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SCUE believes research should be accessible to every willing

student in every course of study. SCUE believes the most eecveway Penn can equip students to improve the world is through

problem-solving learning iniaves. SCUE believes that new

technologies can enable innovave styles of teaching and learning.

THE WHITE PAPER SCUE believes that Penn should championOpenCourseWare. on UNDERGRADUATE EDUCATIONSCUE believes that Penn should minimize the cross-disciplinary barriers

that undergraduates face. SCUE believes Penn should embracea virtual course-shopping system. 2009-2010 SCUE believesthat experiences abroad are signicant intellectual opportunies which

should be made possible for all University of Pennsylvania students.

Student Committee on Undergraduate EducationUniversity of Pennsylvania

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Student Committee on Undergraduate Education

Steering CommitteeAlexandra Berger, ChairJessica Riegel, Vice ChairSarah Doherty, Treasurer

Monisha Chakravarthy, SecretaryChristopher Pynn, Member-At-LargeLauren Springer, Member-At-Large

Arthur ArgallGenevieve BarnardBenjamin BodiSamantha Braun

Wendy CaiTurja ChakrabartiCortney Charleston

Scott DzialoMatt Eldridge

Shreyans GoenkaJonathan GolCharles Gray

Joyce GreenbaumJulie GutowskiJaclyn HallDoug Hollin

Vikram IyerCasey KlyszeikoHarrison Lieberfarb

Rochelle LipskyElena MadanMili MehtaRick OxenhandlerSam PawligerMichelle Perlin

Justin Rand

Sejal ShahAlison Wand

Ryan BenjaminElizabeth ElfmanBilly Goldberg

Michael IshiiIsabelle KenyonMatthew OwensStephanie Simon

Kavita VinekarAaron WernerJason Zolle

Contributing Alumni, Class of 2009

General Body

Zachary Fuchs, 2008 Elizabeth Slavitt, 2007 Gabe Kopin, 2006

Former SCUE Chairs

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h Uv C:

F 95, wh h h , h S C U E h h h v. h , Wh P- U E w h v v , h v h h . C-, / , k NSO v Wh P,h wh w v h k .

I wh h h h h h SCUE Wh P U- E. I h, h h 45 , w hv w - . I h w w w v w

, OCW h . Y w , v h, , v .

U h v h SCUE , h -. Y w SCUE v... h h w, hh h .

B I , I w k kw h v wh wh h w hv .F, h SCUE G B S C wh v h wh - h hk w h . S, R N h PvO wh h hv . T, A hh h v whhv , hwv wh . Fh, h wh -z v . Fh ( wh h Wh P), h SCUE wh h h h.

A , , h , v h v h h - h v. Wh , h Wh P h h hh - v v . I w k h P h , h h h h w h Uv w h . I v h w( 4) h I h h h Wh P h. T ; w .

R ,

A B9 SCUE Ch

UNIVERSITY of PENNSYLVANIA

Student Committe on Undergraduate Eduation

209 Houston Hall3417 Spruce StreetPhilaelphia, PA 19104-6306Email: scue@dolphin.upenn.edu

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In Th Clroo:Curriculum 10Pedagogy 16Technology 19

C L:Research 24Interdisciplinary Learning 26Informed Decision-Making 29

Intellectual Community 32

Byond Pnn:Civic Engagement 38Study Abroad 39

N 44 I 45

A Not: How to rd th Wht Pr

TheWhitePaperisdividedintothreesectionsasevidencedbytheTableofContentsabove.Therst,IntheClassroom,focuses on those issues that are particular to in-class learning experiences. The second, Campus Life, relates to thoselearning experiences that expand beyond the walls of traditional classroom learning. Finally, Beyond Penn reaches pasttheconnesofPennscampus,explicatinghowtheUniversitycanbetterrelatetotheoutsideworld.

ThroughouttheWhitePaperaresidebarboxesthatnotespecicissuesrelatedtoeachsection.InFocusboxeseluci -dateourbackgroundinformationorrecommendationsinmoredetail.WhatIf?boxespresentmoreradicalvisionary

ideaswheretheyarerelevant.Spotlightboxesprovideexamplesthatbestexemplifyrecommendationsorsuggestionsfor improvement. There are also quote boxes which relay non-SCUE opinions or thoughts on some topics.

The White Paper was written to be read cover to cover, but each section stands alone such that you can (if you wish) readjustthosesectionsthatyoundmostapplicableorinterestingtoyou.EachsectioncontainsaStatusQuosectionalongwithRecommendationsandVisionstatementsthataddressspecicaspectsoftheproblemsathand.

Finally, this White Paper can also be accessed online at www.scue.org/whitepaper. Please feel free to peruse the digitalcopy there and to send comments and suggestions to scue@dolphin.upenn.edu.

Tbl o Contnt

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CUE believes that seminars are ideal for requirement fulllment, especially in scien

sciplines. SCUE believes that seminar creaon, parcularly in the sciences, is essen

o the diversicaon of courses within the sectors and to the broader improvement

udents learning experiences. SCUE believes the applicaon and approval process

ector courses undermines the ability of the curriculum to funcon eecvely. SC

elieves the exisng Benjamin Franklin Scholars program should be transformed into

ore structured, signicant intellectual experience. SCUE believes the benets of mak

vailable .5-credit and 1.5-credit courses strongly outweigh the costs. SCUE believes Thould be required to parcipate in department-specic training, as dierent disciplin

emand unique communicaon techniques.SCUE believes the most eecve way Pe

an equip students to improve the world is by orienng components of the undergrad

e experience towards problem-solving. CURRICULUM SCUE believes that both ins

nd outside the classroom, new technologies can enable innovave styles of teaching a

arning. SCUE believes all rooms should be equipped with a minimum amount of hardwa

pecically a technology cart including a computer and a projector. SCUE believes that Pe

hould champion OpenCourseWare for both current students and the global communCUE believes research should be accessible to every willing student in every course

udy. SCUE believes that Penn should minimize the cross-disciplinary barriers that und

raduates face. PEDAGOGY SCUE believes that students planning to double major should

ven the opportunity to write an interdisciplinary thesis that bridges the resear

echniques and combines the resources of mulple departments. SCUE believes th

creasing these school-wide minors will connect students tointerdisciplinary opportuni

CUE believes Penns commitment to helping students make informed decisions c

e enhanced through centralizaon and standardizaon of the formal advising syste

CUE believes Penn should establish one locaon to house a university-wide advis

epartment. SCUE believes Penn should embrace a virtual course-shopping syste

CUE believes that certain technological advances could ease the inevitable burd

ssociated with course registraon. TECHNOLOGY SCUE believes that posng syllabi onl

ords numerous benets to faculty and students alike. SCUE believes freshmen

arcular need to be given greater opportunity for smaller, academically focus

esidenal programs. SCUE believes that the University should facilitate group wo

y increasing available spaces. SCUE believes that Penn should movate and ena

ndergraduates to engage civically through academic partnerships. SCUE believes AB

ust not only e civic engagement to course credits, but should immerse students

hallenging learning atmospheres. SCUE believes that experiences abroad are signica

tellectual opportunies which should be made possible for all Penn students. SCUE believ

hat Penn should emphasize research duringstudy abroad preparaons and culvate ways

udents to create academic opportunies while abroad. SCUE believes that Penns cent

adership should consult more broadly with schools and research centers in construcglobal vision for Penn that serves all its stakeholders, and enhances Penns public pro

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In The Classroom

otalundergraduate

majors currentlybeing pursued: 83

Fall 2008

Student-Facultyratio: 6:1

Fall 2008

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Crrcl

Gnrl Edcton Rqrnt

Problem: I , h h h wh h.Solution: P vv wh v q vw .

Status Quo

A P z, h- , hC A & S . B h C- z , SCUE -v wk. T h w : F, h v, wh h h -? S, h h ?

SCUE wh h v h C . A w- h h wh h, w -

C . Hw-v, w v h w wh h - hv h wh hv .

M w h. T GE C q wh hh F Rq h kw- hh S Rq. F h G E Rq (GER) h v . Y GER, h v , h h wh. T h

, -.

I hv h . Hwv, q hw hh , , q .Mv, hw q - h , - , .

Recommendations

hv h v w, GER , f .T vv h h v h - h whh q.

I , SCUE kw h- q. Hw w - h vv h q- ? Hw P k h z wh v h whq? Hw w wh - ?

Vision: Create Diverse Science Seminars

SCUE v h q -, . T w - hh , . Wh v - k, h vwh -.

T q h , wh v w wS V hh VII. A k h S A & L w h h Ph W N S & Mh-. Th h k S V hh VII h , v w h - h .

I , h , h , h I Ch- I Ph, v h

. Wh h h h , h wh P .

N- h v h hv wh - v h k. S w h v -. E h h h k-h hw h h hh.

T v hv - h h h h.O h , h v O - , - - h h 5 . Ah h h, h . B h h - , v v

D h k, SCUE v h , h , h v- wh h h -v . Mk v h v-wv w q kh v. Ah v h w h .

O w hh - h wh P h z h v, h h Sh M. Ah Fh S h k v . B

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h - h . Ah v w wh P . P wh - h h h , whh v h h z . S w v, -. [S 9 -

.]

Vision: Drive Non-Traditional Course Enrollment

I vv , SCUE -kw h h k v . Hhh A B C Sv (ABCS) C- Wh h C (CWC) , whh hh q h.,Ahh h w v - , wh . SCUE h k h wh h

.

Gv h ABCS CWC , h k h h wh . SCUE vk v .B h w , - q k v h h h. T fw -f h h wh q, wh h v .

ABCS h v

h . SCUE v h k v h , wh h h h hh v q. T v whh w h v k P h wh h -. Mv, SCUE k -q v hv . T,

w k ABCS w h h w v q-. [S 4 hw ABCS h .]

Vision: Reduce Emphasis on Grades

T GER k , h h h , h . S - h z, vw Cq h hh h h - h hz.

Mz , P vv, w v k h. A h w k q wh - Gv h h q - kw w hk, h wh h .

SCUE z h . Hwv, w v h vwwh h h . M h k -,

h P C Rvw k

In Focus: Development of Current College General Educaon Curriculum

Before 1987, the College curriculum centered on a distribuonal model. Every course fell under a parcular category of

study and students took three courses in each distribuonal group. In short, every course fullled some requirement. This

system was low-maintenance for students and administrators and allowed freedom in course selecon. However, it also

created room for students to manipulate the system. Without frequent review of distribuonal courses, it was dicult to

regulate course rigor. The fact that all courses lled a requirement implied relavely low expectaons on the part of both

faculty and students for a curriculum that purported to promote educaonal breadth.

In the 1980s, Penns College of Arts and Sciences brought faculty members together to think about and give shape to a new

general educaon curriculum. The purpose of these discussions was to give voice to faculty concepts of a liberal arts educa-on, assessing how faculty perceived a general educaon should look. This process allowed professors to gain insight into

their roles in promong educaonal breadth and culvang a variety of educaonal competencies.

Thus, the current general educaon curriculum was born out of a faculty interest in having more explicit expectaons for

what individuals and departments should teach in a general educaon curriculum and how they should teach it. If the pri-

mary focus of the ensuing reforms was on the faculty and what they teach, the secondary focus was on the constellaon of

courses students select as they construct their educaonal programs.

Sectors, groups of courses dened by specic intellectual interests that span disciplines, were introduced in 1987. Gradu-

ally, other components were added including a Wring Requirement, the Quantave Data Analysis Requirement and the

Cross-Cultural Analysis and Cultural Diversity in the U.S. requirements. Other potenal requirements that were discussed by

stakeholders but were never added included requirements for research, community service, and ethics.3

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. Mv, h q v - w h - v q.

Vision: Improve Sector Approval and Review Process

SCUE v h v h h v. T C h wh k h wh

h.

A vw , C v w h w h h h h -w h q. P hv h . Hwv, vw h v-. T q h h q f .

I , w h v z h hv

h q, h v hhh . A , h wh w h h hv v h v. A, - v h , hh wh q- .

T hv . A -v q - v, v h f. T , hwv-

, v wk w , h.

SCUE q vw h . T w h h h q h - . Rz h -, SCUE h h v k h -v , z .

U h h hv, v h v . I h hv q, h v . T h wh z h v . h, h w h - h h .

T v ,f k hh . Th h h v -

, h q h hP h vv.

Conclusion

Th SCUE wh h hh h h CG E Rq, , h q h . Th h , -

, hh- v h vw , P w C h.

Innovtv Aroch

Problem: C vz - .Solution: Av vk .

Status QuoAhh P v , h v h h h . T h q-, v k h h w T Uv h hk -h wk v v h h. Hwv, h q fh wh wh vv h h.

Recommendations

h v h, h Uv h w hh v , h h . SCUE z h w P h, w v w q - . Ah , v h v v, wh h wh w h w h f.

Vision: Create Individualized Curriculum TracksP v v - q wh h v, k v h w . O h h G E Rq, v -v . A w v f, hw kw - . T C P hw h h w q -; SCUE wk .

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Ah h vz - w -

z h h h . T - -- v . S z , v h ,- h . [S h .]

Wh SCUE h w , P , w hz h wh wh wh . M , - Phh, P E, w v, h - w - h . Wh h vz , v h w h h v. Th vz k , P -z h v-v.

T h -v . A vw w q w h

h . D wh wh h v - w , h z v. T w h h vh h vz , w hh hh h k wh - v .

Vision: Revitalize Ben Franklin Scholars Program

SCUE v h B Fk Sh (BFS) h , . T - vz k.

O v h BFS h - h w I , h BFS , , h h. Th v wk wh h C U Rh Fwh (CURF), SCUE h h hBFS . W v h h v BFS

v . [S 5 SCUEh wk wh CURF.]

BFS h h h h P . Hwv, h z h vv w . BFSh h q . T, SCUE v h h vz h h q BFS. w h , h w h : , v ,

v.

I , BFS h w . Eh h wh v kh k h h w z hhh .

I , SCUE h BFS w w - q h h . W v- h , h vv Ph. BFS w w vz h, wh z v whw k h .

C, v BFS P, h . T h w wh v wk, GPA, . SCUE h BFS ; h, h h hv . I h h h , h h - k BFS h h

What If? The College Adapted A New Curriculum

Model

With the next major review of the College curriculum a

few years away, SCUE urges administrators to push the

envelope and radically rethink curricular elements.

A more radical approach to the College curriculums

shortcomings is a return to the pre-1987 distribuonalmodel. This would replace the sectors with broad buckets

in which courses are classied. Mirroring successful

aspects of Wharton requirements, the College could have

three general requirement groups: Social Structures;

Language, Arts, & Culture; and Science & Technology.

Students would take two courses each. Allowing every

course to count for some requirement follows the logic

that every class taught at Penn should contribute in some

way to the curriculums stated goals whether students

develop general skills or approaches to knowledge or

engage intellectually in a variety of disciplines. If a course

fails to achieve this, it should not exist.

Another approach is spulang that some of the require-

ment courses students take must be seminars. Encourag-

ing a diversity of educaonal models is as important as

a diversity of disciplines. This requisite exposes students

who might not otherwise gravitate toward seminars to

the benets of close faculty interacon and in depth,

peer-driven learning.

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14/4814 Curriculum

BFS h v. I w BFS w h h .B h v h h h, h - h -. F h , h h hv w hh vw, h . I h w, BFS w h v v k

.

U h , h w v h q .B h q BFS q w v BFS , h , h h w v hq . A h BFS h v , h q w wh- h .4

Vision: Champion Alternative Credit Models

T v P h - .

T w h wk h h wk. P, h v ; wh.5-, .5-, - . T - .5- h Mk D Wh. E .5- wh -q .T h h hh h C B, Ch, Ph; wh h, v z.

SCUE z h h w , h -

z . Hw-v, SCUE v h k v .5- .5- wh h . T - v q v P -

, v , k wk, k.

Hal-Semester SeminarsB h h h MkD, SCUE h h wh .5- h h . S w z h wh

h . B h w .5- , w h wh h h GPA. A, wh z h w h h. Ahh h v v w wh , .5- w w h . T v w whh v .

O h v, w f h h. F ,

v h, h h h hv, v h w h - hh. I, w wh wh h h I h v , whh h h h vw, .5- w w h h - . D h h wh .5 , hhh v h h v h .

I h h

, h wk q qv h q h - . T , -z h Mk D, w, h . T h w h T h h - , hh v h w h .

Mini-Research SeminarsA h .5- h-, wk . Sh h - h q w w h h h . MRh S w --wk , v k h whh - w w, w h h w .

T h wh - h. T v - w z h wh k. I , w h

Spotlight: Cornells College Scholars Program

Cornells College Scholars Program follows the philosophy

that some students do not need usual degree require-

ments as guidelines for selecng courses and would bene-

t from creang an individualized curriculum. Involving up

to 40 students in each class, the program frees students

from all degree requirements. Instead, these studentscomplete a senior project and parcipate in seminars

each semester which invesgate basic problems and texts.

The admissions commiee does not expect students to

have a concrete path set for their educaon when they

apply; rather, the commiee looks for those who have

ideas of their academic direcon and the skills to carry

out the program successfully. Examples of parcipants

research ranges from The Role of Music and Art on Cul-

tural Development to Polics Behind Science: Producing

Ethical Legislaon in the 21st Century.5

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h wh h , wh h h h h k h .Rh h h h h -.

SCUE h w hh - , v h whCURF h . A h M-RhS v h ,

wh h -h .

1.5-Credit CoursesC, h .5- h. h , - .5- w - wh .5- z h h . T, v w hv h - , z .

T w wk h - , h Ph E .M .5- h q h A h hv v h. I , h w v v v .

O, v wh h - h v v . I hh h h . A

w w wh v h h. T w , w h . S w h h - h Av R AD P Ih, h wh h h . E h .5- w h - w q -q w h h h .

.5- h-, w h wk w . S w v h A wh w - h . Eh w - .5- - .

P wh .5- w h - h h - h h h . B h

h w h -, h w hv wh h - wk.

Conclusion

A , P f. B -vv , P h wh v . Ivz - v w h v- h P .

Spotlight: A Sample of Exisng Alternave Credit Models

Markeng DepartmentWithin Whartons Markeng concentraon, a variety of .5-credit courses may be taken for elecve credit, including New

Product Management, Pricing Policy, and Channel Management. According to the Wharton Academic Advising Of-

ce, the purpose of these courses is to expose students to more specic topics that do not merit an enre credit of work

but that are important to the study of markeng.6 The courses are taken for half a semester and are taught by Wharton

professors, meeng for a regular number of course hours within that me period. Students are thus able to take one

or mulple .5-credit courses for the rst part of the semester, and a dierent set for the second part of the semester.Addionally, they may take one .5-credit course one semester, and another .5-credit course another semester. Wharton

Markeng Concentraon students must take two credit units of these elecve courses, which can be made up of any mix

of half credit and full credit courses from a pre-approved list.

Physics DepartmentIn the Physics department, introductory Physics courses (101-102, 150-151, and 170-171) are taught with a lecture and

co-requisite .5-credit lab. The grades received in each of these course parts are averaged together to make up a nal

grade. Biologys rst semester .5-credit lab (123) must be taken at the same me as an introductory Biology lecture course

(101, 121). If one opts to take the second semester introductory biology course (102), he must also enroll in the co-requi-

site lab (124), or may take this lab separately for .5-credits. In the Chemistry Department, the introductory lectures (101,

102) must be taken with a co-requisite lab; grades are recorded separately for the two courses (053, 054).

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Pdgogy

Tchng Qlty

Problem: Pz h v h h - .Solution: Ehz v k h h .

Status Quo

A hh , P h h v h hh q h - . T P L S T C- h L (CL) h h h wk v h k h A(A) , w v h wh h -v h wh h .

SCUE h P L S h wh h wkh S L h .

W CL wh SCUE - h w v A, C Ev(ACE) Iv h wkh CL h- A P. I h h, - v h h, vw h h h v . SCUE wk wh CL v v - v A v h .T h CL w- w A .

T , h h h q P h h -z. I z kh w wk h v h z . 7,

Recommendations

Vision: Improve and Standardize TA Training

h h

vw, SCUE h v h ACE v h A . , h h-Sh A & S A CL h hh h Uv. C, - h C h hvh w .

Sz h h v- A h v h v .I h A, h -z h vvh, h h - SCUE 7. Sh A h

P h v w h h v q .

A h v A h -, h h w h v . Eh w h A v wh h

, q h v -, h . [S 7 w wh h.]

I z , SCUE v A h q - , q hq. L h , q k h h h h h . Ahh h v CL , w h A h zh k h . D

v w h h v A. Ivv A w h , -, w - v wh .

I h v , Aw k v h

, - A CL FwI h h A w h

w - q hv h . T h w h v- h A

. Th v w , h Aw k h w h , w hw h v .

SCUE z h h q h CL A. W v, hwv, h h h z h . M A h h Uv h v h. T h w v h q w h -q .

Vision: Increase Feedback

SCUE v k w , A hh - v- . T h w w

Te [ technology training] sessions are wildly popularand aculty say what they are learning and translatingback to their classrooms is having enormous impact on

engagement o students in seminars and lectures.

- Carton Rogers, head o the Penn Library System

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wh whh . T wh wk h , wh - h h k h v hv k .

U - v w A k h v. A , -, h hw -

h wh h, h A h v h w v z.I , h h w h h .

S - A , k h h wk , whh h h h . Wh -, w h v k . W CL h P LS h wkh h h, whh z whh

w k.

Conclusion

Th w z h h h U-v, P h wh v h h h h -. SCUE h h h A h q. T hv hh h - z A , w - v k wk , A .

Probl-Solvng Lrnng

Problem: P-v vv k w .Solutions: C z k PSL- .

Status QuoB h , P - w q h h -

. Ch wh h k v k S S, w hh, h hw hh - . T v - h h wh v.

Th v z h, Pz hv h -v (PSL) h kw v -w , h h w -- q . BPSL h ,

k h w h v, hv w v. I v h - h, PSL - P .

Recommendations

SCUE v h v w P q v h w h - w -v.

A, SCUE PSL vv - hq, h -v P v v v . WhSCUE h h hv hv h , wk w P PSL kh v h Uv v PSLv. A k PSL hv P.

Wh SCUE v PSL h , w z h

Denion: What is PSL and Why Is It Important?

Because problem-solving learning has the unique capac-

ity to stretch across every department on campus, SCUE

has developed an amenable denion of the concept. We

refrain from a research- or civic minded-specic denion,

and present this denion merely as a starng point.

SCUE denes PSL as a type of educaon focused on solving

a real-world problem. In addion to a content component,

PSL courses usually involve a praccal component as well,

in which experienal learning through rsthand observa-

ons in the community and meengs with non-faculty ex-

perts on the topic is incorporated into the more tradional

lecture or seminar methods.

PSL courses should allow Penn students to make an impact

on the problem the course presents. Methods include the

presentaon of independent research and the craing of

novel policies or recommendaons to be presented to ap-

propriate authories or agencies.

In Review: History of SCUE and PSL

In December of 2007, members of SCUE presented the

Provosts and Presidents Oces with a comprehensive

plan for implemenng problem-solving learning through-

out a wide range of disciplines in each of the four under-

graduate schools. We released a document encouraging

the Penn community to provide nancial and rhetorical

support for PSL pedagogy. SCUE also recognized the work

of ve major student-faculty collaborave groups in which

members have begun to apply their knowledge to solv-ing real-world problems. These issues included renewable

energy, social impact and responsibility, urban nutrion,

public policy, and sustainable development.9

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18/4818 Pedagogy

v - . Wh kw -q , PSL w . SCUE h v PSL h w h h h v .

Vision: Create a PSL Consortium

SCUE h Pv O P-Sv- L C, wh v h

w. T w P , - h z v h , h -v .

Why a Consortium?T z w v - k h h v, w w h. I w z PSL k -- v h h .T w h v h -

, w h h - .

T h h Pv O - h q v h , whh w

vv h v , h F Lh P, h N C CPh, h C U Rh Fwh, w . W h h Pv O SCUE - v h h h hv - h .

Consortium FunctionsA h Pv O PSL w w . B , h Pv h PSL P , h Uv. T h h v PSL h z h hh z w- , , h kh w v h h h. I w h h v h w h hv PSL . T v k h h

h w PSL.

Ah h w v - wh v PSL . B , h h v v PSL h . I hw vv h , w v PSL- A.

I , h w h PSL . M zh PSL h , v

v kw h PSL h. F h , h PSL , hw - q h h, w h h v . T w k PSL P I-h w, h PSL v PT k w h vv wh PSL . T h w , whh w h v h h wh h v PSL h.

Conclusion

PSL h kw v , -w kw v . Th h U-

v h h -h, h k v w. h, SCUE h PSL h w h v, -v h w- .

Spotlight: A Sample of Current PSL Courses

PSCI 440 - Crime, Educaon, and Philadelphias

Next MayorIn an aempt to alleviate crime and educaonal inequali-

ty among youth in Philadelphia, students meet with com-

munity leaders and visit schools in addion to compleng

tradional readings of reports and social science texts

relevant to these social issues. As a result, students are

able to aack these problems from the vantage point of

economists, polical sciensts and public policymakers as

well as to achieve historical context through the readings.

The class ulmately produced a presentaon to a city

governmental agency urging an expansion of a violence

reducon program.10

HSOC 407 Urban Encironments: Prevenon of

TobaccoPenn undergraduates learn about the short and longterm physiological consequences of smoking, social

inuences on tobacco use, the eecveness of cessaon

programs and tobacco advocacy. These students then

collaborate with teachers in West Philadelphia to prepare

and deliver lessons to middle school students on these

topics. The undergraduates also survey and evaluate

middle school and Penn student smoking. Collaboraon

with middle schools gives Penn students the opportunity

to apply their study of tobacco smoking prevenon in a

local environment.11

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Tchnology

Problem: E h h .Solution: T Uv h w zh h wh .

Status Quo

A h v kw-, P h vv h- v h kw . Y, wh wh w h h h wh k h h h w. C h - q wh v q w h. F h z h-w v. Mv, wh

h h

SCUE kw h v k h P LS w hk v q h Pv O q wh

v v q. Hwv, h v v, zh hv h w - . T w P h h v vh h f wh hv v .

Recommendations

SCUE v h h h , wh vv h -. h k z P w wh - h. SCUE h Uv -

In Focus: Who Are Stakeholders in PSL at Penn?

Given the numerous relevant stakeholders in PSL, a primary goal of the consorum is for these groups to meet to share

ideas and resources.

The Neer Center. The Neer Center works to provide resources for creang new Academically Based Community Service

(ABCS) courses, which oen incorporate PSL pedagogy. In the consorum, The Neer Center can help connect interested

professors with community groups and leaders in order to make PSL learning possible. The organizaon of the ABCS pro-

gram provides an excellent model for a PSL consorum.

Center for Undergraduate Research and Fellowships (CURF). CURF works to connect students with professors to engage in

research, and can help urge these students and professors to aack real-world problems with a PSL approach. In addion,

CURF can help students interested in specic problems nd professors doing research on these topics.

The Center for Teaching and Learning (CTL). CTL provides support for professors who need help creang and teaching

courses, and can serve as a resource for professors interested in incorporang PSL pedagogy in their classes. Ulmately,

SCUE would like professors to be able to approach the Center with their syllabus and receive advice on evolving their

course to include PSL.

Civic House. Civic House oversees over 50 community service related student groups at Penn. Though Civic House deals

mostly with extracurricular opportunies, it is a hub for students interested in solving real-world problems throughhands-on experience, and it could collaborate with professors interested in teaching PSL classes. Their parcipaon in the

consorum could also help market PSL curricular opportunies to students.12

Fox Leadership Program. Professors in the Fox program, whose roster of iniaves includes leadership-focused courses,

can help spread PSL pedagogy through new and excing courses. Addionally, Fox is in touch with many students eager

for leadership experience, which oen requires ability to solve pressing social problems. In this way, it can help reach out

to undergraduates who would be interested in PSL classes.13

Individual Professors. Many professors are currently teaching PSL courses or incorporate PSL components in their courses.

Without a legimate Penn enty taking ownership of PSL, however, professors cannot receive recognion, nor can they

conceive of their classes as part of a broader PSL iniave at Penn.

The Provosts Oce. As a part of Central Administraon with a vested interest in Penn academics, the Provosts Oce is

the ideal actor for convening a consorum that can bring together all of these pares to legimize and centralize PSL op-

portunies.

8/14/2019 2010 White Paper

20/4820 Technology

vv h v -.

Vision: Promote ICTs

I wk, q h -, k h wk -v. S h wh - h P h w v .

I C h (IC) - z h - hq. T h h ,, , . Ahh h k wk v, SCUE P hh vh.

S h - ,v v wh h.

P wh , -, h - wh v- . E v h h -k, w h vw - h w .

h h - w wh h h . Wk v whh - h kw h .P h v , w h wh, h h v .

Ah IC h SCUE v hh k. U h v h wh h . h h - h h h. Wh - k, h h h - w .

Vision: Standardize Classroom Technology

SCUE v h h v, , h h. Lk w,P h k h h .

C, h h Uv v . SCUE v h q wh hw, h . Ev, , k h h.R, , vw q.

B h h, SCUE w hH v hz. I h JMHH , h , . A, h h h , h q- v h w h I wh h h , Wh h v h h .

Pv h w w - h - vv h. S-z h h Uv w hh ; wh h-, h R O w .

Vision: Champion Open Courseware Tools

SCUE v h P h h OCW h h .

R h h v hh

Spotlight: MITs Technology Enabled Acve

Learning Program

Students have much to gain from learning in interac-

ve sengs as opposed to tradional lecture formats,

parcularly in math and science disciplines. One way to

develop such an interacve experience is to follow the

example set by the MITs Technology Enabled Acve

Learning (TEAL) program. TEAL ulizes live visualizaonsto teach physics interacvely in freshman courses that

contain up to 500 students. MITs high-tech classrooms

include networked laptops for groups of three students

with data acquision links to desktop experiments that

students perform and analyze during class. This system

enables students to collaborate in small groups, working

to solve real-word problems and discussing the phenom-

enon they observe in front of them. TEAL data shows

students learned the material more successfully than

with tradional instrucon methods.14

Spotlight: Classroom Clickers

Familiar with clickers from a colleague and conference

demonstraon, Professor Susan Phillips approached

CTL about using them when she learned she would be

teaching CHEM 053. She said her relavely high aen-

dance rates are likely due to her use of the tool, but that

is not the main benet for instructors. It allows us to

make sure that students are geng the concepts that we

want them to understand, she explained. It allows us

to interact more with a large-enrollment class. Students

benet from feeling more engaged in large classes, andthe improved aendance posively impacts grades.

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21/48 2

Mh I h OCW P- w A Eh, U, Y E, w wh h kw - h v. P h - h h hh h P.

A w k - P h v

. F , h wh w whh h k k vw h . h v vw . F , wh hv hh v . S - h ; PMh D, , MI

v h h hh v . Gv h IC, P h v h h .

F - h v h h -z h . V kw h wh h wk w . A, v h .

B P, OCW w P v kw v. w h k- P v

v h wh .

SCUE h h - w h h P -. T ww w , w h - wh h h .Mv, wh SCUE z h h , hh P

f wh h Uv . [S - h.]

Conclusion

Hh v h h . I IC, z h h w, P h h . Iv w h w h Uv h kw q v.

Te benets o OpenCourseWare type programs

outweigh the concerns about cost, intellectual propertyand devaluation o elite degrees. Afer all, the ree mate-

rial does not add up to a diploma, and viewers cantinteract with the aculty.15

- Steve Carson, OpenCourseWareConsortium President

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CUE believes that seminar creaon, parcularly in the sciences, is esse

al to the diversicaon of courses within the sectors and to the broad

mprovement of students learning experiences. SCUE believes the applicaon a

pproval process for sector courses undermines the ability of the curriculum to func

ecvely. SCUE believes the exisng Benjamin Franklin Scholars program should

ansformed into a more structured, signicant intellectual experience. RESEAR

CUE believes the benets of making available .5-credit and 1.5-credit courses stron

utweigh the costs. SCUE believes TAs should be required to parcipate in departmepecic training, as dierent disciplines demand unique communicaon techniqu

CUE believes the most eecve way Penn can equip students to improve the world

y orienng components of the undergraduate experience towards problem-solvi

NTERDISCIPLINARY LEARNING SCUE believes that both inside and outside the classroo

ew technologies can enable innovave styles of teaching and learning. SCUE believes

ooms should be equipped with a minimum amount of hardware, specically a techn

gy cart including a computer and a projector. SCUE believes that Penn should champi

penCourseWare for both current students and the global community. SCUE believesearch should be accessible to every willing student in every course of study. SC

elieves that Penn should minimize the cross-disciplinary barriers that undergraduates fa

CUE believes that students planning to double major should be given the opportunity

rite an interdisciplinary thesis that bridges the research techniques and combines t

esources of mulple departments. INFORMED DECISION-MAKING SCUE believes th

creasing these school-wide minors will connect students tointerdisciplinary opportuni

CUE believes Penns commitment to helping students make informed decisions c

e enhanced through centralizaon and standardizaon of the formal advising syste

CUE believes Penn should establish one locaon to house a university-wide advising d

artment. SCUE believes Penn should embrace a virtual course-shopping system. SC

elieves that certain technological advances could ease the inevitable burden associat

ith course registraon. SCUE believes that posng syllabi online aords numerous be

ts to faculty and students alike. SCUE believes freshmen in parcular need to be giv

reater opportunity for smaller, academically focused residenal programs. SCUE b

eves that the University should facilitate group work by increasing available spaces. SC

elieves that Penn should movate and enable undergraduates to engage civically throu

cademic partnerships. INTELLECTUAL COMMUNITY SCUE believes ABCS must not o

e civic engagement to course credits, but should immerse students in challeng

arning atmospheres. SCUE believes that experiences abroad are signicant intellect

pportunies which should be made possible for all Penn students. SCUE believes th

enn should emphasize research during study abroad preparaons and culvate ways

udents to create academic opportunies while abroad. SCUE believes that Penns cent

adership should consult more broadly with schools and research centers in construcglobal vision for Penn that serves all its stakeholders, and enhances Penns public pro

8/14/2019 2010 White Paper

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Campus Life

Approximatenumber o

printed

boos in

Penns

libraries:

.6

millionPenns researc

community includesoer 3,800 aculty.1,000 postdoctoral

ellos, ,00academic support

sta and graduateassistants, and a re-

searc budget

o 30 million.

8/14/2019 2010 White Paper

24/4824 Research

Rrch

Problem: S hv h h.Solution: Pv wh -.

Status Quo

I 9 , P k v $7 h.Wh P , , , w, 5,4 q v h h, h .

T C U Rh Fwh(CURF) v h w h . T Uv RhF (URF), h vh h , vv h v wh h hhv P .

U w h hhv v. Wh hhh wk- , h h- , h h Uv Sh h VSh P. U h h hh .

CURF - h wh h . D h v-, h , , - , k h . M, , .

Recommendations

A v wh v ,P h h - . SCUE v h h - v w v . T h hh , z, . B h w v, SCUE h P kw v h h h.

Vision: Create Freshman Research Seminars

Fh Rh S w -h h P , v h h h wh .T w h hFh S P: P - v, h wh , q h wh h k - .

M h w k vv wh h, h . Th Fh RhS, w h -

, h vh . T w h -h hq, h z , vv wh h . S w h v - wh h h , h CURF, C wh h C (CWC) h P L S. A h , w h kw h .

Iv w h vv . N w z, w q v h. I h , w hv f h h h w v wh h k q hh v h wh.

Vision: Expand Commitment to PURM

SCUE h T Pv U RhM (PURM)

h v h- wh h h h P .

PURM v h wh h ; h $5,5wh h v $, h h h. Th PURM -h, . I h 9, 5 7 w h. PURM h $, h w v h

In Focus: Why is research important for

undergraduates?

Research is the most eecve way to challenge students

to produce original ideas. The purpose of research is for

students to answer a queson within a eld by synthesiz-

ing past contribuons within that discipline and building

upon that informaon through their own analysis. Re-

search demands an integraon of many facets of educa-

on: organizing knowledge, presenng a novel queson

and seeking ways to answer that queson.

Research gives students the opportunity to explore an

academic area in depth, think in creave ways, increase

academic independence, beer contextualize and absorb

the material learned in the classroom and create strong

bonds with faculty. It is ideal that a students involve-

ment with research begin as early as possible in order to

promote an immersive experience spanning his enre

college career. Students with research experience have

a great advantage while seeking jobs or connuing on tograduate educaon.

8/14/2019 2010 White Paper

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h. H,h h q h .

I k h, h h h v. Fh, hPURM - h h, h h . C, -

GPA h -h h . N , vw, hv vv.7

A - h ,GPA h f h - h. Mv, h v , wh - h -.

SCUE h v hv vw h -hz GPA; hh - h , h h h . A

h vw q - w - .

Vision: Revitalize the BFS Program

R hh CURF, T B Fk Sh (BFS) h h h h P . Hwv, h z h h - vv w . I -

w v h , SCUE v - h k. [S BFS v .]

Vision: Increase Undergraduate Research

O h h h - k h hM v hv h

q h k v h k w h h .

h , SCUE h h Uv v wh wk wh . I , h Uv v v .

Vision: Analyze Access to Undergraduate Research

SCUE h h v

h . T h - w h

Denion: Intellectual Property

Intellectual property in the academic sense can be dened

as any knowledge or creaon of the mind, both docu-

mentable or not, that has some type of value to which

owners can be granted exclusive rights.

In Review: SCUEs Work with CURF

The Intellectual Community (IC) working group formed in 2007 to evaluate research opportunies on campus, make

recommendaons for improving the Center for Undergraduate Research and Fellowships (CURF) and advise the Provost

in the selecon of a new CURF director. In the Spring of 2008, Dr. Harriet Joseph lled this post. In addion, the Associate

Director for Undergraduate Research posion was created to increase CURFs research presence among undergraduates.

Dr. Wallace Genser now lls this role, and IC has worked closely with him.18

The academic year 2008-2009 saw the realizaon of many IC-recommended reforms at CURF. Dr. Genser now leads sev-

eral preceptorials entled Preceptorials on Geng Started in Undergraduate Research, which have been well-aended

by freshmen since their incepon. IC worked with Dr. Genser to start both the CURF Undergraduate Advisory Board (UAB)

and the Research Peer Advisers (RPA) program, and these two groups are working together on outreach eorts. The RPAs

hold oce hours in college houses and answer email quesons posed by students from the CURF website, while the UAB

serves as a student voice in CURF event-planning.

In Review: Findings from SCUE Proposal on Undergraduate Research

In SCUEs February 2008 Proposal on Undergraduate Research, the following recommendaons were made to CURF:

- More administrave CURF Research Advisers

- Peer Research Advisers

- Faculty liaisons to connect CURF, interested undergrads and faculty researchers in each department.

- Extensive improvement to the website, especially the database of research opportunies

- A CURF Undergraduate Advisory Board

- Increased outreach to freshmen with research-centered events

8/14/2019 2010 White Paper

26/4826 Interdisciplinary

h, h wh h .

B v h , h w - w q h -w: Hw w h? Hw w h - q ? Hw h h P? T h

w h k -h .

Vision: Strengthen Student IP Protections

I hh, SCUE h h h . T U AI P Rh P P h - % h vv h. SCUE h h h , w h h - h.9

T v w h hv h h w v h. S,P v h h v -

, v, h v h - w h Uv. T IP h v, - . Uw h wh w wh h . A, wk v IP w .

A h v , h h -

h . SCUE v .I k h , SCUE h h . I - wh , whh -w wh IP , P q v v.

P -, wh h h k - h . SCUE w wkwh v h h Uv H C, IvC, h UA h Pv O w h .

Conclusion

U hUv kw-. Ahh h h,h . P h v , h w w h v, v h h. A h h hv h w h.

Intrdclnry Lrnng

Problem: P h v.Solution: Cv h kw .

Status Quo

F h B Fk h h h k -w , P h z , w h h P C.

Fk h P O Uv whh w h h , h k . I , Ph v hh . T P I Kw (PIK) v

h w q.

Hwv, h v, v kw P -wh q h v h. Wh v k hh P v , h h v h k v .

F , wh h

B B Bhv k v hh h Ph B ,

Denion: What is Interdisciplinary Learning and

Why Is It Important?

A technique can be dened as interdisciplinary if it ad-

joins broad elds of study, research methods, and skills

to solve a single problem or explain a single issue. In our

rapidly globalizing, increasingly interconnected world,

expanding interdisciplinary opportunies is necessary to

comprehensively answer complex quesons.

Strong cross-disciplinary approaches yield many benets

for students and the instuons they aend. For stu-

dents, interdisciplinary learning encourages a synergy be-

tween subjects that aids crical thinking skills and fosters

comprehensive analysis. Universies pushing for greater

interdisciplinary opportunies are able to reap the ben-

ets of student producvity and faculty research crossing

academic boundaries. As a result, these instuons are

aracve hubs for students and professors desiring op-

portunies to address mulfaceted problems.

8/14/2019 2010 White Paper

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w h hv h kw hv . Ahh h wk h,h w q h h .

Mv, wh -h whh hh h - k h .

C, h h w - h , hv . T h h P - h.

Recommendations

SCUE v h P h z h -- h . O , h v.

Vision: Create Collaborative Courses

O k h - v h whh w h h - h kw v .

T w h v - whh k h w z k. SCUE z h h - h v wh v . Hwv, w v h, v h w whh h, P

w h - wh v , .

T k h h .O vw , h h h h . A vw v , - q . Ahh vw whwh , , h

v. I , h - . T w-/

w h h, k .

Rh h vw , h w h w hh h h. S w vRh h v, h w h wh -w h hz kw

h .

SCUE kw h w-/ w wk w ; h h k vh h. P w h h, wh v h vv -.

I , h , h w h hh q. F , h A wh h h h h

w v. I , v k h h h .

Vision: Promote Problem-Solving Learning

SCUE q whh h h w . P-v - (PSL), h h , hv h . PSL h . I wh h h h -z kw q

. O h h w v h h . [S 7 PSL vv .]

Vision: Create an Interdisciplinary Theses Program

SCUE v h h v h w h h h h hq h .

W v h I T C Pw w qv, hh-v h

In Focus: Example of the Two-Lecture/One Recitaon Model

Micronance, as studied simultaneously in Wharton and the Department of Environmental Studies in the College, would

be a perfect t for this model and could be married with the overarching theme of Internaonal Development. A single

recitaon would join the two lectures and students would learn about how micronance and sustainability relate to each

other and to developing naons.

The two departments would treat the lectures just as they do any others. For the recitaon, the two lecture professors

would collaborate with teaching assistant(s) to develop weekly class plans that smulate student interest in the overlap -

ping interdisciplinary theme. The course would sll count as two credits because students would have a large amount of

work in preparing for a challenging recitaon and two lectures, as opposed to simply preparing for two lectures.

8/14/2019 2010 White Paper

28/4828 Interdisciplinary

h v h h v- h h ww . I w wh h w h . I w whhv v h wh w .

T T C P w v wh wh

w h wh h v w h wh v . T v, - kw v, - h h h . M q k - h w , whh h .

S k, hwv, hv h ; q, hv k h. A h

w v wh h , - wk h wh h .SCUE v h v- h. S w h h v, w h v h wh h wh . I, v - h w q k - h-w , whh w h v w .Hwv, w z h h h h h . T, h

h z h v .

W kw h h h v -. Hwv, h , h v, h , h h .

Sh w q v -, h w h Uv

. I h w h CURF , w hv v wk h. P wh CURF hv h -

v v . T v w v h .

Vision: Prioritize Inter-School Minors

I-h w h, h . SCUE v h h h-w

w v w .Th , PR-C M h h . Dz v h . M - h hh whh h h h vv h hh. I v v h , v v h, h wh w . T v whwh

.

h h SCUE h h-w

In Focus: A Sample of Current Interdisciplinary Opons and Hubs

University minors include Consumer Psychology, Legal Studies & History, Urban Real Estate & Development, and Sustain-

ability & Environmental Management. Interdisciplinary programs include Biological Basis of Behavior; Philosophy, Poli-

cs and Economics and Urban Studies. Dual-Degree Programs include the Huntsman Program in Internaonal Studies &

Business, Jerome T. Fisher Program in Management & Technology, and Vagelos Program in Life Sciences & Management.

Among the large number of interdisciplinary hubs is the Center for Neuroscience and Society, created in 2009 to enableresearchers to study the ethical, legal and social implicaons of neuroscience; and the Instute for Law and Economics,

a joint research center of the Law School, Wharton, and the Department of Economics.

In Focus: A Sample of Penn Integrates Knowledge Professors

- Professor Philippe Bourgois is a medical anthropologist in the Department of Anthropology and School of Medicine.

- Professor Robert Ghrist applies mathemacal methods to engineering, with dual appointments in Engineering and the

Department of Mathemacs in the School of Arts & Sciences.

- Professor Sarah Tisho is a leading expert in human genecs, appointed in the Department of Genecs in the School

of Medicine and the Department of Biology in the School of Arts & Sciences.

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. B h O h Pv h vw v P h, w v- h . M w h h C U D (CUD) - h h , hV Pv E h Uv . CUDh h v h w v h - h , h hv h h v

v. T Pv w v h h , h.

Vision: Link Students to In-

terdisciplinary Centers

P - h h h h h - h h h P I Kw(PIK) , whh w h wh

w w h. Th h P h , - h .

Fw h wh - , hv h h. B h , P w v wh - - h h h h - . T , , .

I v, h PIK

w h h -vv h , h hh PIK . Sh w PIK , v q wh h h - h .

SCUE h wh v h - v h . Sk v, w h h -k h , whh h h. U- h v , h h PvO, whh -h h wk - .

SCUE h h - P h . O h h PvAw U Rh I S-. M h GAPSA-Pv Aw I- Iv, whh v ,

h w h whh w . Ph, h h Pv U Rh MP, h vw h h -. S w h v wh h w q - h w . [S 5

h .]

Conclusion

P - h h h v. T - h h- h w--/ h -

v . B h , P

h k wh - h h, w h -h .

Inord Dcon Mkng

Advng

Problem: I v q - h h.Solution: P v z z .

Status Quo

P -h, -. Wh wv h, z , h hw, w h . P -z v hh w . A , h z h. Wh Pv h , , k hh h k.

Recommendations

SCUE v P h k h hh z z h v . Sh q w v h v. w h , w z -

v , z v q, wv .

Vision: Centralize Advising Resources

SCUE v P h h h v-w v . H, -

Studying both nursing and business at Penn allowsme to engage with issues such as the current healthcaredebate on a deeper level because I understand it rom

both a clinical as well as a nancial perspective.

- Susanna Shuman, 11Nursing Healthcare Management program

8/14/2019 2010 White Paper

30/4830 Decisions

v h, w -v h , , .

A h h -v h h h.Wh C v v , , Wh h v h v v. A

h z h v k h v wh h . Hwv, , h k z .

F , C - v hv k h whh h . I h , h v h h v. A-v, Wh v v, hk - w q v h -.

T h wh - h h hh. A C wh w - wh Wh, , -z v wh kw - -q w h. Hv z h w fw v k .

Vision: Improve and Standardize Advising Quality

I h C v w h - h v w h -

v . Wh - v

wh kw h h, h v wh v h.

C v v , -. A v v v . A h ,h v wkh . S h wkh , h h - h h .I , h w- h v .

A wkh w v h q, hhh w - h hz h h wh v. T w z h q C v k h kw h v-h -.

A v v - w q v h w. Sh w v

k, v v v v- v h wh.

Vision: Standardize Waiver and Permit Processing

I h P z h qwv q -. T hv

v v . S v wv -v

h q - . I , h . Hwv, h wk w ; h v h wv -q v , h w .

Fh, h hv q h kw -, v . C h w -v h h h wh h . I , P w w q-

, h hwh hv h w q w . [S w v h q-v .]

Conclusion

SCUE P hh v , hz hw h Th z v , v v z h wv P k h.

Cor Slcton nd Rgtrton

Problem: T -h k hhz .Solution: C v -h z w .

Status Quo

C h h whh h -k. A-hh h

v, h k h A/D , w v - h.

P hv -h , hv . T wh A/D P whh h h P I-h.

Ov h v , SCUE h wk v h v h k h, P C Rvw

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qv w h . Wh h h, h h.

P h A/D h hhwhh h . Wh h h w, h w v h w. Lk z - , wh .

Recommendations

Ahh -h w ,SCUE h v -h. Sh k h h h . I , h

h Uv v wh h h h h h h-v.

Vision: Create a Virtual Course-Shopping Program

A -h w w -, h h h . M kw h whh h w . T v h h v h - h k . Wh h , wh w w h k h v h w v h h . A,wh h , k k w .

D -h , w h h k - . T h k w h F S ,h h hh h -. U, -h - w . Ov wk

v h . F ,

h v h . T h wk v h h .

I h P v -h wh v h k h vw T v w w v wh h wh hT h Pk- U, wh - v wh kw wh h. , v - v h h

h. Whh h v h vw wh h , h v w h v h h - vw. Sh v , wh , w v - whh h , w h k wh .

Wh h , w wv k v h h h P h , h h v v w h h h h

In Focus: Implemenng Stronger Waitlist Policies

To create a standardized waitlist process, SCUE hopes to:

- Observe the reacons of both students and professorsto the manual waitlist system for small seminars.

- Work with ISC to create an online waitlist funcon.

- Complete a small-scale trial of the online system, and

address issues that arise with its applicaon of

- Hold workshops with heads of departments and

professors on the operaon of the online waitlist, and

provide informaon to all students on what it means

to sign up for an online waitlist.

In Review: SCUEs Eorts to Promote Syllabi Online

In line with SCUEs commitment to helping students make informed decisions, encouraging professors to post syllabi

online has been a central iniave of the past ve years. In the spring of 2009, former Provost Ron Daniels approved a

plan to create an online syllabi repository where faculty would post in-progress syllabi to aid with student course registra-

on decisions. The repository was created soon thereaer, allowing faculty to post their syllabi to Courses InTouch. Today,

students ulizing the Course Secon Tool can view syllabi posted for courses in which they are interested in registering.

For Fall 2009 registraon, over 400 syllabi were posted online.

SCUE believes that posng syllabi online aords numerous benets to faculty and students alike. On the student end, it

allows undergraduates to fully appreciate course content before enrolling in courses and exposes students to a wider vari-

ety of course content. Faculty members benet because posng syllabi online enhances publicity for lile-known courses

and beer matches students with classes in which they are interested, ensuring that those who register will genuinely en-

gage with the material. Because SCUE recognizes these important benets, we will connue to acvely encourage faculty

members to post their syllabi online, with the goal of 100% parcipaon.

8/14/2019 2010 White Paper

32/4832 Decisions

, -w .

Wh h A/D , wh h h - h w hv v v h. T v, h h w A/D. I hv

-h , v h h wh h h k h wh h . SCUEv h hh h h, v -h v h .

Vision: Streamline Course Waitlist System

H h h k h P -. SCUE v h h v h v wh h v h h -

.

L , SCUE hw - v h h hv w . Ahh h , q v h A/D . S hk P Ih ; h - h h h , h h . T h hhz. S w w, h h h h . T h -

h hv .

I h h , SCUE vw z h. Wv h whh : , z -. B vw, w h - w z w .

A h , w v k h h wh w . W h, , q h h h P Ih , h , - v - h . I w , h w h w. W zh hv w h h wh.

Wh w v h- , h h w whh w w v-

wh . H, h , w - h C Ih v wh , w , h Wh F D. W v whh hv h w- , hh C Ih, - v v h w w , h w ( -, h

-), w h w -, -v .

Ahh h v , h h h h w, h z, w . M , w h - , h w h h wh - w .

Conclusion

I z v -h

z w w - h . I wh h , P - w. Kw k v, , h , w v h w.

Intllctl Conty

Rdntl Acdc L

Problem: M w - .Solution: H v wh vv v-.

Status Quo

A h - v h C H , h k v h PR P, h whh , . T - hv

, h hv h h: - f, v, v. P h Hh Lv FC S I D.

SCUE h R Ph , whh h h . T P - h , h hwh h wh h. Ch k -

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, h , .

A R P v . U h k v h w v. I v , h h h . Ahh h C

H & A Sv (CHAS) h h v w - H , w wh . A k h v h h h h h h , -R P C H , R P. T h q v - wh h wh w v h, h h v, h hv.

O , . A hv wk h v,h vw C H . T kh wh vv h - . B h h - vv, - h - h .T C H -

w. O h wh . B v h wh -v .

Ah h h f- v v wh h v wh h hhv. M h h hv h

. P h h h C H , k . B h h - . C w - h .

Recommendations

SCUE h . T h v hv wh vv v h, v R

C H . T h hv h h. Fh, SCUE h h wh w h .

A h , h wh wk. Tk f h-

Spotlight: A Sample of Current Penn Residenal Programs

Penn Women in LeadershipAlexandra Gordon, a Wharton student who served as the Residenal Adviser for Ware College Houses Women in Lead-

ership oor, was responsible for planning the two to three events the program is required to hold each semester, which

include dinners with professors and seminars with womens groups on campus. She feels she was given very lile direcon

with running the program. Without ocial oversight or assistance, she found it hard to come up with programming ideas

that were feasible, within my budget, and easy to plan. She concluded that the program would benet from a faculty ad-

viser and some sort of direcon as to what is expected of it. Addressing the movaons of parcipants is important too,

since she quickly realized it was dicult to drum up excitement when one knows that students are not really interested.

Emily Shaeer applied to the program because she wanted both a community of likeminded women and a spot in the

Quad, and was a lile disappointed in the programming. Lack of variety in acvies and inconvenient scheduling forced

her to miss out. Reecng a common student senment, Shaeer points out that residenal programs are oen seen as a

joke and a way to get into the building that someone wants to live in. She suggests having more programming as a way tobuild sincere student interest. An intellectual community is important, she said, but at the same me it s nice to come

home to a safe and supporve place where you dont feel under pressure to do addional work. 23

Ancient Studies ProgramKaren Sonik and Sasha Renniger were the GA and RA respecvely for the Ancient Studies Program in 2009-2010. With the

formal tles of Director and Assistant Director of the program, Sonik and Renniger met with the outgoing leaders a few

mes prior to taking over in order to guide their planning of events, but received no other formal training. They believe the

greatest success of their program is meaningfully integrang a strong academic component while also developing a strong

sense community. A syllabus for the program details weekly events, such as resident research presentaons and study

breaks, as well as a wide range of larger scale ones like museum tours.24

8/14/2019 2010 White Paper

34/4834 Community

h z h . h , SCUE v h h , w v-v w h .

Vision: Improve Program Administration

CHAS v wh wk wh . I h h k h v wh vh h,

h h h - h h-w. B - -, kh wk h k h .

S h v h , . I v , CHAS , wh -h h . C, , , hv R P-, f h . S-z CHAS hk w wh

. F , h w hh h w .

S w CHAS - . T h h h h , v hh v h. S w h CHAS -v, .

Vision: Link residences to for-credit coursesI v h q, SCUE CHAS v w, vv, - - wh h -. A h h , P - w h , - .

P h vw h C H - v- . T q v- w . T h- z , h hh - h . A - h h - . T hv -v w q h h , h hh h- .

O w h wh - -. T - whh , h w . A

- w h h z . Th wh v h -, hv v . [S 4 v , whh k wh .]

Vision: Design Academic Freshman Communities

SCUE v h v

, , h hh E C . O h 4 , v h-; h P h ,477 , h 97 h- h% h .

I h E C , wh v k w h h h, k h q h wk v w - h . B k, h v -

Spotlight: Stanford Universitys Structured

Liberal Educaon Program (SLE)

SLE is an exemplary illustraon of how fusing intellectual

and residenal life maximizes the potenal of both. An

alternave three-course sequence, SLE lets freshmen

fulll their humanies and wring requirements while

living and learning together through a mulcultural

Great Books curriculum that spans ancient culture to

modern polical theory. The residenal hall serves as a

communal, informal space for lectures, small-group dis-

cussions and lms, while fostering close friendships and

student-instructor relaonships.

SLE successfully combines academic rigor and social

community, and it demonstrates how residenal pro-

grams can be harnessed to create close-knit liberal

arts atmospheres within a major research university.

By connecng its academic experience to credits, SLE

ensures a high degree of commitment; the link to course

credit signals that parcipants actually want to be there,

creang a community of engaged learners and providing

incenve for meaningful contribuons.

Moreover, the SLE curriculum provides an alterna-

ve way to fulll requirements that all students must

take, making it possible for students with a wide range

of academic pursuits and interests to parcipate. For

students with rigid requirement tracks such as those

on dual-degree tracks who oen have a prescribed set

of courses to take every semester a residenal-based

academic program would provide an avenue to a more

diverse educaon without detracng from their ability to

take necessary courses.25

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35/48 35

h whh vv z h . I h h v, h h h , h h z f v h.

S h w wk, w v k h v-

h h h hh . T w - wk v h - h h v. I w h Uv - v h , h h - wh hv z wh wh -v . [S 4 Fh Rh S h w h Uv v hh h P .]

Conclusion

I P v , h v .Iv w - q q wh h h h h wk. CHAS h h q v- , - vv h .

Collbortv Sc

Problem: C wk hh h .Solution: Pz v v .

Status Quo

T v P, hh h h .Fw -. H H G S R (GSR) . Eh h 57 q wh , wh, w- , wk , w - .

T h f h h k h h , h . M-v, Wh v GSR. Oh w , h V P L- L W I C.

Oh C H -, v wk; , h k h h hk H W h hh- .Recommendations

Cv h - v . Whh hh - , v wk . SCUEv h h Uv h wk - v .

Vision: Create more group study locations

C w h v . Ph h h h v W I C. S- w wh h

, w . I , h h h v , w w .

I P z h w -v , h. Hw-v, h Uv w hk hw F , h v h hFk B w k h v, v . T h h v wh . I , h w h k wk - h [S z h-.]

Conclusion

P v h h . C -v . B k , P h h v hv .

In Focus: Faculty Opinions on Residenal

Programs

Teaching is innitely broad, explained Kings Court

faculty resident Cam Grey, who said that the role of

residenal programs is to show students that professors

are people too. He warned against striving to recreate

the tradions of instuons like Cambridge University,

which has a centuries-old history of small living-learningcommunies. We must work with what we have, he

said, cauoning that many Penn students are simply not

interested in merging academics with their dorm lives.27

Ware House Faculty Fellow Heather Love similarly per-

ceived low interest in academic programs in the Quad as

an extension of Penns work hard, play hard mantra.

Students want to unwind rather than connue working

when they come home, making academic oerings an

uncomfortable t.28

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CUE believes that seminars are ideal for requirement fulllment, especially

cienc disciplines. SCUE believes that seminar creaon, parcularly in t

ciences, is essenal to the diversicaon of courses within the sectors and to the broad

mprovement of students learning experiences. SCUE believes the applicaon a

pproval process for sector courses undermines the ability of the curriculum

ncon eecvely. SCUE believes the exisng Benjamin Franklin Scholars program sho

e transformed into a more structured, signicant intellectual experience. SCUE believ

he benets of making available .5-credit and 1.5-credit courses strongly outweigh the cosVIC ENGAGEMENT SCUE believes TAs should be required to parcipate in departme

pecic training, as dierent disciplines demand unique communicaon techniqu

CUE believes the most eecve way Penn can equip students to improve the world

y orienng components of the undergraduate experience towards problem-solvi

CUE believes that both inside and outside the classroom, new technologies can ena

novave styles of teaching and learning. SCUE believes all rooms should be equipp

ith a minimum amount of hardware, specically a technology cart including a compu

nd a projector. SCUE believes that Penn should champion OpenCourseWare for bourrent students and the global community. SCUE believes research should

ccessible to every willing student in every course of study. SCUE believes that Penn sho

inimize the cross-disciplinary barriers that undergraduates face. SCUE believes th

udents planning to double major should be given the opportunity to write

terdisciplinary thesis that bridges theresearch techniques and combines the resources of mul

epartments. SCUE believes that increasing these school-wide minors will connect student

terdisciplinary opportunies. SCUE believes Penns commitment to helping stude

ake informed decisions can be enhanced through centralizaon and standardizaon

he formal advising system. SCUE believes Penn should establish one locaon to hou

university-wide advising department. STUDY ABROAD SCUE believes Penn sho

mbrace a virtual course-shopping system. SCUE believes that certain technologi

dvances could ease the inevitable burden associated with courseregistraon. SCUE believes th

osng syllabi online aords numerous benets to faculty and students alike. SCUE believ

eshmen in parcular need to be given greater opportunity for smaller, academica

ocused residenal programs. SCUE believes that the University should facilitate gro

ork by increasing available spaces. SCUE believes that Penn should movate and ena

ndergraduates to engage civically through academic partnerships. SCUE believes AB

ust not only e civic engagement to course credits, but should immerse students

hallenging learning atmospheres. SCUE believes that experiences abroad are signica

tellectual opportunies which should be made possible for all Penn students. SCUE believ

hat Penn should emphasize research duringstudy abroad preparaons and culvate ways

udents to create academic opportunies while abroad. SCUE believes that Penns cent

adership should consult more broadly with schools and research centers in construcglobal vision for Penn that serves all its stakeholders, and enhances Penns public pro

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Beyond PENN

It is estimated tateery year, more tan100 Penn students at

all degree leelsparticipate in some ormo international study,researc, training or

olunteer actiity.2

Approximately

12,000Uniersity students,

aculty and staparticipate in more

tan 300 Pennolunteer and

community serice

programs.

8/14/2019 2010 White Paper

38/4838 Civic Engagement

Cvc Enggnt throghAcdc Prtnrh

Problem: Lk v P v -.Solution: I ABCS whz q.

Status QuoGv h w h- w , SCUE v v vh- z h v h h . B P, h - wk h q v k , h w -h. A P A G P C-: E L G, h h h kw whvh , ,

v .

A h 9 C h C U M- Uv, P w k Sv C- Uv Cv Ph, whh z hUv , v W Phh h. T v v P -, h N C C Ph Cv H, k h Uv .

T N C A B C Sv(ABCS) P - . Aw h P L E, ABCS w v , - h. ABCS q - wh h k k

h , wh h z. S v -h v vv h hz h h hv .

Hwv, h h k , whh h v. A ABCS k h h -v k h . Wh h v, SCUE h h w v h hh C . S v v -v hv h , h v. Wh h -v q, ABCS h. A - w z ABCS h .

Recommendations

SCUE v h P h v - v hh h

I , w v z.

Vision: Integrate Civic Engagement Into Curricu

lum Requirements

SCUE h ABCS -

In Focus: History ofABCS Program

Since their incepon in 1991, the number of ABCS

courses has increased across disciplines and schools.

Today, students can register for 160 ABCS courses oered

in diverse schools and disciplines. During the 2008-2009

academic year, over 1500 ABCS students parcipated in

59 courses across 21 departments and 8 schools at Penn.

Spotlight: A Sample of Current ABCS Courses

Urban Environments: The Urban Asthma Epidemic (ENVS 408-401/HSOC 408-401)Penn undergraduates learn about the epidemiology of urban asthma, the debate about the probable causes of the cur-

rent asthma crisis, and the nature and distribuon of environmental factors that modern medicine describes as potenal

triggers of asthma episodes. Penn students will collaborate with the Childrens Hospital of Philadelphia (CHOP) on a clinical

research study entled the Community Asthma Prevenon Program. The Penn undergraduates will co-teach with CHOP

parent educators asthma classes oered at community centers in Southwest, West, and North Philadelphia. The CHOP

study gives the Penn students the opportunity to apply their study of the urban asthma epidemic to real world situa-

ons.31

The Polics of Food (PSCI 135 301/HSOC 135 401/GAFL 135 401)Students explore the polics that shape food producon, markeng and consumpon. Community service projects in-

volve opportunies to research and address problems in several dierent arenas: campus cafeterias, the West Philadelphia

schools, an-hunger campaigns, food workers organizing eorts, and impact of food industry adversing on diets. A focus

on case studies of leaders who are making a dierence in the polics of food include several guest speakers, who work on

food related health, labor, farming, technology, and globalizaon issues.32

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q, h h h h wk . SCUE h h Uv w ABCS h - v . q, ABCS w h v q h - h . S w v z h v. T w w wh h hv - h - h P.

S, ABCS C h w S- Rq. C h , ABCS h , - h S, A & L, H & SS.

Vision: Ensure Rigor of ABCS Courses

I v ABCS h ,

h h ABCS h -ABCS . SCUEv ABCS v , h h h h h hk h h .

Ahh v h, h k kh w h k - h , h h ABCS . SCUE z v ABCS . D- h wk wh h N C-

v wh ABCS hhv, w v vw -. T h vv vw - -

v. T h h v ABCS, h whwh h wk. O z, - h h q. T w h wh h - ABCS h .

Conclusion

P - w v wh - . W h h Uv ABCS h w h q. C h N C, w ABCS h h v .

Stdy Abrod &O-C Oortnt

Problem: B h - P - vv.Solution: I v wh

.

Status Quo

A w- v, P v h Uv P v , wh h h ? S h . Lk h k P h .

Recommendations

SCUE v h whh h P. M - - v vv, f k wh . Sh v wh q h w , h- h h - . B h - h P wh h v wk.

What If? ABCS Courses Counted For Society Sector

The Universitys ocial descripons of the requirements closely parallel ABCS objecves. A prime example is the Society

Sector. One of the underlying premises ofABCS courses is to forge stronger, sustainable relaonships between Penn and its

neighboring communies. Given that the Society sector emphasizes the complexies of human behavior and interacons

in contemporary sociees, many ABCS courses adequately fulll this objecve.

An example is Cizenship and Democrac Development (PSCI 291), part of the Penn Democracy Project, which serves

to assess democrac polical development among undergraduates using Penn as a model for similar studies in the U.S.and other countries. In addion to carrying out more tradional classroom acvies, such as theorecal discussions and

individual papers, students contribute to ongoing research with tangible community impact by conducng interviews and

formulang policy recommendaons.33

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40/4840 Study Abroad

Vision: Expand Alternative Models of Studying

Abroad

h , Ph v h - wh z h h q.

S hh P A h . D h , v-

wk hh h C L & P- S (LPS). A h GE Rq, -- h . B - h - , w v vwk. S v - , k h h .

SCUE h P h -

w kwhh w v . T - , h -; h w w. C w v LPS. A .

SCUE h - wh -. Nw - , h . F , Eh h S S Bk h .

C w w wh v , wh h w w h kw h . Mh h

h, , w- w h vv . Mv, h w P , SCUE h h w h h h .

Vision: Promote Academic Research in Study Abroad

B h , h, h h , v h q h -h . U, P, hv h h h

whh v, vw hv. Wh v h , .

SCUE v h P h hz h v w wh . Th v, h wh . T wvv , kh CURF, P A, v v.

A wh h vv hhh h P , SCUE h v hk -h v h v h h . Av v h h wh h q wh h h. I wP v v h h F , h wh h h v hv .G h w h

Spotlight: Peer Instuons

Syracuses Short-Term Study Abroad OponsSyracuse Universitys Short-Term Study Abroad Op-

ons are designed for students who cannot commit to

a whole year, semester or summer abroad, as well as

for those who want to try out studying abroad before

pursuing a longer program. Courses are oered in a

partnership between the Syracuse study abroad oce

and academic departments. Interested students ll out

applicaons that are reviewed by course leaders.

Examples include Mexico and the United States, a

Polical Science course in which students learn about

the historic and present relaons between the two

countries and compare their polical systems with a

trip to the Southern State of Oaxaca over Spring Break.

Another oering is the African Business Seminar, which

involves a trip to South Africa and Uganda that exam-

ines business and cultural instuons.34

Princetons Bridge Year ProgramIn September of 2008, Princeton University launched its

Bridge Year Program which subsidizes a gap year for

a selected group of students. Students admied to the

program spend nine months in an internaonal com-

munity oering humble service in governmental and

non-prot organizaon. The goal of the program is to al-

low students to become immersed in the language and

culture of another country and posively impact the

communies and organizaons in which the students

serve. Princeton has chosen to work with a select group

of partner organizaons in carefully devised projects ap-

propriate for the skill level of pre-college students.35

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Spotlight: Penn in Botswana

Penns partnership with the University of Botswana,

developed in 2001 and signicantly expanded in 2006, is

remarkable for its depth of substanve collaboraon and

the tangible results it has achieved toward Penns twin

aims of enhancing student opportunies abroad and ad-

vancing global progress. The President and Provost, when

highlighng notable internaonal iniaves, most oenpoint to the Botswana partnership.

Unfortunately, the partnerships roots in medical research

and HIV/AIDS prevenon have excluded a signicant pro-

poron of Penns stakeholders. As evidenced by a leader-

ship predominantly based in the School of Medicine, the

scope of the partnership is mostly limited to public health

applicaons.

Botswana represents a rich opportunity for students in

Polical Science, Anthropology, African Studies, Interna-

onal Economics, social entrepreneurship and Engineer-ing and should expand to ll these niches.

In this regard, SCUE believes that Botswana represents

a missed opportunity. Undergraduates would be eager

to partner with faculty to broaden the academic mission

of this excing program. Moreover, the experience from

Botswana must be carried back into classrooms at Penn,

making the knowledge gleaned there accessible to more

students than just those who actually studied on site.36

Spotlight: A Sample of Current Courses with O-Campus Components

Techniques in Conservaon Biology (BIOL465)In this course, students travel to the Smithsonian Instuons Conservaon and Research Center in Front Royal, Virginia

over Spring Break. The course consists of four meengs outside of this trip: one in January to introduce the course, one in

April to discuss student research progress, and two sessions with resource centers to help students hone their scienc

wring and literary search skills. The rest of the course credit is compacted into the week-long visit to the Instute, where

students spend evenings in introductory lectures and each full day in the eld, collecng real data on live organisms.

Students grades are divided equally between their engagement and work during the trip and two papers, one wrien in a

group aer the trip and one wrien individually before they go.37

Penn-in-Cannes (CINE 049)This two-week excursion to the Cannes Film Fesval during the last two weeks of May explores the intersecng worlds ofcinema and business. Aer aending two pre-departure lectures and analyzing lms in the Philadelphia Film Fesval as a

warm up, students go abroad to watch 20-25 lms in the company of the most inuenal names in the movie business.

Students also parcipate in several lectures led by leading lm experts and businesspeople. Aer returning, students com-

plete a 20-page paper discussing two lms as well as reecons on their experiences.

A major strength of these programs is their ming. By aligning with student schedules, they provide many students with

opportunies that they could not otherwise enjoy; the ecology trip is clearly in tune with Penns calendar, and the Cannes

program occurs before many summer internships start. Although the experiences occur in shorter me frames, they are ef-

fecvely complemented by mechanisms like assignments and lectures to ensure academic rigor and worthiness of a Penn

credit.38

-, v v P. Wh v , h v h w h h -. C vv P w v - h .

Vision: Engage Undergraduates in Penns GlobalFootprint

T v h hv . Rh h v , h q h, wh hv, v P wh.

A h , h w h , wh h . A h h ,P A G h wh h Uv Shh J Uv, h v hw h h w -

h h - . I h Uv hh w h h - P , h vv wh .

SCUE v h P h h wh h h - v P h v kh, h P . J P whW Phh h hh h N C C Ph, h P -

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42/4842 Study Abroad

wh h v v- v , h hv h h h, - h h h Bw . F v,P w h v h , h,v v h hv kwh P hh hh h.

Conclusion

P P h k w, , wh h . Lw- h w v P . I k ww h , h Uv w h .

What If? Transfer Credit Systems Were Streamlined

In addion to encouraging awareness and formalizing opportunies for study abroad, Penn must lower logiscal barriers,

one of which is the unpredictable credit transfer approval process. Ineciencies and inconsistencies in the process mean

students who take courses abroad, as well as transfer students, are somemes prevented from taking full advantage of

Penns curricular oerings.

While the XCAT system an online forum for students to upload electronic les and informaon to the appropriate

departments is a great tool for managing transfer credit approval requests, it does not correct decentralized pracces

and procedures for approving credit towards graduaon. Each department has room to approve or deny credit based on

assessment of materials the student provides. The subjecve nature of this process gives the departments great latude to

deny credit.

Unforeseen credit issues can cause students to fall behind in fullling sector and major requirements; as a result, they face

dicult choices between graduang on me and exploring all their academic interests. Transfer students are welcomed to

Penn by the Admissions Oce with either sophomore or junior status, but are oenmes demoted to freshman or sopho-

more status, respecvely, as a result of credit denials. Assuming students will meet College graduaon requirements in a

mely manner is oen unreasonable. In addion, unpredictability means students considering study abroad have trouble

planning ahead, raising the barriers to pursuing this opon.

SCUE proposes this system be crically examined, standardized, and streamlined. A logical restructuring of transfer credit

approval system would place the power to accept or deny credit in the hands of a single transfer or abroad credit adviser.

This special adviser would be able to determine whether coursework at the students prior or abroad university merits

credit, as well as judge whether the credit can be applied to a general educaon sector.

What If? Penn Made Gap Years a Priority

Although me o in between high school and college is a common pracce in parts of Europe and Australia, very few high

school seniors in the United States pursue the opon. Barriers include nancial and technical restraints, as well as the

potenal sgma aa