Intentional Curricular Design: HIPs are Not Enough! Ann S. Ferren Senior Fellow, AAC&U
Essential Learning Outcomes: Focus on Connection and Application (AAC&U, 2007) • Knowledge of Human Cultures and the Physical and Natural World: through study in science, mathematics, social sciences, humanities, histories, languages and the arts. Focused by engagement with big questions, both contemporary and enduring • Intellectual and Practical Skills: inquiry and analysis; critical and creative thinking; written and oral communication; quantitative literacy; information literacy; teamwork and problem solving. Practiced extensively, across the curriculum, in the context of progressively challenging problems, projects, and standards for performance.
Essential Learning Outcomes: Focus on Connection and Application (continued) • Personal and Social Responsibility: civic knowledge and engagement—local and global; intercultural knowledge and competence; ethical reasoning and action; foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real-world challenges. • Integrative and Applied Learning: synthesis and advanced accomplishment across general and specialized studies Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.
Basics of Curriculum and Course Design • Learners • Goals/Outcomes • Content • Pedagogy • Structure • Clear Connections • Assessment and Improvement Campuses are finding opportunities to increase student success at every point.
Intentionality in the Undergraduate Experience • First Year: orientation, seminars, living learning programs, projects—transition, retention, and strong start • Middle Years: connections across and within the majors, second year seminars, cluster courses, community –based experiences, integration of skills—reinforcement, extension, and development • Capstone Experience: seminars, theses, senior projects, portfolios, internships—mastery, mentoring, culmination, and transition to workplace How intentional is your institution’s undergraduate program? Where do High Impact Practices fit?
What makes these practices “high impact”? • Student success is more than graduation—focuses on level of learning not just credits, time on task, feedback, competence, self efficacy as a learner • Purposeful—individual and collaborative, challenging and supportive, make connections, produce “new insights” • Engaging—active, practical, applied, relevant, meaningful, big questions, important issues • Developmental—provides pathway from start to finish, integrates skills and contexts through many courses and experiences How many HIPs does a student need? Why do different students respond in different ways?
Redesigned Curriculum for the 21st Century: What? • Butler University • First Year Seminar: Self, Community, and the World 6c r • Second Year Seminar: Global and Historical Studies 6 cr • Areas of Inquiry: • Analytic Reasoning 3 cr • The Natural World 5 cr • Perspectives in the Creative Arts 3 cr • Physical Well-Being 1 cr • The Social World 3 cr • Texts and Issues 3 cr • Butler Cultural Requirement 8 events required for graduation • Indianapolis Community Requirement 1 course • Speaking Across the Curriculum 3 cr at 300-400 level • Writing Across the Curriculum 3 cr at 300-400 level • Capstone in the Major (internships, research, student teaching) How many HIPs are included? How many does each student experience?
Redesigned Curriculum for the 21st Century: Why? • Goals • Preserve choice and flexibility but provide more guidance • Help faculty coordinate their courses • Provide opportunities to build on previous learning • Provide a more practical liberal arts education • Engage with the city of Indianapolis • Assumptions: • An intentional 4 year experience is more effective • Students will talk about common experiences outside of class and extend their learning • Reducing the range of student abilities and experiences in a class will help faculty plan and extend learning
It’s All About Connections and Integration! • Sequence courses for developmental learning • Emphasize competencies to be carried through all courses and programs • Cluster courses to promote integration and add interdisciplinary aspects to many courses • Use portfolios at mid-point for assessment, advising, and engaging students in their own learning process • Adopt across-the-curriculum approach for additional elements such as ethics and diversity • Create some common experiences around the major values and themes of the campus
Designing for Student Success • Orientation—first year, transfer, continuing • Advising—professional, faculty, peer mentoring • Course selection—planned, connected to goals • Support systems—early warning, tutoring, supplemental instruction, writing center, etc. • Course design—expectations, engagement, reinforcement • GE Program design—choice, structure, mapped to major, developmental • Major design—builds on GE knowledge, skills, careful mapping • Academic Affairs and Student Affairs Collaborate—housing, programming, co-curricular transcripts • Etc., etc., etc. More connected, more intentional, more powerful results.
Using Concept Maps to Plan and Communicate • Sequence Learning • Demonstrate Relationships • Clarify Pathway toward Outcomes • Map to Other Experiences • Encourage Intentionality • Suggest Opportunities for Connection • Incorporates all Aspects of Student Learning Can you provide a visual representation of how and where you expect learning to take place?
Creating an Action Plan • A credible plan includes: • What • Why • How • Who • When Integrate what your colleagues are learning about change processes, leadership, collaboration, and data for decision-making with your expertise on curricular design.