You have questions, and we have answers. Don't keep wondering how you can implement the Profiles. Review these frequently asked questions, and contact the Center for Teaching and Learning if you need any additional information.
Find answers to your questions
What are these called? PLUS? IU Indianapolis+? Profiles of Learning for Undergraduate Success?
The full name is "Profiles of Learning for Undergraduate Success." An acceptable shortened reference includes saying or writing the “Profiles." Usage of “IU Indianapolis+” or "PLUS" is discouraged to be more inclusive of implementation at the Columbus and Fort Wayne campuses.
How are the Profiles being implemented?
Academic units are aligning the Profiles with general education, introductory, and capstone courses, as well as one or two courses in the middle that can be assessed. Faculty members should work with their associate deans or campus undergraduate curriculum committee members to coordinate efforts. Staff are working to align the Profiles with co-curricular and engaged learning experiences.
Do all courses need to incorporate the Profiles?
While all courses are encouraged to show on syllabi how they align with the Profiles, there will not be a similar expectation as the Principles of Undergraduate Learning (PULs) that all courses have a primary and secondary emphasis.
Does every program need to address all Profiles equally for all students?
No. It's likely that some programs will emphasize one or two Profiles more than others.
What if faculty think all courses in a program address all four Profiles? Should they look for a primary emphasis?
It is recommended that faculty consider courses and programs having a primary emphasis and think about what sort of evidence will demonstrate that a student has accomplished the learning in each Profile.
How do you navigate subtle differences between the Profiles when trying to map learning outcomes?
Individual units are encouraged to work internally to make decisions about what makes the most sense for mapping learning outcomes.
Is it possible to map gradations of Profile achievement (e.g., introductory, intermediate, and advanced levels mapped to different courses)?
Yes. Individual units may find this makes sense as they think about a student’s journey through required courses and co-curricular experiences.
Can students self-assess where they are in regard to the Profiles?
Programs are encouraged to build in opportunities for reflection—for example in introductory and capstone courses, ePortfolios, etc.
Is there a template to map the Profiles?
Yes. You can find templates, examples, and a crosswalk among frameworks at Mapping the Profiles.