The Catalyst Project We asked our students questions about their learning experiences at four different points. First, when they attend freshman orientation; after they have completed their First Choice course; after they have completed their Intellectual Issues course; and at the end of their Capstone. Students' answers to these questions reveal ways in which we can strengthen opportunities for integrative learning at Oswego. We also believe that because they have been asked to reflect on these issues, students will become more aware-or more "intentional"-about their academic work. And thus we have named our project "Catalyst"-"an agent for change or transformation." We suspect that personal motivation, interest, and even excitement are keys to integration. It is therefore important to learn what students themselves say about how they become engaged in learning. The Catalyst Project: Why? Dean's Corner (Fall 2005) Results for '04 Cohort A Look at Student Exemplars

Project Timeline Spring 2004: In consultation with Karen Maitland Schilling, developed the structure of the Catalyst Project to engage students in ongoing reflection about their academic experiences. Piloted questions for reflection with students in (1) first-year courses, intellectual issues courses, and capstone courses. Summer 2004: Incorporated reflective exercise in 2004 Summer Orientation Program. Collected reflections from all incoming freshmen. Fall 2004: Constituted Catalyst Project Advisory Board. Conducted workshop for Catalyst Project Advisory Board. Gathered reflections from first-year student completing their First Choice courses. Spring 2005: Conduct focus groups of students at the upper levels. Investigate a process whereby our cohort is asked to respond (for the third time) to our reflective questions at a point during their sophomore year (perhaps online linked to course registration).

Mary Huber (Carnegie Foundation), Sara Varhus, Rhonda Mandel, Linda Rae Market The Catalyst Project Team Rhonda Mandel, Associate Provost Linda Rae Markert, Dean, School of Education Sara Varhus, Dean, College of Arts and Sciences Patricia Michel, Research Associate, History Department Kaia Odoi, Technical Associate

Further Development 2006-2007 Academic Years: Ongoing assessment and data analysis. Consistent feedback loop to determine how student responses to our questions are influencing curricular reforms/revisions/enhancements. Provide professional development for faculty, especially those who are teaching in the three types of classes we are studying for integration. Engage faculty in reflection themselves by sharing the early results of our intervention. Provide information about the project to existing governance groups on campus (e.g., General Education Board, Academic Policies Council, Committee on Learning & Teaching).