Upload
dora-dennis
View
217
Download
0
Tags:
Embed Size (px)
Citation preview
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