Research Guides: High-Impact Educational Practices: Common Intellectual Experiences

Common Intellectual Experiences

The older idea of a “core” curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community. These programs often combine broad themes—e.g., technology and society, global interdependence—with a variety of curricular and cocurricular options for students.

Common Intellectual Experience Launched as a Pilot Program US official news, Sept . 2018
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Common Intellectual Experiences
The awareness of high-impact practices has coincided with a change in the way institutions conceive of and structure their general education programs, leading to their incorporation of common courses or thematically integrated classes shared by large numbers of students—known as common intellectual experiences. In this chapter, Richard K Chenoweth discusses the Rites/Rights/Writes experience at the University of Dayton, which was designed as an Arts Immersion Experience for first-year students, attended after a full school year of thematically connected events offered by faculty and campus groups from disciplines across the university. This wide-ranging initiative focused on the impact, perspective, and role of the arts while providing a forum on how creativity in the arts can intersect with other academic subjects in the humanities and sciences.
Creating a Sustainable University and Community Through a Common Experience Omar S. López International Journal of Sustainability in Higher Education
This article aims to provide an overview of Texas State University's Common Experience, an innovative initiative that engaged tens of thousands of people in shared consideration of sustainability as a single topic during academic year 2010‐2011.

Shared Competencies
Syracuse University’s institutional and integrative learning goals (knowledge, skills, and attitudes) common to all undergraduates that support, reinforce, and complement program-specific outcomes.

Competency	Framing Language
Ethics, Integrity, and Commitment to Diversity and Inclusion	Reflection on the dynamic relationships among power, inequality, identities, and social structures. Thoughtful engagement with one’s values, intersectional identities, experiences, and diverse perspectives and people. Application of ethical and inclusive decision-making in the context of personal, academic, professional, and collaborative pursuits.
Critical and Creative Thinking	Exploration and synthesis of ideas, artifacts, issues, and events to inform and evaluate arguments, develop new insights, and produce creative work. Reflection on, and application of divergent modes of inquiry, analysis, and innovation to research, knowledge, and artistic creation.
Scientific Inquiry and Research Skills	Application of scientific inquiry and problem solving in various contexts. Analysis of theories, replication of procedures, and rethinking existing frameworks. Supporting arguments through research, data, and quantitative and qualitative evidence that can generate new knowledge.
Civic and Global Responsibility	Knowledge, exploration, and analysis of the complexity surrounding interdependent local, national, and global affairs. Engagement in responsible, collaborative, and inclusive civic and cross-cultural learning, with an emphasis on public, global, and historical issues.
Communication Skills	Effective individual, interpersonal, and collaborative presentation and development of ideas through oral, written, and other forms of expression to inform, persuade, or inspire.
Information Literacy and Technological Agility	Identification, collection, evaluation, and responsible use of information. Effective, ethical, and critical application of various technologies and media in academic, creative, personal, and professional endeavors.

First-Year Seminar
First-Year Seminar (FYS) 101 is a 15-week, 1-credit course that engages all first-year and transfer students in guided conversations, experiential activities, and written assignments about transitioning to Syracuse University campus life, exploring their identities as they situate themselves in a new context, and understanding how they will relate to and interact with other students, faculty and staff in contributing to a welcoming, inclusive, and diverse campus community.
IDEA course requirement
The IDEA course requirement provides undergraduate students the opportunity to explore concepts in social justice, broadly defined. The IDEA acronym encapsulates the core concepts of Inclusion, Diversity, Equity, and Accessibility. These concepts are integral to models of social justice, and through their examination students can learn about important values, voices, and lives that have been marginalized and erased, along with strategies to create stronger and more just communities.