History of UNST
Based on “a vision and a purpose that understands an ‘educated person’ to be one in a state of becoming, engaged in a life-long endeavor which is never complete,” the program created in 1993 reflects concepts and practices that are now hallmarks of exceptional, high impact general education programs, including:
- Peer learning communities for students and faculty
- Assessment for learning
- Integrated, community-based, experiential curricula
- Student-centered classrooms with embedded peer mentor support
- Inquiry and problem-based interdisciplinary courses
- Signature First-year experience and Capstone courses
- A four-year structure that facilitates metacognition
Our foundational practices of critical reflection and assessment for program improvement, as opposed to assessment for external compliance, ensure an evolving and responsive curricula. For example, University Studies was one of the first institutions to implement student portfolio, followed by ePortfolio, practices. Over the years, portfolio assessment has evolved into an annual, rigorous, campus-wide effort based on faculty-developed rubrics.
The spirit of innovation and reflective practice that are central to University Studies continues to inform our work as we engage with the increasing diversity and dynamic needs of our students.
Recently celebrating its 20th anniversary, the influence of University Studies on liberal education and pedagogy, in general, can be seen on campus as well as nationally and internationally. Examples include the adoption of campus-wide learning outcomes, numerous national awards, and program consultation for national and international universities moving to our model.