BUCCS 1 – The Bradley Graduate of the Class of 2010
• what are the skills, attributes and core knowledge that should define a Bradley graduate?
• what are the courses and experiences needed to develop these skills, attributes and core knowledge?
BUCCS 2 – Transformations: What will a Bradley Education
be in 2010?
• where we are now vs. where we are going
• enablers and barriers
BUCCS 3 – Bradley Core Curriculum of 2010
• imagineering core models
• vetting models
BUCCS 4 – Connecting Models to Student Learning Outcomes
• core/general education models
• mapping attributes of Bradley graduate of 2010 to models
BUCCS 5 – Focus on Critical Thinking
• What is critical thinking?
• How is it measured?
BUCCS 6 – Focus on Basic Skills
• effective communication
• quantitative literacy
• technological literacy
BUCCS 7 – Focus on Developing Emerging Professionals in a
• leadership and collaboration
• ethical thinking and behavior
BUCCS 8 Spring Forum – Focus on Common Experiences
• service learning
• freshman seminar
• capstone experiences
BUCCS 9 – Focus on Core Curriculum/General Education Structures
• course-based models
• problem-based models
BUCCS 10 – Focus on the Bradley Brand
• What are the distinctive things that are Bradley?
• Have we built them into the Core?
BUCCS 11 – Focus on Implementation
• What do we need to do in order to build the best core?
• What do we need to have in order to build the best core?
BUCCS 12 – Vetting the White Paper
BUCCS 13:The Bradley Core Experience: A Synthesis from the Bradley University Campus-wide Conversation Series
August 25th (Fall Forum)
BUCCS 14 - Measuring Outcomes
• What should Bradley provide to faculty members to help you achieve your assesment goals?
• What would the virtual Assessment Lab provide?
• What are the key institutional assessment needs that we should focus on for the four years?
BUCCS 15 - Learning Beyond the Classroom
• What do students do outside of the classroom?
• How do these out-of-class activities contribute to their learning? How can we increase this learning?
• How do we know if these out-of-class activities are having positive impacts on student learning?
BUCCS 16 - Supporting Students and Learning using Technology
• What are the advantages and disadvantages of using technology?
• How can we effectively use technology to connect with and engage students?
• Which of the technologies do you use? How is BU using them to support students and learning?
BUCCS 17: Assessing the Bradley University Core Experience
BUCCS 18: What Bradley Values; Making the Invisible Visible
BUCCS 19: Faculty Development to Meet the Learning Needs of Our Students
BUCCS 20: What are we not talking about that we should be
BUCCS 21: Achieving National Distinction: Implications for BU
BUCCS 22: BUCCS what it is and what it has accomplished" AND "A panel discussion on what does it mean to be fluent in the literature of a discipline?"
BUCCS 23: The National Survey of Student Engagement: Implications on the Bradley Experience
To access updated assessment documents and a blog to give input, please visit the Assessment website at http://blogs.bradley.edu/hlcacademy/about-us/