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.
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: email@example.com; 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
“Intensive” sections are courses either in a specific discipline or general education that allow students to do a focused course study during an intensive 3-5 week session in January or June.
These courses are designed to:
- introduce students to original materials of an academically rigorous and challenging nature, involving complex ideas and information.
- rely on face-to-face seminar methods of instruction and involve assigning significant learning responsibilities to the students. They could include blended learning or experiential learning features.
- offer students a public venue for displaying their learning, which will be publicized through the CAE.
- utilize creative approaches and may be co-taught, interdisciplinary or inter-professional, and/or include active learning.
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.