Sponsored Education Experiences
Why an educational experience?
Goals in the KU Core can be met through an approved experience designed by student and faculty member. Students with a faculty sponsor may propose a unique experience to fulfill certain KU Core goals. Experiences must meet the following set of principles that define a sponsored educational experience. There are four principles that need to be covered when completing a sponsored education experience.
The experience and the learning are fundamental and the experience must have clear intentional roles for both the participant and any KU Faculty Sponsor(s) of learning. Participants must ensure that they enter the experience with sufficient foundation to support a successful experience. Both the participant and the KU Faculty Sponsor(s) should develop and implement a plan that includes learning goals, objectives and activities. This guided experience involves engagement from both the participant and the KU Faculty Sponsor.
Reflection is the element that transforms simple experience to a learning experience. For knowledge to be discovered and internalized the learner must test assumptions and hypotheses about the outcomes of decisions and actions taken, then weigh the outcomes against past learning and future implications. This reflective process is integral to all phases of experiential learning, from identifying intention and choosing the experience, to considering preconceptions and observing how they change as the experience unfolds. Reflection is also an essential tool for adjusting the experience and measuring the outcomes.
Any learning activity will be dynamic and changing, and both the participant and the KU Faculty Sponsor bear responsibility for ensuring that the experience, as it in in process, continues to provide the richest learning possible, while affirming the participant learner. It is imperative that there be a feedback loop related to learning intentions and quality objectives and that the structure of the experience be sufficiently flexible to permit change in response to what the feedback suggests. While reflection provides input for new knowledge based on documented experience, other strategies for observing progress against intentions and objectives should also be in place.
Outcomes and processes should be systematically documented with regard to initial intentions and quality outcomes. Assessment is a means to develop and retain the specific learning goals and quality objectives identified during the planning stages of the experience, while evaluation provides comprehensive data about the experiential process as a whole and whether it has met the intentions which suggested it. Approved learning experiences will implement an assessment plan that includes competencies and learning outcomes for the experience along with both summative and formative measures to assess the competencies and outcomes.
How to Propose a Sponsored Educational Experience
- Identify a faculty member to act as a sponsor for your educational experience.
- Work with your faculty member to propose the educational experience for approval.
- For submissions deadlines, please reach out to the University Core Curriculum Committee via firstname.lastname@example.org.
- The University Core Curriculum will review your proposal. Upon approval of the educational experience, you will receive a permission code to enroll in a 0-credit course. If the experience is denied, the committee will provide feedback on the proposal for you and your faculty sponsor to revise and resubmit if desired.
- Complete your educational experience and your faculty sponsor will administer a Satisfactory/Unsatisfactory grade.
For the proposal guidelines, please click the button below.