to an independent arbiter, such as the career7. of Student Conduct. This ensures that students Recommendation Collect Better Data are not subject to any biased treatment, and establishes a system of due process. Potentially the most important recommendation SCUE can make on this subject is to encourage In a simple world, all faculty would turn over all academic integrity cases to OSC. However, issue of academic integrity. There is currently SCUE recognizes the immense investment faculty have in the students they teach. It is important to faculty view the subject. The recommendations many faculty that they have the opportunity to listed here are based on qualitative research and address the issue one-on-one with their students. anecdotal evidence, but in order to address this Therefore, SCUE recommends a model similar to that of Syracuse University. In this model, must be conducted of both students and faculty. faculty members are required to report all cases of academic integrity misconduct to a centralized Student Survey: Currently, the end of semester course survey asks retain the option to determine sanctions for all two questions: “have you witnessed cheating in this course?” and “can you describe the case of cheating?” This survey could be edited (it has not over to OSC6. This ensures a recording system is nature of cheating in each course. providing invested faculty with the opportunity to Possible questions could include: • List options for types of cheating you have component to this system is that in the case of encountered (plagiarism, collaboration on out of class assignments, cheating during an in or she has been unjustly sanctioned by a faculty class exam, copying homework, etc.) member is allowed to appeal the sanction. In this
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• Have you witnessed more than one case of cheat8. When a class is graded on a curve, there cheating? are only a certain number of A’s to be given out. • Do you feel that it is easy to cheat in this This encourages an attitude where students course? will do anything necessary to get the grade. While we recognize normalizing grades is often providing a separate and more comprehensive necessary for evaluation, faculty members should survey for students on cheating at Penn. understand the environment they are creating for their students. There may be other ways to Faculty Survey: structure a class to compensate for a heightened competitive atmosphere. Suggestions include anonymous survey of faculty to determine, among increased value on participation, non-graded (or other things: completion based) homework and collaborative • How faculty perceive OSC. assignments. These policies shift the focus of • How many faculty are willing to send cases students from beating their peers to meaningfully regarding academic integrity to OSC and why engaging with course material9. or why not. • to OSC, what methods they use to handle academic integrity violations in their courses.
Reduce Opportunity Recommendation to Cheat
The most direct way to improve academic integrity at Penn is to reduce students’ opportunities to cheat. This can be accomplished by setting clear expectations. Students are often confronted with ethical dilemmas when they are assigned problem sets or take home tests but are instructed not to work with fellow students. This leaves students who work on their own at a disadvantage. Often policies such as “no collaboration” or “no outside reference materials” for take home assignments are not enforced. If professors are serious about students working on their own, they should reevaluate the methods and objectives for their assignments or institute
The competitive nature of grading at Penn also produces an atmosphere that at times leads students to believe they have no choice but to
16 II.II. Finding a Place at Penn
Finding a place at Penn encompasses all aspects of a Penn student’s life. This includes the classroom.” residential communities, social groups, and involvement on campus. With the vast array of opportunities within each of these areas, there Penn’s culture towards over-involvement. While this it can hinder depth in any one area and get in the way of meaningful development. This pressure to live chapter will discuss how students cultivate up to perceived standards can foster insecurities and important is fostering intellectual curiosity and valuing the educational journey in addition to Penn prepares its students well for life after graduation. From the moment that students arrive, they are granted agency in determining their own path. paths. While this can empower students, it can also leave students feeling lost. Penn’s diverse student All students admitted to Penn are talented. To connections. While this is one of Penn’s greatest strengths, it is also one of Penn’s greatest weaknesses. No student should ever feel alone, as there are many the Student Activities Fair knows that Penn minded students with shared interests. Yet many
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students do feel isolated, and this is an issue that SCUE that come with these stereotypes are often seeks to address. unrealistic and detrimental to students’ Penn is made up of four undergraduate schools, each happiness. with its own protocol, network, and culture. This leads to decentralization, and a lack of communication between schools. As a result, students are not SCUE’s recommendations for addressing necessarily aware of many of the opportunities that these issues, which include: • Integrating Knowledge encourage people to take the roads most traveled, which • Alternative Paths at Penn in turn create archetypal Penn students. The standards • Academic Advising
[integrating Knowledge]
How Integrating Knowledge Relates to coordinated dual degree programs are: Jerome Finding a Place at Penn and Engineering), Roy and Diana Vagelos One University encompasses much more than Program in Life Sciences and Management In order to attain a practical and intellectually (College and Wharton), Vagelos Integrated stimulating education, Penn aims to assist Program in Energy Research (College and students in integrating knowledge on campus. Engineering), Computer and Cognitive Science (College and Engineering), Huntsman Program interdisciplinary majors and minors, students at in International Studies and Business (College Penn have a variety of opportunities to integrate and Wharton), and Nursing and Health Care their diverse interests. In addition to providing Management (Nursing and Wharton). These an intellectually stimulating college experience, programs integrate knowledge between exposure to connections between disciplines disciplines and across schools. There are also inside and outside the classroom allows students uncoordinated dual degrees, which provide an to personalize their Penn experience and better opportunity for students to study disciplines understand how their education will shape their across schools independent of these programs. the opportunity to integrate knowledge. their unique places at Penn. Interdisciplinary majors and minors allow Status Quo Penn has a number of structured academic Politics, and Economics (PPE) provides students with the opportunity to create connections University houses several dual degree programs. These programs allow students to attain degrees Additionally, students within schools may choose to double major in order to create overlap among topics.
18 Finding a Place at Penn
Another example of structured integration is opportunity to personalize individual interests. the Integrated Studies Program (ISP), a rigorous See the “Alternative Paths at Penn” section (p.24) to academic and residential program for freshmen read more about individualized majors. The program is structured as one course that encompasses three disciplines-called streams- Problems and has three faculty instructors per semester. Over the course of the term, students learn At Penn, integrating knowledge can sometimes be about each stream individually through a weekly lecture, and then are challenged to illuminate disciplines. Integrating knowledge can mean important connections between the subjects in weekly symposiums and regular “integrative (see Penn’s Self-Study assignments.” The ISP curriculum focuses the types of integration) three streams around a common theme or issue. oftentimes the most powerful kind of integration This structure aims to focus the integration and produce a cohesive conclusion about the relationship between the streams. ISP teaches while coordinated programs and interdisciplinary students new and innovative problem solving majors provide varied coursework, they do not always provide meaningful connections. Often lives. students feel so overwhelmed with mastering the of integrating them is neglected. Conversely, some encourage interdisciplinary study. Cross- listed classes allow students to identify areas knowledge is a part of the Penn experience that should pertain to all students, those outside of interdisciplinary programming may feel a lack listed in both departments. These types of classes of opportunities to integrate knowledge within singular majors. integrated by following the class curriculum. Inaccessibility not only applies to students, but also professors. Cross Currents, which seeks to Cross Currents is a program designed to create help professors co-teach courses across schools, an intersection across undergraduate schools. requires a high barrier to entry on behalf of the It attempts to encourage professors who faculty. Professors must dedicate extensive time and energy to creating new courses. Additionally, interdisciplinary course. Additionally, Theme there is little incentive provided by Penn’s Year and the Penn Reading Project also provide administration for faculty members to co-teach opportunities for integrating knowledge. Please interdisciplinary courses. In some ways, they are refer to this section under One University to read more about SCUE’s recommendations for this not awarded full teaching credits for a co-taught topic. Individualized majors provide a unique class. While there are necessary logistical reasons behind this policy, faculty members are reluctant
19 SCUE WhitE PaPEr
the world, how it has shaped them as citizen- new classes when the positive incentives are not scholars, and what questions it has led them to immediately clear. ask. These seminars would be best generated through existing departments, with seminars Additionally, a variety of spaces and centers for interdisciplinary learning exist at Penn, unifying experience for those students in their however, oftentimes students and professors junior year. It is possible, however, that seminars do not take advantage of these spaces. There could exist across departments, allowing for not are especially promising object-based learning only the opportunity for juniors to hone in on centers such as the Rare Books Library and the Penn Museum that could be valuable resources their subject study in a broader sense. More could be done to make connections across These capstone-like courses should be geared toward the variety of unique learners that exist are often isolated within their department, and at Penn. Depending on the nature of the course in each department, some could focus on niche departments to share ideas or brainstorm interdisciplinary research opportunities. areas of study, while others could be geared Diversity of ideas creates new and interesting toward career placement options. Departments interdisciplinary educational combinations, should take ownership of tailoring capstone and an increase in interdisciplinary research among faculty also creates opportunities for intermediate step to creating semester-long undergraduates. courses of the type described is to implement the idea in the form of preceptorials focused on how Interdisciplinary Recommendation Seminar course of study to other realms. SCUE recommends establishing an interdisciplinary seminar option for students in Faculty and Student their junior year. These classes would help all Recommendation Collaboration – Object students, regardless of their academic pursuits, Based Learning Collaboration among disciplines is often more social sciences than it is in the natural sciences. understanding of others. This seminar could help students conceptualize creative applications projects. Science labs at Penn are often located in inspiration to students planning their senior close proximity to one another. Laboratories in a to meaningfully conclude their time as Penn room space. Mere proximity promotes the undergraduates. likelihood of productive collaboration. Within the humanities community, there is less incentive SCUE would like to emphasize the importance to collaborate and collaboration may therefore how it has challenged their understandings of are favored over collaborative publications.
20 Finding a Place at Penn
Research is usually a solitary venture in the in places that can facilitate events (e.g. Van Pelt humanities, whereas in the sciences, lab groups Library and the Penn Museum). This type of consist of a range of faculty, graduates and programming provides a forum for the members undergraduates. Each humanities department of the humanistic community to present their has their own physical space separate from other research and allow peers to challenge and test it. disciplines, which limits chance interactions. Incentivizing Interdisciplinary Penn currently has many resources that can be Recommendation Teaching better utilized to foster relationships among faculty and students in the humanities. Two examples include the Kislak Center of Special appealed to professors in order to encourage Collections in Van Pelt library and the Penn them to co-teach courses across disciplines. This Museum. Both of these centers house a number initiative, coined Cross Currents, attempts to of resources that can be used for object-based provide students with interdisciplinary course learning approaches. Object-based learning options and foster relationships among faculty been popular among faculty and few proposals for interdisciplinary courses have been submitted history professor and an anthropology professor by professors. each have important insights about the artifacts in the Penn Museum. By incorporating these collections into courses across departments, to do research at Penn, rather than focusing on faculty are more likely to interact with faculty creating curricula. While this is the nature of members outside their department. This exposure an elite research institution, more can be done also gives students a taste for what humanities in order to lower the barrier of course creation research could entail and instills an appreciation and to encourage a greater focus on faculty for interdisciplinary collaboration within the collaboration in the classroom. humanities. The University of Chicago has taken steps Increasing programming at these various centers would help create a network of individuals (both faculty and students) who share an interest in Humanities at the University of Chicago provides the disciplines that these centers serve. It would faculty members with funding and a semester- also increase the sense of community among long incubator for interdisciplinary curriculum humanities departments. Some ideas for such creation and research projects. This kind of programming could be modeled based on peer administrative support gives faculty the resources to create unique interdisciplinary courses. Once Humanities at the University of Chicago describes the incubation period is over, courses created itself as a place where scholars are encouraged by these faculty become readily accessible to to pursue projects across department lines. students. This model could be used to rectify This center contains workspace where faculty the above problems that have arisen in Cross can collaborate and host public events such as symposia, lectures and performances. Similarly, given a semester or year-long opportunity to our many humanities centers are often located create a new curriculum without the pressures
21 SCUE WhitE PaPEr
and time commitment of teaching requirements, they would be far more likely to engage in that, however, course materials often do not curriculum development. less burdensome for faculty after the initial run. Alternatively, Penn could consider altering At this point, co-taught classes may be reverted to the credit structure for co-taught courses in half teaching credits. This alteration could lower the barrier to entry of creating new courses under Cross Currents while maintaining the overall should be recognized by providing co-teaching structure of teaching credit. faculty members with a full teaching credit for
[alternative Paths at Penn]
How Alternative Paths at Penn Relate to Finding a are not required to report cases to OSC, and Place at Penn can instead institute sanctions themselves. Their sanctions sometimes include penalizing Many students at Penn tend to take similar paths. a student’s grade, which goes against university Students often come into Penn with a focused direction and a preconceived notion of what they report cases to OSC because they believe that would like to do after Penn. While the University OSC does not properly handle cases of academic has a strong infrastructure to aid students in achieving their goals, Penn could do more to student is given the opportunity to admit guilt. bolster its culture of exploration and intellectual Problems The main issues regarding major selection include a hesitancy to explore and a lack of beauty of Penn is that the University has the available information. As students select courses resources to cater to and support all types of and majors, they may feel pressure to maintain students. Some of these services, however, are high GPAs in order to get jobs or to be accepted to not well organized or are underutilized. This can graduate programs. This encourages students to be a result of a lack of attention by the students, take most of their classes in areas of strength. This perceived lack of need by the University, and problem is exacerbated by grading structures. disproportionate communication about various opportunities. Consequently, it can seem easier to often on a curve. The curve can pit students pursue opportunities along well-trodden paths. against one another. Therefore, students with Feeling Pressured to less exposure to a subject may feel disadvantaged Status Quo Choose Certain Majors and discouraged from taking courses graded on a curve. Additionally, this grading structure Penn’s system of academic integrity is run by the can encourage students to take classes in which administration, with student input through the they have previous experience, limiting their University Honor Council (UHC). Professors own educations and adding to the problems
22 Finding a Place at Penn of advantage created by the curve. On a larger be cognisant of. SCUE recommends that departments hold department-wide meetings to in which some students hyper-specialize early discuss and coordinate expectations for grading. in their undergraduate careers. Students who This helps open a conversation amongst faculty, which places the burden of grading at the quantitative analysis, and vice versa. This limits department level rather than the professor level. opportunity for interdisciplinary learning. Additionally, this type of conversation will help clarify and inform student expectations. Another issue is a lack of information. Many Department students come into Penn without knowing or Information Sessions/ understanding the vast array of majors that Recommendation various majors to which they might not have of this, students often stick with what they know. previously been exposed is through information Advisors, too, often do not push students outside their comfort zones. While many do a good job few weeks of school, graduate students and at tailoring to students’ interests, they do not do professors in a given department can host as much to expose students to new areas of study information sessions discussing opportunities that may be appealing. within and beyond their departments. The “information session” model is familiar to most Recommendation Grading Structures Penn students, who attend information sessions for opportunities ranging from extracurricular The curve is a commonly used grading structure activities to jobs. Thus, applying this model in many classes and universities. While it can be necessary, especially in courses with large and familiar experience to students. In order enrollment, the curve can have negative social to optimize convenience, these sessions could be cognisant of. SCUE recommends that grouped near each other. This would allow for departments hold department-wide meetings to each major to get a spotlight to speak in-depth discuss and coordinate expectations for grading. about the department, and would provide This helps open a conversation amongst faculty, students with a focused, less chaotic environment which places the burden of grading at the in which to learn about Penn’s various majors. department level rather than the professor level. Additionally, this type of conversation will help the content, removes the distractions, but still clarify and inform student expectations. allows students to explore multiple majors. Pass-Fail Additionally, these information sessions Recommendation Requirements should be supplemented by Department Head The curve is a commonly used grading structure often not especially accessible, particularly to in many classes and universities. While it can be necessary, especially in courses with large underclassmen-friendly channels will help enrollment, the curve can have negative social get the word out about opportunities to speak with Department Heads one-on-one. Hosting
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majors. Students, therefore, do not know what for students to ask individual questions will be a they are getting into when planning to pursue an positive supplement to the information sessions. individualized major at Penn.
Recommendation Status Quo Individualized Majors A major improvement to the program Currently, the Individualized Major (IM) should be a candid communication between program exists at Penn but is, for the most part, administration and prospective individualized discouraged by the administration. Students who major students regarding the requirements of pursue an IM must be highly motivated and must the program. A strict outline of all requirements and barriers should be provided upfront in a administration’s point of view, there are many standardized way, and these resources should steps that must be taken in order to ensure that be available to students considering applying the individualized major is up to the standards of a Penn sanctioned program. There are many the administration’s views on the individualized things that the individualized major is not, major will help interested students determine including: an alternative dual-degree program, a way to avoid requirements, or the only way to in each of the required steps. Ultimately, SCUE pursue interdisciplinary study. The barriers to recommends that students do extensive research entry are extremely high. Many strict deadlines on existing departments to choose a major, and proposals are necessary to maintain the as well as considering creative combinations credibility of a Penn education. Consequently, of majors, minors, and courses in order to very few students successfully complete personalize their educations. individualized majors. Status Quo Career Services Problem Career Services is a useful resource at Penn. Many students have expressed frustration Students use the Career Services website for guidance on writing cover letters and resumes, for an individualized major. Some have as well as for career exploration. The counselors claimed that the process is unfair and that the rules seem arbitrary. One argument in favor one-on-one help throughout the job search of individualized majors is that they have process. Career services manages commonly been used as templates for new programs in the past such as Mathematical Economics, as PennLink and the OCR list serves. Currently, Computational Biology, and Biological Basis of there is a wide variety of information and Behavior. The administration is working to create interdisciplinary programs to satisfy needs that Problem majors. Another major issue involves information gaps between students and administration. Many prospective students feel that Penn does not clearly outline its approach to individualized communicated to the undergraduate student
24 Finding a Place at Penn body. These industries provide numerous be alleviated by synthesizing the abundance of easily accessible opportunities at prestigious information into easily digestible step-by-step companies. Other industries, however, are how-tos, tips and workshops, and publicizing all underrepresented or decentralized at Penn. of these so that they are as accessible to students While various communities on campus exist to as possible. Moreover, Career Services should help students learn about some of these lesser- create a more interactive and easily usable calendar of workshops. While a calendar exists, these independent hubs and the opportunities an updated version with a modernized interface often much less clear. The nature of On Campus industries they are interested. steady turnover and can predict their hiring up to a year in advance. Thus, some of the lesser-known services and information. These are often unbeknown to students, and can get easily lost in an inbox. By better publicizing the many often only represented at Penn through Career resources that Career Services has, it could reach a much wider portion of the student body. and often less-than-informative. The resources Moreover, Career Services should have a better sessions and on-campus interview opportunities platform for publicizing underrepresented exacerbates the impression that they are the best industries on campus. Career Services send out a post-grad option for all students, leaving students tremendous amount of information to students; feeling pressured to go into a limited number of much of it focuses on OCR. While this is not industries. Career services has many resources for exclusively the case, many students feel that non-institutional careers, but most students only on campus opportunities are far less accessible hear about careers and resources in institutional industries because of their well-established industries promote job opportunities through recruitment presence on campus. and the Kelly Writers House. Career Services Recommendation hosts a number of these companies in job fairs, as well. Encouraging more diverse companies to work through Career Services in addition to the workshops to help students navigate the job- independent organizations they might already visit would make them more accessible to the SCUE suggests a re-organization of Career Services’ website in order to help publicize its sessions on how they recruit to help clarify how resources and make them more accessible to students can pursue employment opportunities. students. This reorganization could incorporate a By working through both channels, or even contacting companies that don’t already come to Penn, Career Services will help create a clearer path to more industries. and less helpful for students. This issue could
25 SCUE WhitE PaPEr
time away from Penn. This will ensure students would go a long way to changing the culture provide guidance for future students interested There are many organizations across a wide in taking a gap year. The University does not range of industries that recruit on campus, but currently compile data on student activities do not participate in “On Campus Recruiting”. Renaming “On Campus Recruiting” to something keeps detailed data on what students do after more appropriate, that emphasizes the business Penn and in their summer internships. In order focus of the organizations that participate, could to better serve students, the University should change the impression that the only on campus mimic this process for gap years and semesters recruiting at Penn is in these industries. away. In addition, information on gap years is Status Quo Gap Year support from students who have had similar Gap year is a term typically used to describe experiences. Also, Penn students are driven and the period between high school graduation and the start of freshmen year. In this section we will broaden that understanding to also include Penn careers. This stigma can prevent students any period in which a student takes a leave of absence during his or her undergraduate reasons from taking a gap year, which could be enrollment at Penn. We do this to indicate a detrimental both personally and professionally. need to change the culture around the current Creating a Database assumptions associated with a “leave of absence”. Recommendation By referring to this experience as a gap year, we about Gap Years allude to all the positive opportunities associated In order to track what Penn students do in their with taking time away from the university during time away from Penn, the University should one’s college career. create a database that houses this information. A gap year during a student’s time at Penn can Similarly to the Career Services Summer Survey, a simple survey could be circulated to all students Students who have taken time away from taking gap years at the end of their time away. Penn have pursued a variety of opportunities, This information should be housed on a central including jobs and internships, service work, and publicly accessible website. SCUE suggests travel abroad, as well as other personal needs. Career Services keep track of this information, Currently, the system for approval is relatively since they already have the infrastructure. simple. The process is fairly informal for students In addition, students willing to serve as peer advisors to prospective gap year students Usually, students only need to speak with their should provide their contact information. This academic advisors and department heads in would serve as both an informational guide order to take time away from Penn. and support network for students considering a gap year. Information regarding steps to take Problems when pursuing a gap year, compiled by students It is important for Penn to keep track of the types who have done so, could be housed in the same of endeavors students are pursuing during their location.
26 Finding a Place at Penn
Advising taking a less traditional path. Students who feel Recommendation the need to leave Penn for any reason could gain Students who have taken gap years should have reassurance from students who have successfully a forum to speak about their experiences and done so. This type of communication can be facilitated by panel discussions, online forums, year for a number of reasons. Candid student communication about taking time away from supplied to academic advisors. Penn for personal reasons could reduce stigma of
[aCademiC advising]
How Academic Advising Relates to Finding a to 10 advisees, and assists with academics and Place at Penn course selection. Students must meet with their pre-major advisor, either in person or over Skype, during the summer before freshman year to lift a place at Penn. Course selection has implications semester classes. They must also have a face-to- for the rest of a student’s academic career and helpful, while others feel that they do not get drop period ends. In subsequent semesters, there the support and direction they need. Adequate is only one mandatory meeting per semester guidance gives students the security they during advanced registration, but students are encouraged to meet with their advisors This section will raise issues that cause the during the add/drop period to check in. During freshman year, the conversations between suggestions to improve the overall undergraduate students and advisors usually address the college advising experience. We recognize that these adjustment process whereas during later years, recommendations are unlikely to solve the they address the students’ majors. The pre- problem entirely, but we hope they will contribute major advisor stays with the student for all four to an ongoing conversation between SCUE, years unless the student requests a change. In departments, academic advisors and others with a addition, each College student has a peer advisor stake in this important issue. College student has declared a major, he or she Status Quo is also assigned a major advisor from his or her department. College incoming students with a pre-major advisor Wharton: When freshmen enter Wharton, they based on their Penn applications. However, are assigned to one of nine cohorts of sixty due to the College’s large size and scope, these students. Each cohort is assigned an academic matches are often not perfectly aligned. Each advisor, who hosts informational video chats, pre-major advisor is usually responsible for 7
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posts tutorial videos, and sends emails over the Nursing: Undergraduate advising within the summer regarding registration for the upcoming School of Nursing is three-tiered. Advising begins semester. An academic advisor usually advises one or two cohorts, meaning they are assigned full-time advisors meet with students and train between 60 and 120 students. Once students arrive on campus, they are able to take advantage with students with complicated schedules, such as those in the Nursing and Health Wharton. Students can either schedule 30-minute Care Management Dual Degree, or students appointments with their cohort’s advisor, attend who wish to plan their courses around study 10-15 minute walk-in advising sessions with any undergraduates to get campus resource referrals Specialized Advising sessions to discuss topics and connect with faculty that may have interests such as study abroad, athletics, minors, and that align with their own. The second tier of sub-matriculation. This advising is available advising consists of faculty advisors, who serve throughout the semester. as professional mentors for undergraduate Engineering: During the summer before freshman August of freshman year (after students arrive year, engineering students are assigned an on campus), and they are matched with students Orientation Peer Advisor (OPA!) to help them that have similar interests if an interest is know. with scheduling and preparing to start Penn Undergraduates must meet with their faculty Engineering. OPA!s are available to incoming advisors each semester, as they are required to students until the end of NSO to answer any see advisors to be removed from registration questions they have regarding getting started. When students arrive at Penn, they are assigned an advisor within their designated major. The students using their clinical and professional only exception to this is freshmen that come in “Curriculum Deferred,” as these students are the School of Nursing consists of peer advisors, assigned a random advisor from any engineering upperclassmen who are paired with incoming discipline. Once at Penn, students are required students. Contact between peer advisors and to meet with their faculty advisor twice a year, new students is made in the summer prior to in order to get permission to register for courses freshman year. Peer advisors help with advice for the upcoming semester. The process of for course registration and preparing to come to advisor assignment depends on the discipline. Some majors, such as bioengineering, assign a freshman advisor and then change the advisor advice to new students. after freshman year. Other disciplines, such as electrical and systems engineering, assign one Information Gaps in advisor who stays with the student throughout Problem Advising their four years. In addition to the major advisor, There is currently an information gap within regarding academics.
28 Finding a Place at Penn
resources for advisors. A panel of student advisors give regarding questions about class credit, study abroad, and course selection. school should create a checklist of information Sometimes the process can appear impersonal, for advisors to share information with pre- which causes students to feel lost in planning freshmen that they wish had been shared with their academic paths. Having strong advisor- them as incoming freshmen. Items on this student relationships can increase a students’ checklist may include raising awareness about overall quality of experience at Penn. opportunities of which freshmen may not be Recommendation aware. Lack of Resources in There are a number of actions the Advising Problem Advising Students often do not feel that they have enough resources or information available know they have the option to switch advisors about courses when course selection occurs. if they do not relate well to their initial advisor assignments. This process is very simple, involves of information on their websites. This makes it minimal red tape, and could make the advising process much more helpful for a large number work, evaluation style, and other relevant details of students. Yet few students know that this is an pertaining to their courses as they try to balance option, so originally assigned advisors should their course loads. Most of this information is inform their students of this option. Additional included in the course syllabus, but syllabi are means of publicizing include an all-school often unavailable. email before advanced registration for the Moreover, the peer advisor system is inconsistent. Questionnaire asking students if they would helpful during the summer before they arrive, of advising. Once this information is circulated oftentimes these relationships do not extend past throughout the student body, students will continue to spread it through word-of-mouth. clearer idea of their academic interests at Penn, Hopefully, this will change the culture around their needs shift towards mentorship in a more advising, helping students feel more comfortable changing advisors to ensure they are receiving the support they need. Recommendation Current students can provide valuable In reference to course selection, SCUE knowledge and advice to incoming students recommends that every class has a syllabus regarding course selection. Much of the most and ideally a short clip of a sample lecture helpful information can be student-sourced. listed on Penn InTouch by the time advanced Advising should leverage student representatives registration begins. This would help students from various on-campus groups to provide understand the nature of the courses they select,
29 SCUE WhitE PaPEr the workload expected of each class, and the type of assessments each course will require. This would allow students to start looking for course materials online before classes commence. Having reviewed the course syllabus, students will be able to make more informed decisions about course load and scheduling before classes begin. days of school because professors would not have to rehash the details of their syllabi. Several departments and hubs on campus have a mentor system to help guide students recommends that all departments adopt this program in order to continue peer advising throughout a student’s undergraduate career. The students to help others who have not yet decided their academic paths or have detailed questions to undergraduate or graduate students. Mentors would provide candid advice that students may not be able to receive from their academic and peer advisors.
30 III. Penn in the Information Age
“Many new methods of learning and an increased Students in the Information Age ability to communicate about these methods have have expedient access to research through been made possible by technology.” technology. They also have resources to teaching methods. Many new methods of learning connect with the global community. In 2015, and an increased ability to communicate about these methods have been made possible by technology. This educating in the Information Age. Technology, access to information, however, leaves open-ended improved educational models, and an questions about how to incorporate new methods into emphasis on maintaining a well-rounded the pre-existing educational structure at Penn. Still, in academic environment continue to shape other areas, Penn has not yet caught up with the global Penn’s intellectual culture. In order to provide educational community. Penn has yet to consider Penn students with the tools necessary to several elements that could supplement the current succeed in today’s workplace, undergraduate curriculum, even in light of compelling research. education must both prepare students for the demands of the global workplace and expose Penn remains a forward thinking institution in students to tools that will allow them to think the Information Age. Several departments have innovatively and work on the cutting edge of restructured their curricula in order to incorporate active learning/teaching methods. These courses are Penn is innovating on campus, but many of its most promising programs are still in introductory stages. Experimenting The University is working to initiate a partnership with alternative teaching methods, like with the global community and is seeking to provide greater opportunities for students to engage abroad. Penn students have access to instruction in over systematically observe, study, and improve new 50 languages as well as programs of study abroad
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during fall, spring, and summer sessions. Course hopes to systemize its methods of active requirements across the four undergraduate schools learning and increase the use of technology attempt to provide students with a liberal arts education in the classroom. that will allow them to succeed in the ever-changing Information Age. SCUE’s recommendations for addressing In order to truly move Penn’s education forward, the these issues, which include: University has set clear goals for the future. The Penn • Science, Technology, Engineering, and community at the local, national, and global levels. New • Innovative Teaching Models initiatives such as the Perry World House and the Public • Global Initiatives Policy Initiative are helping prepare students to solve • the world’s most salient problems. The University also
[stem]
How STEM relates to Penn in the Information Age led by a TA. In order to improve upon this Science, Technology, Engineering, and Math of approaches. Many STEM departments have introduced a solution called SAIL— and popular with the rise of technology. These Structured, Active, In-Class Learning. The SAIL teaching model relies on independent, active ever before, largely due to innovations at the learning experiences. During lecture time, the University level. Moreover, quantitative skills SAIL model engages students in small group and a basic understanding of technology are not discussions, activities, and demonstrations, the material than they otherwise would in a because of its top undergraduate and graduate schools, advanced research facilities, and diversity model is a prominent example of SAIL courses. of programs and experts in a variety of cutting In this model, students view lectures on their own time and use class time to learn through a not merely apply to students specializing in variety of active modules. All undergraduate students have some exposure knowledge in these areas of study. to STEM courses. Within the College of Arts and Sciences nearly a quarter of the students Status Quo pursue STEM majors. Additionally, all College students are required to take foundational The vast majority of introductory classes in and sector requirements that are aimed to STEM majors use the lecture/recitation format. provide them with a basic background in STEM Students attend lecture two or three times (e.g. quantitative data analysis). Similarly, each week in addition to a recitation session
32 Penn in the information age the Wharton School requires that students take courses in mathematics and technology. inability to outperform their peers will result Engineering and Nursing curricula are all students; however, many students outside familiar to them in order to beat the curve and “get the easy A.” This is true of many students As mentioned previously, students at Penn feel who could place out of the intro courses with AP enormous pressure to perform in their classes. credit or a placement test. This perpetuates the This is especially salient for students outside competitive culture and the feeling that students classes outside their comfort zones, as they students who would ultimately excel in STEM are worried that they cannot keep up with the competitive nature of the course design and their before they have a chance to appreciate the more peers. This culture can lead Penn students to limit their educations to what they know best. STEM courses.
Barrier to Entry of Recommendation Problem Introductory Classes Changes in class structure can alleviate many There is a tendency at Penn for many students to switch out of STEM majors after they complete that has already been implemented in a number some introductory STEM courses. The number of courses is the SAIL model. SCUE believes of incoming Engineers, Premed students and these types of courses can help students better intended science and math majors is much higher grasp materials and feel more comfortable taking courses alongside students with varying levels can be explained by the fact that many students classroom teaching model to be a particularly realize they truly do not have the aptitude for the discipline or decide they are interested model is for professors to split the time equally between lecture and recitation. This gives introductory courses served the students well. In students more opportunities to engage with the other cases, however, students are driven away content as they work closely with small groups of from STEM majors due to the current structure of their peers and one-on-one with their instructor. introductory STEM courses. students in the classroom is by reducing the class introductory courses are often intimidated by the size. Small classes provide students with a higher large number of students, the grading structure level of support and hands-on instruction to help and the impersonal teaching style in their classes. students excel in these challenging introductory Large lecture classes can make students feel that STEM courses. Ideally, every introductory they are not supported on a personal level, which STEM course would be a seminar style course with a heavy focus on collaborative learning. of these courses are graded on a curve. Students However, SCUE recognizes that resources are
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should be exposed to how STEM, and technology seminars for all introductory STEM courses. In in particular, relates to their given profession. that case, the next best thing is to adapt more Currently, however, the widespread applicability introductory courses to the SAIL models to give students a similar level of hands-on instruction and engagement that they would receive in Recommendation courses could be supplemented with graduate SCUE recommends that teachers more clearly students and undergraduate TA’s to allow for outline the relevance of STEM courses to a more hands-on instruction with active in class assignments. Econ Professor Rebecca Stein runs students better understand how they can use the GREAT Program which is a good example of what they learn in their STEM classes during how experienced undergraduates can assist in the their time at Penn and beyond. In the 21st instruction of introductory courses. Both creating century, technology is emerging as a fundamental more seminar-style introductory STEM courses aspect of nearly every industry. SCUE and increasing the number of SAIL courses in recommends that departments aim to make the applicability of STEM courses more explicit, especially by educating students about the role students studying STEM, whether or not it is their that technology will play in their post-graduate primary focus. careers. See the “Integrating Knowledge” section (p.18) for SCUE’s recommendation on capstone Lack of Connection Between courses. The capstone courses described in this Problem STEM and Careers section could provide a forum to discuss the Penn students should be well-rounded in their use of technology in a variety of disciplines and careers at and beyond Penn.
[innovative teaChing models]
How Innovative Teaching Models Relate to Penn in Status Quo the Information Age There has been an increasing awareness about Innovative teaching models encompass a teaching models that deviate from the traditional combination of new technology, innovative lecture-evaluation format. One example of an pedagogy, and increased collaboration in order innovative teaching model, discussed at length to provide the best quality of teaching to Penn in SCUE’s 2010 White Paper Report, is the 10 students. In the 21st century, education looks quite Problem Solving Learning (PSL) model . PSL has been adopted extensively at Penn over the access to these resources. Penn attempts to utilize past few years in places such as the Academically innovation in the classroom in order to provide Based Community Service courses (ABCS) . students with the best education possible. Many professors at Penn are currently exploring
34 Penn in the information age new opportunities to engage students more their programming. Part of the reason why CTL actively in the classroom. The university has programming is underutilized is because faculty termed these experimental innovative teaching often are not incentivized to seek out these models Structured Active In-Class Learning (SAIL). A common component of SAIL courses is open to requesting help with their teaching. student surveys, there is limited access to this format. One way professors have addressed this data. students to watch recorded lectures as homework. Recommendation This frees up in-class time to collaborate on active problem solving. In order to improve new and innovative SAIL models, there should be a particular focus on Additionally, there has been a recent surge of surveying students enrolled in these courses and faculty members creating online courses through formulating best practices. These student surveys partnerships with organizations such as Coursera. should be aggregated and deposited in a central Many times, however, Penn students are not the location so the results are easily accessible to primary audience for these online courses since all professors. This would save professors time and energy by providing them with information courses online. on the experimental pedagogical methods their peers at Penn have found successful, and those The Center for Teaching and Learning (CTL) is they have found unsuccessful. This way, teachers the current organization on campus that monitors pursuing a non-traditional model do not have professor and teaching assistant quality and to start from scratch. CTL has already partnered develops methods to improve it, especially in the with a number of professors to evaluate their case of innovative teaching models. The Center SAIL courses through focus groups and surveys for Teaching and Learning is a Penn initiative to of students. More faculty teaching SAIL courses help instructors enhance their teaching skills and should take advantage of this resource. The improve the culture of teaching at the university, centralized data system could be coordinated thus increasing the quality of a Penn education. school wide through CTL, or at the department CTL accomplishes this goal by supporting level through each individual department chair. professors interested in diverse teaching models In this way, the quality of teaching a SAIL course will improve much faster, with fewer iterations, and discussions. than if each faculty member attempts to discover best practices on his or her own. Lack of Feedback and Problem Utilization of Data Problem Classrooms One problem with innovative teaching models is there is no central way for professors to get implemented in a consistent way. One problem other professors are doing well. CTL attempts to address this issue; however, professors often fail to is that lectures assigned for students to watch independently are long (40 minutes or more).
35 SCUE WhitE PaPEr
Recommendation landscape of technology and teaching styles, such an experience would help all professors Studies have shown that shorter, more concise stay current on innovative teaching methods. This type of programming is prevalent in almost especially when viewed on their own time. This principle is at the core of popular educational business, etc). It is SCUE’s belief that this practice organizations such as Coursera and Khan should extend to academia. Not only would this opportunity improve teaching quality at Penn, but it would also send the message to professors material included in a traditional lecture will and students that teaching quality is a high allow students to delve deeply into one concept at priority for this university. a time and fully understand that concept before moving on to the next topic. Additionally, this Currently there are a handful of such workshops and seminars hosted by groups like CTL and the lectures down to the most important material, Netter Center. Many of these experiences are and supplement with other resources such as informal, such as lunchtime round tables where readings, videos, articles, etc. faculty can share their teaching experiences with one another. SCUE recommends that Slow Adoption of New more formal events and workshops be held. Problem Teaching Models These opportunities should be listed in a central location on CTL’s website, no matter who is As technology develops and new teaching models hosting the event. This would make is easy for are tested, the knowledge behind best practices in teaching at the university level increases. Since advantage of them. Some suggestions for content of these workshops include a CTL presentation and not in the practice of teaching students, it on best practices for innovative teaching often takes time to learn about and adopt new models, a student panel discussing the in-class methods of teaching. Currently there is no form experience, and various education experts of continuing education for professors, as there is discussing cutting-edge pedagogy. teaching methods. There is no systematic way We believe these workshops will provide for faculty to learn from the research conducted tremendous value to all faculty at Penn. by experts on higher education to ensure every Therefore, SCUE recommends that department faculty member is prepared to provide students with the best education possible. attend the innovative teaching workshops. This could be done through a variety of incentive Recommendation structures such as salary bonuses for workshop attendance, salary bonuses for testing innovative In order to better prepare faculty to teach course models learned at the workshops, undergraduates, SCUE recommends the incorporating workshop attendance into the university make development programming teaching component of professors’ evaluation for available to all faculty. With the changing promotion, or other such systems.
36 Penn in the information age
teaching models because their primary reason for being at Penn is to teach. SCUE believes that Problem Courses it is important for standing faculty to teach most One of the greatest challenges to developing courses at Penn to allow students to interact with new innovative courses, or adapting existing courses, is the extra time and energy it takes faculty to develop new curricula. CTL is working interest of lecturers and by allowing them to assist on addressing this issue by advising faculty on with the development of courses in coordination general pedagogical models that have proven with standing faculty members. The lecturers successful in various courses. While these could implement experimental teaching models. general services are certainly valuable and time- saving, CTL advisors are limited by their lack of standing faculty they have partnered with and move on to developing a new course. Therefore, need assistance from someone who has mastery of the discipline. Two potential models for being able to teach a more developed course improving this process are outlined below. without needing to devote the same level of time and energy to experimenting with new teaching Recommendation models. SCUE believes this model could be where faculty do not feel particular ownership Penn issues grants to postdoctoral fellows, of the course and multiple faculty often teach allowing them to come to Penn to do research in the same course from year to year. Both of these exchange for helping faculty members develop courses. Postdocs are valuable because they are more courses with innovative teaching models often eager to develop their own understanding by lightening the time commitment of course of innovative pedagogical methods, less development on faculty. expensive than standing faculty, and have a Inconsistent mastery of the subject material. A postdoc could Problem assist a faculty member in tasks like selecting Evaluation Methods readings for a course, and surveying students While many new teaching models have been to evaluate the success of various experimental developed, evaluation methods are often the same as in traditional courses. This creates inconsistency between the intellectual work done decisions, and will set the objectives for what he in class, and the way in which students are being or she wants to achieve with the course. evaluated.
A second model for assisting faculty members Recommendation in developing innovative courses is the use of lecturers, who have no research requirement and In order to improve methods of evaluation in often come to Penn because they are excited should mimic the style of work that is done in the to teach young and bright students. They are class. The ideology behind SAIL courses places often the most eager to experiment with new a high value in thought process and critical
37 SCUE WhitE PaPEr thinking. When faculty are creating the syllabus currently being done by professors in an online for any SAIL style course, they should focus on setting. While several professors at Penn teach maintaining continuity and consistency between Coursera courses on their own time, few Penn students take the initiative to utilize that content. classes that are based around collaborative Students could utilize Coursera courses taught problem solving should include this type of work by Penn professors as independent tutoring in their evaluations. to supplement the course content and more strongly comprehend the material. Encouraging Problem Coursera Courses the use of Coursera courses as a study aid could Outside of the classroom, Penn professors are student involvement with the material and developing Coursera courses which incorporate allowing professors to explore new topics. One online learning. While it is exciting that faculty way that SCUE foresees incorporating Coursera have been motivated to expand their horizons courses into Penn’s intellectual community is by beyond traditional teaching mediums, often, Penn encouraging the use of Coursera courses within students do not take advantage of online materials college houses and residential programs. See the that faculty spend valuable time preparing. “Residential Community” section (p.48) for more on Coursera’s potential role in Intellectual Community. Recommendation University structures should allow for Penn
[global initiatives]
How Global Initiatives Relate to Penn in the Status Quo Information Age There are continually more opportunities at engagement, whether it is providing international Penn to engage globally. At a premier research internship opportunities, hosting speakers from university, Penn students have the opportunity foreign universities, or maintaining extensive to learn from stellar faculty on campus, but also alumni networks in multiple countries. One have exposure to talented minds around the of the ways in which the University extends world. Students can take advantage of this global itself internationally is through study abroad programs. These are coordinated by Penn as many students choose to study abroad and pursue their academic interests in settings beyond provides semester and year-long study abroad Penn. By doing so, they have the opportunity to programs. It sends approximately 600 students learn more about the cultures and customs of the abroad annually from all four of Penn’s countries they visit, while developing a keener undergraduate schools. Students may choose to sense of their role in the global community.
38 Penn in the information age but more often universities are selected from a Recommendation pre-approved list. Students also have the option to do short-term study abroad programs. These Diversifying the opportunities available is an can be during the summer, over winter break or important consideration to allow a broader sector over spring break. Each undergraduate school of the Penn undergraduate population to pursue has its own short-term options. Penn Summer Abroad, the School of Arts and Science’s Summer Abroad program, is housed in the the demand is present from all students. Utilizing College for Liberal and Professional Studies. school vacations or closely integrating academic courses with global travel will attract students Beyond study abroad, Penn also provides to pursue these intellectual opportunities. The on-campus opportunities for students and faculty alike to explore global issues and ideas. an excellent model, where students receive 0.5 credit for a week-long trip. Additionally, the new Initiatives, also known as Penn Global, serves Credit Unit in India courses combine on-campus as a fundamental resource on-campus; beyond instruction during the semester with a capstone trip to India over winter break. Underrepresented community share insights in their respective groups in study abroad, like Nursing and areas of expertise. Additionally, the Perry World House promises to serve as an intellectual hub the number of short-term opportunities. As for global discussion at Penn. short-term study abroad opportunities grow it is important for the university to expand Disparity in Opportunities access to these programs to ensure that all Problem Between Schools students, regardless of socioeconomic status or undergraduate school, have access to these Although Penn has a strong infrastructure in incredibly valuable experiences. place to facilitate global learning, there are still many areas that can be improved. Historically, Decentralization of Resources Problem opportunities and participation rates in abroad programs. Students in the humanities and social The decentralized nature of Penn also reaches global programming, where students face that can be tailored towards their course of information gaps when investigating global study, while Engineering and Nursing students housed under Penn Global, for example, while many students from participating in global Penn Summer Abroad is run by the College opportunities. Penn Abroad provides a wide for Liberal and Professional Studies. Advisors variety of programs for semester or yearly study, within departments often speak to students but the number of increasingly popular short- about their interest in studying abroad, but rarely term and credit bearing opportunities is lacking take advantage of the knowledge and resources across the University. Successful programs, like provided by Penn Abroad. Advisors may be the Wharton International Program, are often limited to students in their home school due to thus unable to properly present students with the high demand.
39 SCUE WhitE PaPEr
scholarships provided by Penn, as well as by other and Penn Abroad to help students identify all the and similar institutions. opportunities available to them for internships, research and courses if they travel abroad. These Third, many students are interested in spending time in another country, but may not know to navigate options and may prevent them from exactly what type of educational experience identifying the most valuable opportunities to they are looking for. Study abroad, research suit their interests. abroad and internships abroad are all valuable educational opportunities for students. Penn Recommendation great resources to students interested in The centralization of information about global resources on campus will greatly improve a student’s ability to navigate the system. SCUE to explore all three. These three groups should proposes three ideas to achieve this goal. with the full array of educational opportunities available to them when they travel abroad. One should be better prepared to advise students way of doing this is to increase the proximity departments, such as language departments, task. Advisors in most other departments be housed in the same location, however we are not expected to be experts on all study recognize this is unlikely given current spatial abroad opportunities. Instead, they should constraints at Penn. Therefore, an alternative work closely with the global advisors in their would be to use the new Perry World House, a respective schools or the advisors at Penn home for global engagement on campus, to host Abroad to help students identify the best study abroad opportunity for them. Advisors who three of these organizations. This will increase are knowledgeable about both the wealth communication between the groups and provide of opportunities available and academic students with a one-stop-shop for information requirements can better assist students as they about abroad opportunities. Another way to pursue academic experiences abroad. achieve this goal would be for these groups to host coordinated symposia on abroad opportunities Second, the Penn Global website should be used around focused topics like the opportunities to centralize funding information for students available in a particular region or country. interested in studying or doing research abroad. The Perry World House would also be a prime This could include any research grants or location to host these symposia.
40 Penn in the information age
[holistiC eduCation]
How Holistic Education Relates to Penn in the Information Age regularly in sports practices during high school but either did not make the college team or Currently, students have an overwhelming chose not to pursue athletics at Penn. Moreover, volume of readily accessible knowledge. While the increased workload promotes sedentary behaviors, which may in turn lead to adverse and discovery, it also raises academic pressures that did not previously exist. This body of have linked increased physical activity to brain knowledge often relates to academic pursuits, but oxygenation resulting in improved mental acuity, it has also unveiled ties between physical activity which enables students to focus better, retain and mental health. Most people recognize the more information, manage stress, and feel more positive11. Many Penn students struggle to holistic education in this age includes learning that exercises both mind and body. Given all Counseling and Psychological Services (CAPS). of the research linking physical wellness and CAPS concerns itself primarily with fostering mental productivity, it is Penn’s responsibility mental health and helps students work through to take advantage of the information available. While Penn students receive a world-class is also a vital part of maintaining students’ education in the classroom, this learning must be supplemented by education in physical nutritional counseling, but this service is not well wellness in order to build healthy, well-rounded publicized to the general student body. individuals. Problems Status Quo Currently, many Penn students struggle to structure their days to incorporate exercise innumerable opportunities for intellectual regimens, healthy eating, and other wellness growth and development, from the classroom to activities. Often, students view these activities the laboratory to the streets of Philadelphia. But as a waste of time that could be used for doing until now, Penn has focused almost exclusively homework or participating in “more important” on traditional classroom learning, and very extracurriculars. Many Penn students have little emphasis has been placed on health and wellness. Many of Penn’s peer institutions have on mental and physical wellness. College physical education for credit. is a critical time for students to develop lifelong Although many students were physically active in high school, the transition to college makes it making decisions such as what to eat and when
41 SCUE WhitE PaPEr
courses as they wish, but can only count one full time. Teaching students early on to make healthy credit towards their graduation requirement. By choices will help them at Penn and beyond. Penn could foster healthy habits among the mental health11. College can be a stressful time, student body and set them up for success both inside and outside of the classroom. Teaching students about methods to combat stress and lead extracurriculars, and spending time with friends, exercise can be one of these outlets. Penn is another tool to build long-lasting life skills and missing a critical component of the holistic healthy habits. knowledge of mind-body wellbeing. SCUE sees Courses could be implemented using resources an inclusive wellness curriculum as a missing piece in the Penn education. Center, the administration could take advantage Within the Current of underutilized classes and add more of the Recommendation Credit System most popular classes for students seeking to receive credit. Additionally, not all of the classes In our commitment to improve education and would have to be operated out of Pottruck. The quality of life for undergraduates within the University could also use other spaces on campus, University, SCUE believes that Penn should move such as the Platt Performing Arts Center, to teach forward in addressing the health and wellness of its students by formally incorporating these work-study opportunities could be hired to teach issues into the educational experience at Penn. classes such as running, soccer, power-walking in Philadelphia, frisbee, dance, etc. In order to Based on the current credit system at Penn, cover the costs that these courses would incur, in which all credit is “academic credit”, the students could pay a small fee, similar to a lab model we have found to incorporate wellness fee or the cost of a course pack. Additionally, into the educational experience is physical students enrolled in a physical education course education courses for credit. Below is SCUE’s could receive discounts on Pottruck exercise class recommendation under this current system: memberships. This would encourage students to sustain the healthy habits established by the Many of our peer institutions have instituted half-credit courses that address the physical and mental health of its undergraduates in a at Penn that not only values wellness, but sees time when unhealthy eating habits, minimal lifestyle. norm. SCUE believes this model has potential to improve the mental and physical wellness of One criticism of university-supported healthy the general student population at Penn. These lifestyle initiatives is that as adults, students courses would be available to all students, but should take the initiative to be physically active on recommended to freshmen by their pre-major their own. Unfortunately, at an institution where advisors. Students could take as many of these students are very hard working and involved in a
42 Penn in the information age
positive things like taking exercise classes for a to make the time for physical activity. A credited semester, volunteering regularly, or participating course could address this issue. This model is in extracurricular activities like music, performing arts, and intramural sports. These alternative of our peer institutions, including Stanford, credits could have incentive structures built into Columbia, and Cornell. the system to encourage attendance in a similar way that course credit does. Such incentives may An Alternate Credit include scholarships, summer stipends, priority Recommendation System housing selection, etc. SCUE believes that this type of credit would teach students to build more balanced, healthy and holistic lives at Penn. credit for physical education classes is that physical education should not receive the recognizes this distinction, and wants to honor the integrity of a Penn degree. The idea at the core of our recommendation is to harness the power of Penn credit to create habits. The system to build habits and activities into their daily and weekly routines. While course credit is one way to achieve this, the ultimate objective is to create a culture at Penn that can support positive behaviors outside the classroom. SCUE also envisions another kind of “credit” awarded through the University, one that does not count towards a degree the same way as courses do, but encourages personal growth in other areas. The proposed “Alternative Credit System” would credit, to students for building other activities into their routines over the course of a semester. This system could award credit to students who build wellness activities like exercise and healthy eating classes, as well as other holistic education experiences such as music practice or community service. Ideally, the Alternative Credit System would be built into Penn InTouch so that students could view it alongside their course credits. Credits in this system would be counted as personal growth credits. Students could then get University recognition for doing
43 VV.IV. Outside the Classroom
“Pursuing extracurricular activities P and relate to their peers.”
44 Outside the ClassrOOm consequently an information gap between students and being primed for the future is an issue of which all Penn students ultimately become decentralization goes far beyond academic ventures: aware. these opportunities, students are sometimes wary of SCUE’s recommendations for addressing venturing outside the so-called “Penn bubble,” whether these issues, which include: • Civic Engagement career that deviates from the pre-professional mentality • Residential Community • Research between being intellectually involved on-campus and • After Penn
[CiviC engagement]
How Civic Engagement Relates to Outside the Classroom Civic House is a unifying entity that serves to Penn is fortunate to be situated in a changing bring together community service groups and and evolving neighborhood. This provides many is represented by the Civic House Associations opportunities for the University to bridge with the Coalition (CHAC). CHAC Member groups surrounding community in West Philadelphia. span from art-based to public health, and over These initiatives largely take place outside the 30 groups are recognized at Penn. Civic House classroom. Penn students take part in a variety is a “traditional” community service hub. It is of community service oriented activities and a centralized place for many student groups organizations. Many of the strongest initiatives involved with community service to coordinate have come from students themselves, and are led by students. These activities are not strictly resources. The House also provides its own outside the classroom, however. Some combine independent programming such as Alternate both academic and civic life. Academically Spring Break and the Civic Scholars honors Based Community Service (ABCS) courses program. and other academic opportunities that involve civic engagement provide a unique crossroads The Netter Center addresses community between course curricula and life outside the service with an academically centered service approach. The Center is best known for its the community helps prepare Penn students to be role in implementing ABCS courses, in which better citizens at Penn and beyond. students take classes that discusses challenges in the local community and apply knowledge Status Quo generated through the class to address such There are currently three umbrella organizations opportunities for students to participate in on campus that provide opportunities for civic more traditional community service programs engagement: Civic House, the Netter Center, and on campus, including prominent organizations
45 SCUE WhitE PaPEr
such as the Assisted Community School Service ABCS courses are predominantly located in the Partnership. College of Arts and Sciences. Within the College ABCS courses are heavily concentrated in certain the growth of student leadership to provide for urban studies, sociology and history. There is future success. As such, many of its programs less breadth of ABCS courses in the sciences, very few in engineering and no classes that are Program’s initiatives include Penn MERT (Medical categorized as ABCS in Wharton. Courses that Emergency Response Team) and the Penn Big incorporate civic engagement are available in Wharton (such as MGMT 100, MGMT 251, and also provides a variety of workshops that encourage leadership and civic responsibility for designated ABCS. students, as well as speaker series with successful Students who are pursuing certain majors do not choose to take ABCS classes because they feel Problems that the classes do not relate to their courses of study. Other students are hesitant to take ABCS Problems regarding civic engagement are courses because the content and structure of concentrated in two areas: the general organization and structure of civic engagement are not well advertised amongst the larger opportunities at Penn, and the structure of ABCS courses at Penn. that they exist or hesitant about taking ABCS courses. While community service opportunities at Penn do abound, a decentralized core structure leads Civic engagement is an important part of every to issues with communication and outreach to Penn student’s education, and helps build the the student body. This decentralization gives foundation for lifelong social responsibility. each group the opportunity to act autonomously While the Netter Center and departments and innovate in its programming, but also within the various schools are working to create creates challenges when communicating with more ABCS courses, much could be done to students. Many students are hesitant to engage in market existing academically linked community community service at Penn because they do not engagement opportunities to students. know where to begin. Students are often unable Improved Organization Recommendation of Opportunities not well advertised or well organized. Student Increasing Communication With Academic Departments staggering amount of opportunities. This leads Currently, the aforementioned resources on to a paradox of choice. With students juggling campus operate independently with little a variety of student groups and extracurricular crossover. Providing opportunities for students activities, it is hard for students to narrow down to learn about or engage in community service their interests. through their academic departments could help
46 Outside the ClassrOOm bridge this gap. A variety of opportunities within that exist at Penn. Currently such a symposium for civic engagement exists only during the period of New Student Orientation, when can help spread awareness to younger students in students are often too distracted to fully digest West Philadelphia. Departments can collaborate with community service hubs on campus to help Leadership, Civic House, the Netter Center, and make their students aware of the opportunities to any other relevant groups host similar symposia apply their learning in a meaningful way in the at other times throughout the year. In particular, community. Such activities should be promoted the start of the spring semester would be a prime by major advisors as well as by individual time to communicate to students the many faculty in courses that relate to civic engagement civic engagement opportunities that exist at activities. Penn. This is a time when students, particularly freshmen, return to campus and look to get Centralized Civic Engagement Website symposiums could be held throughout the To foster increased awareness concerning various semester with focuses on individual issues in the civic engagement opportunities, Penn should community, including nutrition and education. develop a website hosted on the university server that can display all opportunities from the three all groups with vested interest in these issues major hubs as well as from any other university would have a forum to share their thoughts and entities. The current “Community Services and knowledge. Initiatives” website could be adapted to suit this purpose. Presently, the website merely provides Recommendation Improving ABCS links to the websites of community service organizations. Instead, the website could function Encouraging Freshmen to Take ABCS Courses as a central location for students to browse the wide range of civic engagement opportunities available at Penn across all organizations, and Civic engagement activities can be coordinated pick the activity that best suits them. This model between freshmen dorm houses, Resident of a centralized website has been successful at Advisors, and community service organizations, peer institutions, such as Columbia University as residential communities are valuable and the University of Chicago. It is not necessary for Penn to centralize all civic engagement at Penn. Implementing these opportunities organizations on campus, as Columbia and may make community service more appealing Chicago have done, but rather it can keep its and available for freshmen. Beyond these current structure and instead centralize the channels, pre-major advisors and peer advisors communication of these opportunities to the student body. Civic Engagement Symposium could be expanded to certain Sectors or other Second, all civic engagement organizations encourage freshman participation. ABCS courses should collectively host a symposium to share with interested students the many opportunities
47 SCUE WhitE PaPEr
Changing the Structure of ABCS Courses many students, especially freshmen, who are not familiar with ABCS courses. Outside of While this framework may not apply to every the College, ABCS is not a widely recognized ABCS course, many of these courses could type of course. SCUE recommends that the students to delve into a subject for a year civic engagement courses in order expand rather than a semester would create additional general knowledge about such opportunities opportunities for students to develop a deep and increase enrollment. We propose to utilize understanding of complex problems and also the name recognition of ABCS, but expand it to include all academically based civic engagement Rather than taking two distinct ABCS courses opportunities in all four schools. Additionally, in a year, for example, a student could take one year-long course from the same professor with and identify those that incorporate civic the same group of students. This would require engagement. These courses should be designated more advanced commitment from the student, on tools such as PennInTouch and department but would also provide for a comprehensive and websites so that students seeking this type of meaningful application of ABCS learning. This learning experience can easily browse course structure also would also have the potential to incorporate an abroad component during winter or spring break or over the summer. four schools could drastically improve general knowledge about academically based civic Expanding Opportunities for Academically Based engagement opportunities. Greater recognition Community Service has the potential to instigate a cultural shift in which civic engagement is considered an integral The acronym “ABCS” is most recognizable by part of the Penn experience. students in the College, but even so there are
[residential CommunitY]
How Residential Community Relates to Outside Status Quo the Classroom At Penn, approximately 52% of students live Life at Penn reaches far beyond the classroom. on campus. Of the 52% of students who live on One of the most important elements of college campus, approximately half are freshmen. In life is residential community. In order for fact, 99% of the freshman class lives on campus. About a quarter of students living on campus experience throughout their college years, are sophomores. About 50% of the sophomore there must be a focus on providing a positive class lives on campus. The remaining quarter residential community. SCUE aims to provide of students who live on campus is comprised of recommendations to better residential life for upperclassmen.
48 Outside the ClassrOOm
houses as well as Sansom Place. The College campus is decentralized, and students are often addition to over 40 residential programs based on unaware of the resources available to them via Penn’s residential services website. provide both intellectual and living communities Integration of to Penn students. Additionally, Penn is building Recommendation Online Learning and a new college house, which plans to open for Residential Programs students. To create meaningful intellectual community within existing residential programs, SCUE recommends taking advantage of existing Penn provides online resources for students resources to build structure and purpose to these topics. Using the success of Coursera, members of a residential program can enroll in a short-term existing Coursera course navigate, Penn provides “Landlord/Tenant 101” to outline these important elements of a rental and Communications residential program can best practices for pest management, the move-in another university. The RA or GA coordinating process, and green living. the residential program could foster discussion about the course and provide outlets for further student engagement. This would provide much Problems needed structure to the current residential program format, and encourage intellectual Due to the nature of Penn students’ busy community from the moment students step on campus. As students phase out of on-campus intellectual activity outside of the classroom. Residential communities, however, remain an important way that students transition to Penn online learning can provide for continuing life and the college experience. Residential education and intellectual community beyond programs serve as an opportunity for students, their academic experience at Penn. particularly freshmen, to learn more about a Streamlining However, incentives for participation are low and Recommendation Residential Resources the time of the semester. Many students do not In order to rectify current issues faced by intellectually stimulating, nor is there a concrete SCUE recommends several initiatives that would structure to the programs. attempt to streamline and simplify the housing provided on the Residential Services’ website must be properly disseminated to students. and emotionally taxing and especially time residencies for the following year begins as
49 SCUE WhitE PaPEr early as September. A school-wide email in mid- rentals into the housing search. Within Penn’s September linking students to Penn’s existing resources would publicize helpful tools for this housing and leasing agreements. Students who online resources should be expanded to include feel unsure about making the decision to live a comprehensive list of all local leasing agencies and contact information. better understand the responsibilities of a tenant and how their housing arrangement will impact Individualized Guidance Recommendation their on-campus life. Overall, SCUE believes that new hires under this designation would SCUE proposes a long-term goal for centralizing send a message to students that Penn values the those who live on-campus, and places quality of living as a high priority for everyone. should be taken to more easily transition students with little knowledge of housing leases and
[researCh]
How Research Relates to Outside the Classroom Status Quo to pursue their academic interests outside and has the resources to involve undergraduates the classroom. Getting involved in research in these pursuits. A student can get involved in can enhance a student’s academic endeavors, research by directly assisting faculty, joining a and also build a wide range of relevant skills. lab group, conducting an independent study outside of the classroom with the supervision of research opportunities to suit virtually any a faculty research advisor. Open-ended research student’s interests and curiosities. While research positions abound, many undergraduates do not is provided in lecture halls and seminar rooms. know how to get started. Students build on the education they gain from coursework and learn how to apply that Problems in research include learning how to navigate Undergraduates are often overwhelmed by the research landscape in a given discipline, the vast array of research at Penn. Even those developing project management skills, and interested in getting involved often don’t know collaborating with faculty experts. While these where to start, and get lost among many disparate are not the same types of skills often emphasized sources of information. There many of access in the classroom, they are nonetheless essential to points to research for Penn undergraduates, becoming a good scholar.
50 Outside the ClassrOOm identify. Beyond students who already are of learning allows students to understand what interested in research, there are students who have simply never been exposed to rigorous interest. Students should not feel pressured academic research and don’t know what it looks to do research, but should have a better understanding of what research is so that they can make informed decisions about whether they interests. Additionally many undergraduates do would like to pursue it outside the classroom. not understand how research could contribute to By incorporating this style of primary research their overall education. into undergraduate courses, more students are exposed to what research is and get hands-on Recommendations experience.
SCUE recently published The Roadmap to Examples of current courses that integrate Research, a guide to undergraduate research at research techniques into the curricula include Penn. In this document, SCUE outlines how to chemistry labs, Introduction to Sociological get past common barriers to entry in research Research, and Introduction to Experimental and how to approach professors, TAs, and Psychology. SCUE believes that this model Additionally, SCUE has compiled a large bank of Once students have taken these courses in their student knowledge regarding how research can respective disciplines, professors can encourage contribute to one’s undergraduate education in student involvement in research by providing to make research more accessible to students positions. who know they are interested and to those who have not yet considered doing research. The Another way students engage in research is Roadmap is broken down by undergraduate through the Center for Undergraduate Research school and general disciplines. This organization emphasizes the diversity of research and go-to resource for students looking to participate debunks certain stereotypes around research. in research outside of the classroom. While To view the Roadmap, visit http://www.scue.org/ roadmaptoresearch. directory is not always up to date. By encouraging professors to update the directory frequently, One way to expose more undergraduates to the process of academic research is by attempting to current opportunities available, thus enabling incorporate this type of work into undergraduate them to participate in research. courses. The idea is to help students understand and experience the kind of research processes anthropology professor may require students research paper. Conducting an ethnography will allow students to sample the techniques expert anthropologists use in their research. This model
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[after Penn]
How After Penn Relates to Outside the Classroom to be crowded, overwhelming, impersonal, and Ultimately, Penn prepares its students to be productive members of society. This involves contrast, OCR sets up a system where students classroom learning, as well as personal development. One of the most important aspects personal contacts, and have multiple follow- of Penn outside the classroom is pursuing what comes next. This involves job applications, there is a lack of centralized information about fellowships, and applications to graduate schools. companies that recruit through departments or small organizations on campus. This section parallels many of the issues and topics discussed in the “Alternative Paths at Recommendations Penn Place at Penn.” Please read these sections in In the long term, Career Services should conjunction with one another. make it a priority to bring attention to the less represented industries during the job-search Status Quo Job Applications process. One way to achieve this goal is to host career fairs for less represented industries in Career Services is a major center on campus that operates On-Campus Recruitment (OCR), PennLink, and workshops that guide students looking for jobs and internships. See “Alternative attention to those opportunities that are not Paths at Penn” (p.22) in Chapter II for more details typically discussed. If companies do not have the on Career Services. In addition, other hubs on Penn, the University should subsidize the costs for select companies. Penn already subsidizes which brings companies hiring in the political sphere to campus to interview candidates. Another is the Kelly Writers House, which helps connect students to jobs in the creative world. local Philadelphia companies to campus to talk to students about opportunities here in Philly. on campus provide similar resources for sub- This furthers Penn’s mission to better connect sections of the student body. students to the community within which they live and learn.
Problems For the issue regarding decentralized information, see the recommendation in “Career Services” (p.24) “Alternative Paths at Penn” in Chapter II. Many within the “Alternative Paths at Penn” section in companies that recruit outside of OCR participate Chapter II.
52 Outside the ClassrOOm
do this, SCUE recommends a universal push Status Quo Fellowships across disciplines to help encourage students to look into fellowship opportunities. This could fellowship opportunities post-undergraduate help change the culture and increase the number education. Some examples of prestigious, long- of applicants. Status Quo Graduate Schools Truman, Marshall, Mitchell, and Thouron. Currently, the process of applying to graduate to help guide students in the application process schools is largely independent. Career Services for fellowships. They are also working to has resources for pre-health and pre-law better publicize these opportunities across the students, as well as workshops on general undergraduate population. interviewing etiquette. Otherwise, many students work with their advisors, mentors, and These initiatives are in the early stages, but they department heads as they apply to graduate involve assigning personal advisors to students programs. Additionally, many departments at committed to the application process. Ideally, Penn allow their students to submatriculate, providing them with greater access to graduate degrees that they can receive at Penn. are outsourcing some of its advising to professors who have experience with these fellowships. Problem
Problems While applying to graduate programs requires a Compared to its peer institutions, Penn’s students tremendous amount of student initiative, there have been awarded fewer fellowships. This trend is a lack of structured support for students going is partially explained by a professionally driven through the process. student culture; however, there is a large pool of students interested in fellowship opportunities. Recommendations These students often do not have the mentorship SCUE recommends that department heads be and guidance necessary to succeed in what is more hands-on in helping their students go an intensive and strenuous application process. through the application process. Clearer inter- departmental communication that explains the knowledge base amongst its faculty. existing structures for assisting students with Recommendations graduate school applications will help students get the support they need. This process should be determined within each department. At the marketing work for fellowships. Many interested appropriate time, departments should send their or potentially interested students may not students information regarding this process. This information could outline necessary steps in the opportunities. Therefore, departments should process including timelines that explain when and how to register for graduate school required be accomplished through pre-established channels, including department list serves and resources and individuals who may assist in the major advisors. While many departments already application process.
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[ConClusion]
Education is changing at a rapid rate. Research and technology are inspiring educators to innovate, reforming how current and future generations think about learning. Penn should remain on the cutting edge of these developments. As a leader in higher education, the University of Pennsylvania has the resources and momentum to improve the undergraduate experience in new and inventive ways. The Student Committee on Undergraduate Education believes in Penn’s capacity for creating great scholars, thinkers, and future leaders. SCUE hopes that this document can serve as a catalyst for discussion and change.
54 ndex N [i ] Nursing 5,6,18,28,33,39 A Netter Center for Community Partnerships 36, 45-47 Advising- 5, 8, 11, 14, 18, 27-30, 37, 45, 53 Academically Based Community Service (ABCS)- O 29, 34, 45-48 On-Campus Recruiting (OCR) 24-25, 52 Online modules- 9-11, 13-14 C College (SAS) 6, 8, 19, 27, 32, 39, 41, 44, 46, 48, 49 Online 9-11, 13-14, 27, 30, 35, 38, 49, 50 Cross Currents 19, 21-22 Civic House 45, 47 P Columbia University 43, 47 Pass-fail 6-7, 23 Cornell University 43 Penn Course Review 10 Career Services 24-26, 40, 52-53 Preceptorials 9, 12, 13, 20 Center for Teaching and Learning (CTL) 35-37 Coursera 35-36, 38, 49 Problem Solving Learning (PSL) 34 College of Liberal and Professional Studies (LPS) 39 Perry World House 32, 39-40 Penn Abroad 38-39, 40 PennInTouch 10, 29, 43, 48 Counseling and Psychological Services (CAPS) 9, Pedagogy 34, 36 41-42 Credit 5, 19, 22, 29, 33, 35, 39, 41-43 R Requirements 5-8, 11, 22-24, 32, 40, 47 E Research 15, 18, 20-21, 24, 32-32, 36-38, 40-42, 44-45, Engineering 5, 6, 18, 28, 32, 33, 39, 46 50-51, 54 Roadmap to Research 51 F Residential program 19, 49 S Stanford University 43 Structured Active In-Class Learning (SAIL) 32-38 G Syracuse 15 Gap Year 26-27 Sector 6-8, 32, 39. 47 Global 4, 7, 31-32, 38-39, 40 T H TA 32, 34-35 Housing 4, 8, 43, 49-50 Technology 6, 14, 18, 31-36, 54
I U Individualized Major 24 University Honors Council (UHC) 13, 22 Integrated Studies Program (ISP) 19 University of Chicago 21, 47 Innovative 19, 31-37 W K Wharton 5, 6, 18, 27, 28, 33, 39, 46 Kelly Writers House 25, 52 Writing seminar 5, 6, 12
55 [notes]
1. “College Requirements Course Listings.” College of Arts and Sciences. University of Pennsylvania. Web.
3. “Report of Academic Integrity.” University of Pennsylvania SAS Committee on Undergraduate Education Print. 4 March 2013
if they arise from a judgment that a student has violated a norm of academic integrity.” http://provost. upenn.edu/policies/faculty-handbook/students/iv-d
5. “Graduate School of Arts & Sciences.” VI. ACADEMIC INTEGRITY: POLICIES & PROCEDURES. Web.16 Jan. 2015. 6. “Scope.” Syracuse University Policies: Academic Integrity Policy. Web. 16 Jan. 2015. 8. “Beat the Cheat.” Http://www.apa.org. Web. 16 Jan. 2015. 2015. 10. “Physical Activity Improves Quality of Life.” American Heart Association. American Heart Association, 8 Jan. 2015. Web. 11. “Publications.” SCUE: The Student Committee on Undergraduate Education. Web. 2010. 56