Characteristics of Learning Experiences
The goal of learning at Harrisburg University is to obtain the relevant knowledge, competence, and experiences to best be prepared for an enriching career. Learning is, therefore, a multi-faceted activity that occurs throughout and across the college experience; it integrates both academic learning (acquiring and applying new knowledge) and student development (learning about one’s self). Competency-based learning outcomes with programs that are intentionally designed to be engaging, integrative, and experiential are emphasized. There are five inter-dependent program characteristics that help define the Harrisburg University experience:
HIGHLY ENGAGED
Learners are not passive recipients of knowledge, but active participants in their learning. Learning experiences are built upon interactions that engage learners with content, other learners, and faculty. These engagement strategies support learners in mastering new content and skills while demonstrating their learning through multiple means and contexts.
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Courses provide diverse interactions with content using strategies such as hands-on laboratories, exercises, simulations, and games.
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Courses provide opportunities for learners to co-construct and clarify knowledge, as well as build a supportive class community, by collaborating with their fellow learners. Strategies include active learning activities such as group discussions, debates, roleplays, group projects, and group laboratory work.
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Courses provide opportunities for learners to ask questions and receive timely and meaningful feedback from faculty. Faculty presence is essential for learner success, especially in online environments.
HIGHLY AVAILABLE
HU serves a diverse community of learners. To support the needs of these learners, the University provides a variety of experiences and programs. Educational opportunities are available through multiple delivery methods (including face-to-face and online), in multiple modalities (synchronous and asynchronous), in multiple locations (including Harrisburg, Philadelphia, Panama, high schools across the region, etc.).
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Course policies, schedules, and expectations are learner-friendly and clearly communicated.
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Course design seeks to achieve Universal Design for Learning.
HIGHLY COLLABORATIVE
Learners develop knowledge and skills best through shared experiences, as opposed to learning in isolation or in competition with one another. Faculty create learning environments based upon the premise that knowledge can be gained from anyone.
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Coursework requires students to work together to solve problems using teamwork, thereby developing skills essential to their future careers.
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Coursework provides opportunities for learners to receive feedback from their peers.
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Learners’ achievements are assessed against a common standard rather than against other learners’ achievements, such as by grading on a curve.
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Learners have the advantage of learning from classmates, business mentors, and future employers.
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Faculty work together to develop and share learning resources, activities, materials, feedback, and innovative methods that promote student learning.
HIGHLY EXPERIENTIAL
The University deliberately ensures that learning is highly linked to both practical and professional experience. The students benefit from a robust learning model that deliberately prioritizes experience, both inside and outside the classroom.
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Experiential learning is emphasized through research, industry-related experiences, and practica.
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Course activities allow learners the flexibility to explore topics of interest and gain relevant professional experience.
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Courses encourage learners to reflect on their own learning.
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Learners’ prior experiences are incorporated into the learning process.
HIGHLY APPLIED
The learning conversation focuses on the practical application of knowledge. The intention is to shift focus from “How do I remember this information?” to “How can I apply this information to create knowledge that is both useful and actionable?” In this way, learning becomes an exercise in both preparation for career and readiness for life.
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Courses provide practical, meaningful learning experiences that are relevant to the learners’ current or future careers.
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Courses deliberately tie theoretical content to relevant, real-world cases and examples via authentic activities and assessments.
Learning Assessment at Harrisburg University
Harrisburg University’s model for the assessment of student learning is structured to support learning goals. The goals of the programs and courses are clearly defined and are relevant to the mission of the University. Course syllabi establish specific learning objectives, articulate the instructor’s expectation of the student, and outline the standards against which the student’s learning is measured. Learning assessment of coursework and experiential learning is creative, in that it goes beyond instructor-driven evaluation through examinations and papers in most cases and is done both inside and outside the classroom by faculty, business and academic professionals. Further, student learning around each of the University competencies is a focus of assessment activities. The University is committed to improve its program offerings by comparing student assessment outcomes to the program and course goals.
Competencies
Competency-Driven and Across-the-Curricula: A hallmark of the Harrisburg University experience is competency-driven education. The student will be expected to demonstrate mastery of eight university-wide competencies:
CIVIC ENGAGEMENT
Definition: Civic engagement is “working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community through both political and non-political processes.” (Excerpted from Civic Responsibility and Higher Education, edited by Thomas Ehrlich, published by Oryx Press, 2000, Preface, page vi.). In addition, civic engagement is participation in personal and public activities that are both life-enriching and socially beneficial to the community.
WRITTEN AND ORAL COMMUNICATION
Definition: Written communication is the development and expression of ideas in writing. It involves writing in a variety of styles, genres, and technologies and mixing text, data, and images. Written communication abilities develop through repeated writing experiences across the disciplines.
CRITICAL THINKING
Definition: Critical thinking is the use of deliberative thought, characterized by the comprehensive exploration of topics, ideas, artifacts, or events before accepting or formulating an opinion or conclusion. Using reason and experience to form informed judgments, the critical thinker combines or synthesizes existing ideas, images, or expertise in original ways; and reacts to experience in imaginative ways, characterized by innovation, divergent thinking, and risk-taking. The critical thinker solves problems by designing, evaluating, and implementing a strategy to answer an open-ended question or achieve a desired goal. Quantitative Literacy (QL) - also known as Numeracy or Quantitative Reasoning (QR) - is a “habit of mind,” competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
ENTREPRENEURSHIP
Definition: Entrepreneurship is the process of organizing tangible and intangible resources in order to pursue opportunities that generate value, meet an identified need, or satisfy an organizational or societal market (such as the creation of a business, organization, or laboratory). At Harrisburg University, entrepreneurship represents a “frame of mind” demonstrated by both thinking and action.
ETHICAL AWARENESS AND REASONING
Definition: Ethical decision making actualizes the realization and inclusion of the moral dimension for personal decision-making. “Reasoning about right and wrong human conduct requires students to be able to 1) assess their own ethical values and the social context of problems, 2) recognize ethical issues in a variety of settings, 3) think about how different ethical perspectives might be applied to ethical dilemmas, and 4) consider the ramifications of alternative actions.” Ethical self-identity evolves both on individual and organizational (e.g., corporate) levels.
* Source: AAC&U / VALUE rubric
GLOBAL AWARENESS
Definition: Global awareness is knowledge of the world citizenry’s common interests in community, social, political, information, and financial systems of different scales; appreciation and respect for diversity, culture, and environment; and the interactions and impacts of individuals, global systems, and cultures.
INFORMATION LITERACY
Definition: Information literacy encompasses knowledge and familiarity with different media types, efficient data storage, retrieval methods, and research techniques. For the purposes of this rubric, “information” is not only text-based information, but also includes images, sounds, data sets, databases, artifacts, numerical and statistical data.
TEAMWORK AND COLLABORATION
Definition: Teamwork and Collaboration encompass the ability to work effectively with others in a concerted effort toward a common goal. “Behaviors under the control of individual team members” include efforts put into team tasks, manner of interacting with others on the team, and the quantity and quality of contributions to team discussions.
* Source: AAC&U / VALUE rubric
Regardless of the student’s program of study, employers and community leaders desire these competencies; they also serve the broader purpose of preparation for life and citizenship.
Structure of the Program
Masters Degree Program
Doctorate Degree Program
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