integrating across the curriculum: shared learning...

Integrating Across the Curriculum: Shared Learning Outcomes

Amy Jessen-Marshall VPAA, Dean of the Faculty Sweet Briar College ajessen-marshall@sbc.edu

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.