Teaching and Assessing PUL 4: Intellectual Depth, Breadth, and Adaptiveness
This tip sheet focuses on the fourh of the six PULs. Descriptions of all six PULs can be located at http://due.iupui.edu/Undergraduate-Curricula/General-Education/Principles-of-Undergraduate-Learning. General planning considerations for incorporating and assessing PULs in your class can be found here.
Definition of PUL 4: Intellectual Depth, Breadth, and Adaptive
The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems.
Intellectual depth, breadth, and adaptiveness are demonstrated by students’ ability to
- Show substantial knowledge and understanding of at least one field of study;
- Compare and contrast approaches to knowledge in different disciplines;
- Modify one’s approach to an issue or problem based on the contexts and requirements of particular situations.
- Show substantial knowledge and understanding of at least one field of study
- Perform a literature review
- Develop a research proposal
- Apply the scientific method to investigate a given case or problem
- Complete a senior project requiring knowledge obtained from multiple courses
- Demonstrate a comprehensive knowledge base
- Make sound decisions based on research
- Take part in mock oral exams
- Teach peers
- Compare and contrast approaches to knowledge in different disciplines
- Compare and contrast approaches to knowledge in different branches of accounting including managerial and tax, and different disciplines including economics and finance
- Identify similarities and differences between behavioral and cognitive developmental theories
- Construct a matrix to show the stance of different approaches on multiple issues
- Compare and contrast the forensic scientist versus crime scene investigator roles
- Discuss science versus non-science perspectives
- Compare internships in different careers
- Modify approach to an issue or problem based on contexts and requirements of particular situations
- Write multigenre papers (Fox & Harrell, 2008)
- Demonstrate flexibility in clinical settings
- Evaluate and assess multiple approaches to a problem
- Explain how you would describe the death of an aunt to a four-year-old versus a ten-year-old child
- Express orally or in writing several perspectives on an issue
- Give sample laboratory procedures, then have students design their own
- Provide students with different organizational structures for businesses, have students apply them to specific situations, choosing the most appropriate structures to use in that situation.
- Use project based learning. For example, have students design a solution to a computer problem, then talk to a client about it, and, finally, modify their approach based on the conversation with the client.
- Create menus, prepare food, then serve food for a large group
Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.). San Francisco: Jossey-Bass.
Fox, S. & Harrell, S. (2008). Multigenre papers: Enlivening academic research papers. Presentation at IUPUI Edward C. Moore Symposium, Indianapolis, IN.
Pace, D., & Middendorf, J. K. (2004). Decoding the disciplines: Helping students learn disciplinary ways of thinking. San Francisco: Jossey-Bass.
Stevens, D. D. & Levi, A. J. (2005). Introduction to rubrics. Sterling, VA: Stylus.
Walvoord, B.E. & Anderson, V.J. (2009). Effective grading: A tool for learning and assessment in college. 2nd Ed. San Francisco: Jossey-Bass.
Authored by Terri Tarr (August, 2010)
Revised by Terri Tarr (July, 2011; August, 2015)