Critique institutional-level initiatives designed to promote student learning for the ways they take student development levels into account. For example, consider Indiana University–Purdue University...

Critique institutional-level initiatives designed to promote student learning for the ways they take student development levels into account. For example, consider Indiana University–Purdue University Indianapolis’s (n.d.) principles of undergraduate learning, the AACU (n.d.) VALUE rubrics, or other institution-wide initiatives with which you are familiar. To what degree do these initiatives reflect the content and processes of students’ cognitive development as described in these models? Where are they underdeveloped, and how would you suggest taking these considerations into account?