This document discusses Clarke University's Clarke Compass program, which integrates co-curricular experiences into general education requirements. It provides background on the university and how the Compass was developed beginning in 2014 to recognize learning from activities. Key features include outcomes in areas like leadership and professional preparedness that students complete through curricular and co-curricular means. Implementation involved challenges around communication, assessment of co-curricular experiences, and faculty involvement. The Compass underwent revision from 2017-2019 to further integrate experiences and make the program requirements more flexible.

1. Going the Distance: Integrating Foundational Skills
Instruction Throughout the College Experience

3.  Founded in 1843, celebrating 175 years
 Sister of Charity of the Blessed Virgin Mary, only BVM University
 Previously women’s college (co-education in 1979)
 1984, devastating fire destroyed center of campus the Thursday before
Saturday commencement, students hung a banner the next day noting “Clarke
Lives!”
 Today –
 Enrollment approximately 1100 students
 Degrees offered from Associates to Doctoral
 Known for Health Sciences (Largest major Nursing)
 Approx. 55% undergraduate students are athletes

4.  Original context for and development of the Clarke Compass
 Implementation of the Clarke Compass
 Key features
 Assessment versus tracking of engagement
 How the Clarke Compass continues to be a work in progress
 Lessons learned and recommendations

5. Does your college/university accept co-curricular experiences
to meet requirements of your general education?
YES
 NO

6. Is your college/university considering accepting co-curricular
experiences to meet requirements of your general education?
YES
 NO

7.  Rooted in the Catholic tradition and the BVM Core Values, Clarke University
will be a vibrant, relevant and collaborative environment that creates career-
and life-ready graduates who positively impact the organizations and
communities in which they work and live.
 “Design a convergence program”
 That creates a signature student experience integrating the liberal arts, general
education, experiential coursework, global experiences, co-curricular offerings and
the BVM Core Values.
 Result was the addition of four “Compass” outcomes (to the existing four general
education outcomes) focused on honoring and formalizing co-curricular learning.

8.  General Education Outcomes
 Spiritual Growth
 Competent use of language skills (communication)
 Thinking skills
 Integration of knowledge
 Compass Outcomes
 Intercultural engagement
 Leadership
 Professional preparedness
 Self-sufficiency

9.  Outcome  Competencies  Requirements
 Intercultural engagement
 Leadership
 Professional Preparedness
 Self-sufficiency

10.  Flexibility
 Autonomy and Intentionality
 On-track for 4-year graduation
 Encourages trying new things
 Electronic record of activities
 Integration of students’ whole experience
 Acknowledges what students are already doing

13.  Curricular assessment
 Rubrics, rubrics, rubrics
 Speaking, Writing, Thinking, Spirituality
 Co-Curricular
 Ease of measuring involvement, difficulty in measuring evidence of learning
of “experiences”

14. Do you have structures/processes in place for assessing co-
curricular experiences?
YES
NO

15. Does the assessment of co-curricular experiences at your
college/university involve faculty?
YES
NO

16.  2014-2015
 Development of implementation plans
 2015-2016
 Clarke Compass launch
 Same year that general education underwent review
 2016-2017
 President emphasized the full integration of the Clarke Compass

17.  2016-2017
 Clunky language of “Curricular Component” and “Co-Curricular
Component”
 Faculty discussion of the general education review results
 Student feedback of Compass implementation mixed
 Branding and Communication
 2017-2018
 Discussion of revision of the Clarke Compass
 Faculty vote on revising outcomes
 Clarke Compass Revision Summer Task Force

18.  Work with Marketing
 Creating videos
 In student’s words
 Internal and External communications
 Donors and Trustees

19.  2018-2019
 Discussion of revision of the Clarke Compass
 Models of revised implementations
 Faculty vote in November
 Implementation plans January-Summer
 Model features
 Reduction in credits required
 Further integration of experiences to meet outcomes
 Major courses meeting outcomes
 Fall 2019 Revised Clarke Compass Implements!

20.  Communication and inclusion in development and implementation
planning are key.
 Faculty must “own” the process for success.
 Find ways to reward innovation.
 Listen to various constituents (students, faculty, staff, employers)
 Assessment means asking meaningful questions with the intent of
revising if necessary.
 Revision of “general education” cannot be a every 15-year process
and take 5-10 years to accomplish and outcome.

21. General education – because that’s something
students look to get “out of the way.”
INSTEAD we say that the Clarke Compass “is the
way” to students’ holistic preparation for career and
life!

22. Missed a webinar in the series?
You can listen to the recording of any webinar
you missed!
credo.link/eduwebinarseries