The Principles of Undergraduate Learning (PULs) are the essential elments of the undergraduate educational experience at Indiana University--Purdue University Indianapolis. These principles form a conceptual framework for all students’ general education. They speak to what graduates of IUPUI will know and what they will be able to do upon completion of their degree.
Descriptions of all six PULs are available at http://due.iupui.edu/Undergraduate-Curricula/General-Education/Principles-of-Undergraduate-Learning. The individual PUL tip sheets contain examples of instructional strategies appropriate for that PUL. The tip sheets may be accessed below.
This page contains the following sub-pages:
Steps for Incorporating the PULs into your Classes
- Compare your course goals or learning objectives to the intended outcomes for each PUL to determine which PULs your course could best emphasize.
- Identify specific course topics, assignments, or activities that provide your students with opportunities to work toward the PUL outcomes.
- Write measurable assignment- or activity-level learning objectives that will help you assess students’ progress toward the PUL outcomes.
- Create assessment measures that align with your course- and assignment-level learning objectives, your instructional activities, and the PUL outcomes.
- Talk to your students about the value of PULs in terms of demonstrating their success to others.
General Assessment Strategies for the PULs
- Identify evaluation criteria that will count in the assessment of student performance. For example, problem identification and solution; accuracy of information; breadth of information, accuracy of interpretation of theory, logical inference; appropriateness of solution (Walvoord & Anderson, 2009).
- Use your identified criteria to construct rubrics for assessing student performance. Begin by browsing example PUL rubrics. You can also create your own rubrics in Canvas, or you can use an external tool such as Rubistar. Review the CTL Tip Sheet on Creating and Using Rubrics for further information. (Stevens & Levi, 2005).
- Employ formative classroom assessments to informally check students' learning (Angelo & Cross, 1993).
- Use an electronic portfolio to collect evidence and reflections showing intellectual depth, breadth, and adaptiveness.
- Find other assessment strategies, reports, and rubrics at http://due.iupui.edu/Undergraduate-Curricula/General-Education/Principles-of-Undergraduate-Learning/Assessmen
Authored by James Gregory (July, 2015)
Revised by Terri Tarr (November, 2015)