curricular change lessons from alverno’s journey mimi czarnik, professor of english, assoc. dean...

CURRICULAR CHANGE Lessons from Alverno’s Journey

Mimi Czarnik, Professor of English, Assoc. Dean of HumanitiesBecky Burton, Assoc. Professor of Biology

Many Roads to Success

The Impetus for Change

1887: St. Joseph's Normal School founded to educate the School Sisters of St. Francis.

1953: Alverno College moved to the present campus as a 4-year liberal arts college for women.

1964-1969: Changes in society led to questioning of the relevance of traditional education.

Questions about the viability of women’s colleges.

Alverno, circa 1953Alverno, circa 1953

Exploring Change

College president declared that change was inevitable, but that faculty and students would determine the nature of the change.

1969: 3-day workshop with faculty and students led to an academic planning committee.

All faculty expected to contribute to the design.

Guiding Questions

“We just kept asking ourselves two questions: 1) What should a student be able to do when

she leaves Alverno College? and 2) What can we do to make those outcomes

happen?”

S. Austin Doherty

“What does your discipline offer that is essential to all students?”

S. Joel Read, President

Assumptions about Teaching and Learning

Mimi’s Example: Worldview

Becky’s Example: What does this tell us?

Assumptions about Teaching and Learning

Share your “best practice”: something that always works for you in the classroom.

Choose one and reflect on what that example of “best practice” says about student learning.

The Implementation of Change:Competence Based LearningIn 1973, the new curriculum was implemented Diagnostic assessment at entrance Graduates must demonstrate 8

competencies Assessment-as-learning

Faculty teams design assessments Faculty, alumnae, and professionals assess

performance Experiential learning (internships) required

Why Diagnostic Assessments? To identify areas of strength and areas

that need development To direct students to specific resources

and developmental courses To allow the student to track her own

development

Why Competencies?

Learning goes beyond knowing to doing something with what you know

Learning in the context of managing one’s life Make Decisions Develop initiative Acquire confidence and responsibility for

implementing these abilities

The Current Abilities

Communication Analysis Problem Solving Valuing in Decision-Making Social Interaction Developing a Global Perspective Effective Citizenship Aesthetic Engagement

Why Assessment-As-Learning? Authentic, preparing students for

success beyond the classroom Integrates knowledge and abilities Allows students to demonstrate what

they can do Promotes learning, rather than just

measuring it

Why Experiential Learning?

Teaches professional skills in a structured setting Allows students to use state-of-the art facilities Provides external feedback on performance

1976: Recognized as one of the best professional training programs in the country… “helping bridge the gap between business and education… providing graduates who do not need as much employer time and investment to do their job.”

Logistics of the “New” Curriculum

Validations for levels of the competencies

Outcomes for programs and courses Criteria for assignments/assessments Self assessment Criteria-based feedback Satisfactory or Unsatisfactory

progress codes

Logistics of the “New” Curriculum (cont.)

Communication Placement Assessment Cross-disciplinary courses

(Communication, Global Effective Citizenship, etc.)

Internship Seminars External Assessments Competency Departments Faculty reflection and collaboration

time built into schedule

Partners in Change

Early to mid 1970’s: Collaboration with AT&T to research assessment instruments, such as the use of simulations for evaluating managerial candidates.

1988-Present: Collaborations with other colleges

1989-Present: Collaborations with K-12 schools

1990-Present: International collaborations

Resources for Change

1976: Kellogg grant funded development of a communication technology center with recording studio, staff, and equipment to support education and assessment.

Assessment Center provides staff to handle the logistics of assessment and portfolio development, which now includes the Diagnostic Digital Portfolio.

Time is reserved for work on curriculum and the abilities

Benefits of Change

Effectiveness of curriculum is increased (integrated, developmental, applied)

Students are more confident, independent, reflective, and work-ready

Efficiency is increased with shared language and criteria

Expectations of students, faculty, and administration are more consistent

Alverno Today

What have we learned?

Many Triggers for Change

Alverno—Purpose and Viability WPI—Student Ability School for New Learning at

DePaul—Adult Education

Accreditation Requirements Student Performance Concerns

What Made Change Happen?

Perceived need for changeCommitment to “perpetual” change

Tolerance for risk

Administrative mandate Involvement of stakeholders

Making Changes: Getting Started

Identify measurable goals of institution Measure present performance Plan for measuring future

performance Research and adapt curricula Use the skills and knowledge

available locally, on-campus and off

Making Changes: Big Picture

Remain flexibleKeep focus on changeAsk what will benefit students most

Traps to Avoid

Perfection Mutation

Unintended consequences Optimality Origination Unlearning

(ciconline.org/threshold, Spring 2007)

Making Changes: Specifics

Make graduation contingent on demonstrating competencies

Don’t stack new responsibilities on top of older ones

Recognize pedagogical activity as scholarship

Engage students, faculty, and administrators across campus in discussion & planning

Resources

Student Learning: A Central Focus for Institutions of Higher Education

From Traditional Approaches Toward Innovation, Soc. Coll. Sci. Teachers

NSSE: http://nsse.iub.edu/ http://www.iuk.edu/~kolibry/docs/

CTLAProfDevCollBibl.pdf