Curriculum and Instruction



Enhance our distinctive learning experience to produce talented graduates with the knowledge and skills essential for critical thinking, meaningful civic engagement, international competency, an appreciation for the arts, lifelong learning and the ability to lead and adapt in a rapidly changing world.

Objective A
Ensure the alignment of General Education, the major, assessment, undergraduate and graduate program review, and co-curricular activities with the above goal.

  • During the quarters-to-semesters conversion, curricula from each program were successfully evaluated and refreshed to improve their relevance and effectiveness for contemporary students.
  • During the conversion to semesters, University Learning Outcomes were articulated as part of the development of the Wright State Core. Every course approved for the Wright State Core identified the University Learning Outcomes that the course addressed.
  • In 2012, Wright State participated in the HLC Academy for the Assessment of Student Learning and is engaged in an ongoing university-wide project to assess student mastery of the University Learning Outcomes in both the Core and the major.
  • Wright State began distributing The New York Times across campus to enrich student learning inside and outside the classroom, provide an additional resource for students to explore global issues, promote critical thinking and discussion, and engage students in active learning.
  • The Graduate School instituted a new systemic process of doctoral program review, including external review, to ensure that doctoral graduates are well prepared for leadership and critical thinking in their fields.

Objective B
Diversify and enrich academic and professional programs, including non-degree.

  • Army ROTC cadets broadened their international cultural knowledge through the Cultural Understanding and Language Program. In the program, students are immersed in a foreign culture while accomplishing a real-world mission, exposing cadets to the Army’s pre-deployment, deployment, and post-deployment requirements.

Objective C
Recruit and retain a nationally/internationally recognized diverse, learning centered faculty and staff.

  • Army ROTC provided networking opportunities for cadets pursuing civilian degrees due to their service in the National Guard or Army Reserve upon commissioning. 

Objective D
Enhance the quantity and quality of dialogue with our various communities to ensure our academic relevance and distinctiveness.

  • The University Honors Program served as the administrative home of the Mid-East Honors Association, a regional honors subsidiary of the National Collegiate Honors Council. The University Honors Program coordinated the annual MEHA conferences in 2011 and 2012.
  • The University Honors Program promoted civic-minded and creatively engaged students through its annual Honors Institute, offering courses and an annual symposium on topics such as sustainability, free speech, and exploring the oceans.



Enhance student access to and successful participation in higher education through quality and innovative instruction and student life programs that increase graduation and career placement for a diverse student body.

Objective A
Improve the enrollment and retention of direct-from-high-school, graduate and nontraditional student populations.

  • University College implemented a study coach program that matches highly trained student peers with students to enhance their learning strategy skills.

Objective B

Enhance the academic success of students.

  • The Math Studio opened, transforming developmental math into an emporium, mastery learning model yielding a 13 percent increase in student pass rates.
  • University College developed the Math Academy, a five-week intensive summer course designed to remediate student math skills to be college-ready by fall semester.
  • The National Survey of Student Engagement graded Wright State as showing improvement in its level of academic challenge, active and collaborative learning, student-faculty interaction, and support for success and enrichment.
  • University Honors Program students achieved an average four-year graduation rate of 77 percent and an average six-year graduation rate of 83 percent.
  • The number of University Honors Program students graduating with an Honors degree designation increased from 80 in 2009 to 145 in 2012.

Objective C
Develop effective educational processes to assist students in meeting post-graduate career and educational goals.

  • The University Honors Program established the National Scholarship Resource Center to provide support to students applying for prestigious national scholarships. Honors students won nine nationally competitive scholarships/fellowships between 2008 and 2012.  



Provide leadership to promote and support social, cultural and economic development within the region through our collaborations with local, state, national and global partners.

Objective A
Increase the opportunities within the curriculum for community engagement.

  • Service-learning projects have been incorporated into 60 service-learning or service-learning-intensive courses.
  • The university offered a “pay it forward” class in which students learn how nonprofits manage resources through fundraising, volunteering, and grant writing.
  • Since 2011, Army ROTC cadets have coordinated with clubs and students on campus an annual Earth Day Campus Spring Clean-Up, collecting trash from the woods.
  • In 2012, Army ROTC participated in National Recycle Day, obtaining over 1,000 pledges from students, faculty, and staff to recycle.
  • An Engaged Citizenship Studies Certificate and a Youth and Community Engagement Minor were created.

Objective B
Enhance the university’s presence with the Dayton/West Central Ohio regions, and beyond, in ways that benefit communities.

  • Since 2011, Army ROTC cadets have visited with and brought gifts to children at Dayton Children’s Hospital.
  • The University Honors Program sponsored several innovative service-learning courses including alternative spring break service trips to New Orleans and Appalachia/Southwestern Ohio.
  • Students in the foundation course for the certificate in Engaged Citizenship Studies were placed in organizations throughout area communities to meet needs identified by those communities and organizations.

Objective C
Offer degree and other education programs consistent with regional and state needs.

  • Students taking Philanthropy as Citizenship awarded mini-grants to the House of Bread, the Linda Vista Project, and the Children’s Hunger Alliance.
  • To prepare students for informed, engaged participation in our democratic society, the Engaged Citizenship Studies Certificate was created and opened to students in all majors.
  • Many course offerings and programs are going online in response to the call for easier access and more flexibility. New programs have been added each year to address specific community needs. 
  • The Youth and Community Engagement minor was created through a collaboration among the College of Education and Human Services, the College of Liberal Arts, and the Center for Service-Learning and Civic Engagement to improve the academic achievement of students in urban schools by attracting more students into urban education as a career field, by better preparing teacher education majors for work in urban settings, and by promoting a sense of civic responsibility among K–16 students.



Develop and sustain the human, financial and physical resources required to accomplish the university’s strategic goals.

Objective A
Encourage and support the professional development and wellness of faculty and staff.

  • An Army ROTC Cadre member attended the U.S. Army Military History Instructor Course, which provides an alternative for students to meet a Military Science Department requirement without cost to the university.