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If you'd like to add your input to the Quality Enhancement Plan, or if you have any questions, please contact Dr. Jess Boersma (


Chemistry Research Mapping

I think students really benefited from this opportunity.First, to step into spaces that were new to them. Also, what we were reading, the research and narratives that we looked at, the research we did in schools, really helped contextualize what they were learning.

Assessment Resources

Assessment Goals and Requirements

Every semester, students in ETEAL-supported Applied Learning Initiatives gain valuable experiences and learn vital skills that will help them throughout their lives and careers. To maximize the benefit of these Initiatives, ETEAL looks at student work, including reflections, and faculty reflections. Our analysis will help us understand when Applied Learning has the greatest impact, which techniques work best, what challenges arise, and how students and instructors handle them. This information will help us improve the quality of professional development, support, and resources available for Applied Learning.

The primary goal of ETEAL Assessment is to analyze student work in the context of the experience they took part in and analyze what effect the Applied Learning Initiative had on their overall learning. Overall, we’d like to find out not only how taking part in the experience has affected students and instructors but also whether or not ETEAL’s involvement has had any impact on student learning and instructor pedagogy.

In the long run, Assessment helps us to build a library of best practices, to better support future funded initiatives, and to improve student learning all across campus.

For a list of Assessment Requirements, check out our current listing of ETEAL Assessment Requirements (PDF)

More of a Visual Learner? Here's our ETEAL Assessment Poster! ETEAL Assessment Poster
[Click to Enlarge]

ETEAL links to University Studies curriculum --Explorations beyond the classroom

The Explorations Beyond the Classroom components of the University Studies program were designed, with best practices in mind, to require students to engage in experiential or applied learning options that take place beyond the traditional classroom. Many of these types of experiences have long been hallmarks of a UNCW education and they are increasingly being recognized as powerful facilitators of student learning. Common components include: Discovery, Application, Regional Engagement, and Explorations Abroad.

ETEAL Student Learning Outcomes

While individual applied learning experiences will address specific learning outcomes, every student participating in an ETEAL experience will:

  • Intention: Students will articulate their expectations, the purpose, and/or the goals of the experience in terms of their personal educational development.
  • Transfer of Knowledge: Students will synthesize knowledge drawn from their coursework to address the issues/challenges/questions involved in the experience.
  • Critical Reflection: Students will communicate the impact or significance on their personal educational development and on others in the profession or in the field at the conclusion of the experience.

Important Assessment Dates and Deadlines

Fall 2014

Date Item(s) Due
November 1
  • Notification of Assessment Due (Only if not included in a Syllabi previously)
  • Notify Robert Hicks ( of how student work will be submitted/how it will need to be collected.
December 4
  • Student End-of-Experience Surveys due
December 15
  • Student Critical Reflections Due
  • Student Critical Reflection Prompts must be included with their Critical Reflections
  • Any other requested student work products due
January 7
  • Instructor End-of-Experience Surveys due
  • Instructor Critical Reflections due

Student Reflection and Example Prompts

All students are required to submit a critical reflection. Each Instructor will design the reflection prompts for their own students and they should keep in mind the ETEAL Student Learning Outcomes and the Critical Reflection Rubric when making the reflection assignment. Student Reflections can be collected electronically or on paper and instructions for submitting student work are listed below. Please note that if student work is collected on paper, we will make copies and return the originals to you before assessment scoring takes place.

Frameworks for and Examples of Critical Reflection Prompts (PDF)
[Note: Links will only be active if you download the document and open it in Adobe Acrobat]

See also: Submitting Student Work Products

Instructor Reflection and Example Prompts

All ETEAL Supported Initiative grant recipients are required to submit their own critical reflection. A few sample prompts are included below to get you started, and you are invited to go beyond the prompts to reflect on any part of the experience. Instructor Critical Reflections are typically due after the end of the semester at the same time Instructor end-of-experience surveys are due, and can be submitted in the same way you submit your students' critical reflections

Example Prompts for Instructor Critical Reflection (PDF)
Critical Reflection Scoring Rubric (PDF)

End-of-Experience Surveys

At the end of every ETEAL supported Applied Learning Experience, each student is given an end-of-experience survey. This short 5-question survey is designed to collect information about other applied experiences they may have participated in. Surveys will be emailed to each student toward the end of the semester and will be due a few days after they're first sent out.
Likewise, each funded instructor is required to respond to their own end-of-experience survey which will be sent out after the end of the semester. This survey is designed to collect information about the experience and about your previous experiences with Applied Learning. These surveys will be due after the end of the semester, so please check on our list of deadlines and due dates for more information.

If you are an instructor and would like to see an example of the Student end-of-experience survey, check out the ETEAL Resources and Engagement module on Blackboard.

Submitting Student Work Products

Instructions for submitting student Critical Reflections and other Work Products

  1. Student work products must be in their original state when submitted, meaning without any instructor markup or feedback present.
  2. Student work products must contain the students' names. All identifying information will be removed before scoring, but we need the identifiers to match up a student's critical reflections to their other work products.
  3. Student work in electronic form (.doc, .pdf, etc.) can be mailed to If you have issues with the submission size or any other issues with submission via e-mail, contact Robert Hicks at and we can arrange a transfer strategy.
  4. If student work in paper form can be:
    1. Picked up in person (please contact Robert Hicks at to arrange pickup before grading the work; all materials will be returned to you promptly)
    2. Scanned and sent electronically to
    3. Delivered to Robert Hicks (Campus Mail 5900)
  5. For all other student work that is either non-written or cannot be captured on paper or in electronic form, please notify Robert Hicks as soon as you can so that we can work out a strategy for capturing or observing that student work.
  6. If you run into any problems or have any other questions about the process, please contact Robert Hicks at

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