integrating across the curriculum: shared learning...
TRANSCRIPT
Integrating Across the Curriculum: Shared Learning Outcomes
Amy Jessen-Marshall VPAA, Dean of the Faculty Sweet Briar College [email protected]
Talking points
! Shared Learning Outcomes
! Institutional Context(s)
! Highlights of General Education and curricular reform
! Working on Integrative Learning Outcomes at Your Home Institutions
! Results of the Curriculum Revision Process at Otterbein and Sweet Briar
! Examples of Process of drafting learning outcomes
! Lessons Learned and successes
Shared Learning Outcomes
Why are learning outcomes important?
Shared Learning Outcomes
! Importance of common language
! Accreditation- assessment- rubrics
! Impact on student learning and a coherent curriculum!
! others
Shared Learning Outcomes
Levels of learning outcomes
! Campus/curricular wide (AAC&U LEAP)
! General education specific
! Major/discipline specific
! Important to understand how they are connected. (Major communication issue)
Institutional Context: Case studies for
curriculum revision
Otterbein University: 2000-2011
! Comprehensive liberal arts college
! Westerville, Ohio
! Traditional undergraduate population of
approximately 2400.
! Graduate and continuing studies
approximately 800.
Sweet Briar College: 2011-present
! Traditional Undergraduate Liberal Arts
! Sweet Briar Virginia
! Student population 680
Otterbein: General education reform focus
Integrative Studies Program:
! since 1969, the liberal arts core of
undergraduate education at Otterbein
! an intentionally designed curriculum
delivered across four years and
developmentally sequenced; ten quarter
courses
! Original curriculum organized around
shared theme of human nature
Two Overarching Issues: 1) Defining Global Education
2) General Education Frameworks
Defining integrative learning
Integrative teaching and learning is marked by: ! the capacity to see and make productive connections (across disciplines,
between the curriculum and co-curriculum, between theory and practice).
! shared curricular questions and priorities.
! rich conversation and cross-talk between the disciplines. Courses are not monologues.
adapted from “Integrative Learning: Mapping the Terrain” (Huber and Hutching)
Distributional v. integrative general education
Distributional models ! ‘cafeteria-style’
! curricular priority: disciplinarity
! little or no curricular coherence
! little or no cross-disciplinary conversation
Integrative models ! curricular priority: the
synthesis of learning from wide variety of sources
! cross-disciplinary and shared conversation
! curricular coherence is the goal
Comparative Philosophies of General Education
Disciplinary Scholar Effective Citizen
Content of curriculum
Key concepts/methods of inquiry defined by discipline
Knowledge and skills vital to modern society
Ideal graduate Beginning disciplinary practitioner
Effective citizen
Emphasis Method Action
Breadth/Depth Intensive introduction to range of basic disciplines
Comprehensive introduction to current knowledge
Source of Coherence
Individual student pieces together
Intentional integration to prepare graduates well
Likely Locations Research mission and disciplinary culture
Student-centered focus and public mission
Orientation Understanding of scholarly methods; intellectual heritage
Development of tools and commitment to shaping the future
Differing goals for general education
The disciplinary scholar
“The emphasis is less on coherence and unity of knowledge as it is on a series of intensive experiences in the disciplines.”
The effective citizen “The curriculum is built around
the issues and problems graduates will be expected to confront in order to lead productive lives.”
from Newton, R. (2000). Tensions and models in general education planning. Journal of General Education (49)3.
General Education Revision Process: Highlights from Otterbein
Overlapping and connecting processes:
! Campus Engagement and Government Process
! Faculty Development
! Integrative Studies (General Education)
! Core team: Learning goals and outcomes
! Leadership (Faculty and Administrative)
! External Communication and Resources
Highlights
! Depending on what you count as beginning- somewhere between four and eight years of work.
! AAC&U Shared Futures Project began. Global Learning and General Education Professional Learning Community.
! Value of external influence!
! On campus focus
! Strategic planning
! Global PLCs and pilot courses
Otterbein was awarded $250,000 from the McGregor Fund for a major integration initiative
First-‐Year-‐Experience / First-‐Year Seminar
Curricular and co-‐curricular learning
REVISED Integra(ve Studies Curriculum: “Global learning outcomes” Renewed emphasis on integraAon
Senior-‐Year-‐Experience
e-‐porBolio
Campus-wide
Learning outcomes MAJOR(S)
Highlights
Governance process ! Votes in Advisory and curriculum ! Core team develops models
! Ramp up Faculty Development
! McGregor Curriculum grants
! Endorsement!
! ePortfolios came in very late
Curriculum Revision Process: Highlights from Sweet Briar
Highlights
! Rocky process
! Context and culture
! Value of the external voice
! Staffing adjustment- timing for curricular conversations
! Eagerness vs reticence
! Elected governance: APC and FEC
! Role of administrative leadership
! AAC&U- General Education institute: Core group
Highlights ! Different need for regular updates to faculty
! Core group formation
! Day long retreats: pre-assessments on language
! Lunch meetings
! Faculty meetings and votes
! Meanwhile VALUE rubrics for writing and critical thinking
! ePortfolios introduced early!
! Outcomes endorsed! *Curricular planning for implementation still underway.
Working on curriculum change
using shared learning outcomes
at your home institutions
Table work and discussions
! Create a timeline to begin charting a course
drafting shared learning outcomes for your context.
! What structure or groups already exist? What can you leverage?
! Who are key stakeholders? leaders?
! What do you already know about your timeline?
! Then . . . discuss what you come up with in groups of 3-4
Results of the Curriculum Revision Process at Otterbein
A Revised Integrative Studies
Preserving its best traditions:
! liberal arts experience
! sequenced across four years
! intentionally designed courses
Recrafting for a 21st century world:
! emphasis on global awareness and citizenship
! social responsibility and civic engagement
! rededication to the importance of integrative learning
New Integrative Studies learning goals
! Goal 1: To inspire intellectual curiosity about the world as it is and a deeper understanding of the global condition.
! Goal 2: To assist students in cultivating intercultural knowledge and competencies.
! Goal 3: To promote active and critical reflection on the human self and its place in the world.
! Goal 4: To challenge students to critically examine their ethical responsibilities and choices in both local and global contexts.
! Goal 5: To encourage purposeful public engagement and social responsibility.
New Integrative Studies curricular model
! Opens with a dedicated first year seminar (FYS).
! the core of the model is structured around a series of governing ideas or curricular threads. These five threads (Identity Projects, Interconnections, Responsibility & Reflection, Natural Foundations, and Creativity & Culture) highlight the significant learning goals of the revised INST curriculum.
! the curriculum culminates with an interdisciplinary dyad, or two linked courses that center on a shared topic or issue.
Results of the Curriculum Revision Process at Sweet Briar
New Sweet Briar shared learning goals
! Goal 1:Independence and Collaboration: You will become a more confident and reflective woman with the ability to seek knowledge both independently and in collaboration with others, while developing leadership skills.
! Goal 2: Inquiry and Communication skills: You will develop key skills in information acquisition and evaluation, quantitative analysis, writing and speaking, all of which are necessary for meaningful work and effective participation in the larger world.
! Goal 3: Cultural and Global Perspectives: You will acquire skill in ethical reasoning and understanding of diverse cultural perspectives through foreign language and other modes of study that enable you to make thoughtful, informed contributions to your local, national and global communities.
New Sweet Briar shared learning goals
! Goal 4: Breadth and Depth of Knowledge: You will demonstrate breadth and depth of knowledge about the cultural, social, and natural world grounded in an intellectual curiosity that enables lifelong learning.
! Goal 5: Integrative and Creative Thinking: You will acquire the ability to integrate and apply knowledge from a variety of sources and fields in order to address complex multidisciplinary problems using a combination of critical, creative thinking, logical reasoning and communication skills.
Example of group edits:
Example of group edits:
Bonus: Foundational Goal
! Recognizing the essential links between your life inside and outside of the classroom you will develop the essential skills and habits of mind needed to thrive and reach your full potential.
! Resulted in rapid development and adoption of new FYE program called ARCHES with early ePortfolio introduction.
Final thoughts
Challenges at Otterbein
! 1969 established program and over 40 years we stopped asking about intentionality and integration. We experienced mission drift.
! The disconnect between rhetoric and reality
! Resurgence of disciplinarity. (Junior faculty)
! Struggle over language (Shared Futures and LEAP helped!)
! Professional accredited majors
Challenges at Sweet Briar
! Infrastructure challenges with staffing size
! Financial constraints necessary component of discourse
! Mistrust and challenged communication
! Governance process
Successes at Otterbein
! Tactical!
! The launch of a “shadow curriculum”
! The pursuit of a McGregor Fund Grant
! Core team leadership
! The decision to leverage semester conversion
Successes at Sweet Briar
! Tactical!
! The pursuit of endowed funds for faculty development
! Core team leadership
! The decision to leverage 3 credit to 4 credit conversion
Lessons Learned
! Having infrastructure in place invaluable.
(CTL/ CCE/ CIEGE/ Office Institutional Effectiveness/ IS and SYE Advisories)
! Calendar change or credit change forces progress.
! Outcomes based curriculum design.
! Commitment to campus communication and response.
! Leadership in tough times.
! Endurance.
Deep breathing and a sense of humor . . .
…and a skin as thick as a rhino.