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Intensive Courses

About Stretch and Intensive Courses

The Center for Academic Excellence offers opportunities for strong, academically-prepared students to challenge themselves through stretch or challenge sections and intensive courses that are offered with stretch assessments, additional rigor, or focused and accelerated timeframes.

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Intensive The Philosophy and Science of Mindfulness, PL 312

This 2 credit course (with the potential for a stretch credit) during January will provide an understanding of the present field of mindfulness, mindful strategies, and the potential application of mindfulness to various aspects of our personal lives and areas of study.  Students who participate in this course will need to demonstrate strong independence in learning, the ability to work at a fast pace and integrate complex concepts, and an openness to new forms of learning and mindfulness practices.

This is a sophomore/junior level course that satisfies requirements at the 310 level in Humanities/Fine Arts. Instructor: Amy Shapiro

Stretch Small Group Behavior, BSC 215-03

This course introduces students to theories of small group research and behavior and their applications to various disciplines.  The student will work to improve her interaction skills, explore intercultural communication theories,  and develop her ability to analyze her own and others’ behaviors in small groups. Students in this section of BSC215 will focus on a class project that will be made public for the campus community. Students will also have the opportunity to work at level 4 of social interaction earlier in the class.

Interested students must get permission from the instructor:;  414-382-6348

  • Stretch Courses
  • Intensive Courses


“Stretch” or challenge sections are General Education courses that are modified to include stretch assessments and additional rigor. These are currently offered to new or beginning students at the 100 or 200 level. These courses offer Ability level validations that stretch one tier above those typical of a course at that stage of the curriculum; they assure that students clearly see the next steps in the ability, and understand where they are headed next.

– Introduce students to original materials of an academically rigorous and challenging nature, including modern critical texts, involving complex ideas and information.
– Provide opportunities for clear reflection on outcomes throughout the class period, reinforcing the “big picture” behind individual activities.
– Provide additional one-on-one assessment discussions for individualized feedback: both faculty to student and student to faculty.
– Offer students a meaningful opportunity for displaying their learning and/or connecting with students in other stretch course sections.
– Incorporate additional evaluative questions at the end of the course regarding the student experience.

Student enrollment eligibility

– New or continuing students with strong high school preparation (GPA, ACT scores, AP/IB coursework, etc.) as identified through Admissions or Advising
– Approval via Advising or the Instructor based on observed academic potential

For Faculty: Creating an Intensive Course

  • Course credit is determined by the instructor in consultation with the department of the instructor, the department with which it is listed, and CAE personnel.
  • Enrolled students determine with their academic advisor if and how such a course may count toward degree requirements including general education.
  • Faculty can have the course count toward teaching responsibilities or receive a stipend. This is determined in consultation with the appropriate department chair, associate dean and dean.
  • Course proposals are routed through the CAE for initial approval and sponsorship, and then on to Curriculum Committee and EPC. Course proposals need to include criteria, prerequisites, and characteristics of potentially successful and prepared students.
  • Approved courses are published in the Course Offering Booklet, IOL and the CAE website and related venues.
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