Innovative Strategies for Offering and Assessing Integrative Learning AACU Annual Meeting: Intentional Learning, Unscri

1. 1 Innovative Strategies for Offering and Assessing Integrative LearningAAC&U Annual Meeting: Intentional Learning, Unscripted Challenges: Knowledge and Imagination for an Interdependent WorldWashington, D.C.January 24, 2008 Gail G. EvansAssociate Dean for Undergraduate Studies Director of General Education Eloise Stiglitz Associate Vice President for Student Services Student Affairs San José State University San José, California The authors wish to thank Dr. Kathy Sucher and Dr. David Mesher for their assistance with this presentation. Gail will do brief introduction of Gail and Eloise and express honor to be presenting at AAC&U. Gail will do brief introduction of Gail and Eloise and express honor to be presenting at AAC&U.

2. 2 Plan for Today’s Session Brief overview of San José State’s demographics relating to the integrative curricular pilots for 2007-08: Team SJSU Studies and SAIL (Students Actively Integrating Learning) Discussion of the University Scholar rubric as a self-assessment tool Small-group discussions by participants to brainstorm about other innovative strategies for developing and assessing curricular/co-curricular integration Summary comments START HERE San José State University is a large, diverse, public institution with about 32,000 students and no ethnic majority. In fall 2007 we admitted approximately 3400 frosh, and about 1/3 of them participated in an FYE course, which is where we piloted SAIL. A little under 2/3’s of our students are transfers, primarily from California Community Colleges. START HERE San José State University is a large, diverse, public institution with about 32,000 students and no ethnic majority. In fall 2007 we admitted approximately 3400 frosh, and about 1/3 of them participated in an FYE course, which is where we piloted SAIL. A little under 2/3’s of our students are transfers, primarily from California Community Colleges.

3. 3 Integrative Learning at SJSU “By 2010, SJSU will have implemented a curriculum that effectively integrates theoretical and applied knowledge, as well as liberal and professional education”. ~ SJSU Vision 2010 START HERE As part of our recent WASC re-accreditation, the University initiated a strategic planning effort that came to be known as “Vision 2010.” One goal of that Vision is to implement a curriculum that effectively integrates theoretical and applied knowledge, as well as liberal and professional education. Team SJSU Studies and SAIL were both developed to address that goal. START HERE As part of our recent WASC re-accreditation, the University initiated a strategic planning effort that came to be known as “Vision 2010.” One goal of that Vision is to implement a curriculum that effectively integrates theoretical and applied knowledge, as well as liberal and professional education. Team SJSU Studies and SAIL were both developed to address that goal.

4. 4 Need for Integrative Learning Sometimes fragmented nature of undergraduate education; disconnect between major and GE coursework Lack of understanding of relationship between curricular and co-curricular, and therefore little impetus to implement integrative programs Menu-driven GE may leave students unable to see connections among courses they take Facilitate connection between Integrated GE student learning objectives (SLOs) and degree program SLOs START HERE The need for integrative learning was evident, particularly in conversations the campus has been having for the past 3 1/2 years on what it means to be an “Educated Person.” GO TO SLIDESTART HERE The need for integrative learning was evident, particularly in conversations the campus has been having for the past 3 1/2 years on what it means to be an “Educated Person.” GO TO SLIDE

5. 5 Curriculum Goal: Integrated Learning Build curriculum around a theme that facilitates the integration of curricular and co-curricular student learning experiences Devise pedagogical strategies and assignments that will require students to integrate knowledge and methods from the natural sciences, social sciences, and humanities START HERE The curriculum goal for integrative learning was two-fold: GO TO SLIDESTART HERE The curriculum goal for integrative learning was two-fold: GO TO SLIDE

6. 6 Team SJSU Studies Call for proposals issued fall 2006 Proposal must include: evidence that the course will require students to integrate interdisciplinary knowledge and methods in achieving the SJSU Studies SLOs, as well as a plan to incorporate the Written Communication II component in a way that allows students to “write for the discipline;” incorporation of opportunities to put theory into practice, such as service learning, community-based research, or community education; explanation of the degree to which the proposal may be adapted and taught by other inter-disciplinary teams; and START HERE The 12-units upper division GE requirement, SJSU Studies, is comprised of 4 areas: Self, Society and Equality in the U.S. Culture, Civilization, & Global Understanding Earth & Environment Upper Division Intensive Writing in the Major Team SJSU Studies was proposed to be a nine-unit course, team-taught by 3 interdisciplinary faculty over 2 semesters, and integrating the SLOs for all of these areas around a theme, which for this year was Global Climate Change. GO TO SLIDESTART HERE The 12-units upper division GE requirement, SJSU Studies, is comprised of 4 areas: Self, Society and Equality in the U.S. Culture, Civilization, & Global Understanding Earth & Environment Upper Division Intensive Writing in the Major Team SJSU Studies was proposed to be a nine-unit course, team-taught by 3 interdisciplinary faculty over 2 semesters, and integrating the SLOs for all of these areas around a theme, which for this year was Global Climate Change. GO TO SLIDE

7. 7 Team SJSU Studies, con’t. Two-semester curriculum that integrates content required and student learning objectives for all SJSU areas: Earth and Environment Self, Society, and Equality in the U.S. Culture, Civilization, and Global Understanding Written Communication Course Requirements Students will earn 6 units in fall 2007 and 3 units in spring 2008. In order to receive GE credit for the entire package, student must complete the 3 unit portion of the course with a “C” or better. GO TO SLIDE FIRST The reason for this is that all of our writing courses require a grade of “C” or better to pass.GO TO SLIDE FIRST The reason for this is that all of our writing courses require a grade of “C” or better to pass.

8. 8 Team SJSU Studies, con’t. Theme that is narrow enough to satisfy relevant SJSU Studies area content criteria and broad enough to permit development, over the long term, of slightly different curricula for delivery by different faculty teams. Three proposals were submitted and one was accepted for piloting in 2007-08. GO TO SLIDE FIRST The University provided resources for the development of the first course: $1000 stipends to each of the 3 faculty in winter session 07, .2 release time in S’07, .4 release for the 6-unit course in F’07 & .2 release for 3 units S’08. It is the intent that other faculty teams will be able to adapt the course in the future without the need of additional resources.GO TO SLIDE FIRST The University provided resources for the development of the first course: $1000 stipends to each of the 3 faculty in winter session 07, .2 release time in S’07, .4 release for the 6-unit course in F’07 & .2 release for 3 units S’08. It is the intent that other faculty teams will be able to adapt the course in the future without the need of additional resources.

9. 9 Team SJSU Studies Pilot Timeline Fall, 2006: Designate a team of 3 interdisciplinary faculty members who have a commitment to integrative learning, and extensive GE teaching experience, as well as one Peer Leader, to develop the integrated course. Spring, 2007 Articulate integrative learning and belonging outcomes Develop curriculum and assessment plan Obtain Board of General Studies approval Advertise course to students and advisors GO TO SLIDEGO TO SLIDE

10. 10 Team SJSU Studies Pilot Timeline, con’t. AY 2007-2008 Pilot course Assess student learning outcomes AY 2008-2009 New faculty adapt pilot curriculum according to their expertise and assessment data According to student demand, develop additional Team SJSU Studies courses GO TO SLIDE FIRST Thus far, we have met the timeline and there is already a new team being formed who will adapt the course for offering in F’08.GO TO SLIDE FIRST Thus far, we have met the timeline and there is already a new team being formed who will adapt the course for offering in F’08.

11. 11 Pilot Assessment Data for Fall 2007 The culminating experience for the first semester, 6-unit course, was for the students to address various integrative questions through a debate format. The final reflective paper asked the 79 students to reflect on ways the debate integrated knowledge from the class. Based on evaluation by the three faculty members, the essay results were: SLIDE ONLYSLIDE ONLY

12. 12 Pilot Assessment Data for Fall 2007 33% provided outstanding responses 33% provided solid responses with excellent or adequate support/examples 10% provided cursory responses with no specific examples 24% did not meet the minimum standard or address the question. GO TO SLIDE FIRST The faculty teaching the course have additional assessment data for integrative learning, but because of the timing of this presentation those data have not yet been analyzed. Stay tuned!GO TO SLIDE FIRST The faculty teaching the course have additional assessment data for integrative learning, but because of the timing of this presentation those data have not yet been analyzed. Stay tuned!

13. 13 Next Steps Spring 2008 Students will complete culminating, interdisciplinary project that will incorporate service learning, community-based research, community education, etc. Final assessment of the integrative GE Program Outcome, “SJSU graduates will demonstrate the characteristics of ‘intentional learners’ who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lifetimes.” START HERE The project students will complete this semester is intended to provide them an opportunity to integrate their classroom knowledge with a hands-on, real-life experience. Ultimately, the final assessment will address the GE Program Outcome for Integrative Learning. And now Eloise will give you a brief overview of SAIL.START HERE The project students will complete this semester is intended to provide them an opportunity to integrate their classroom knowledge with a hands-on, real-life experience. Ultimately, the final assessment will address the GE Program Outcome for Integrative Learning. And now Eloise will give you a brief overview of SAIL.

14. 14 SAIL (Students Actively Integrating Learning) Developed to address the specific GE program outcome: “SJSU graduates will demonstrate the characteristics of ‘intentional learners’ who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lifetimes.” Our second project coming out of the integrative learning panel. Our second project coming out of the integrative learning panel.

15. 15 Accomplishing Four Ends To Provide: Students with structured process for intentional reflection on and integration of their learning; Graduates with creative, enhanced means of communicating accomplishments to graduate programs and employers (IUPUI, April 2006); Campus with assessment data on program learning outcome; and Faculty with an opportunity to participate in curriculum innovation. While our primary goal was to encourage integrative learning, the program was designed with four important ends in mind: The e-portfolio, as a vehicle for recording reflections, would be a key tool in accomplishing these goals.– it’s clearly difficult to create innovative opportunities that others will appreciate! One of the challenges.While our primary goal was to encourage integrative learning, the program was designed with four important ends in mind: The e-portfolio, as a vehicle for recording reflections, would be a key tool in accomplishing these goals.– it’s clearly difficult to create innovative opportunities that others will appreciate! One of the challenges.

16. 16 What is SAIL? Reflection Series of probing and framing questions to guide reflection, intentionality and integration Developmental Three stages: First year, mid-career, culminating experience Plan Two and four year integrated, intentional experiences GE courses Major courses Co-curricular experiences, service Life experiences SAIL has several components. Essentially it involves a guided reflection process that encourages students to reflect on their past experiences, strengths and background and that can contribute to their college experience. The students are asked to make a plan for their GE and major, and co-curricular activities during their first year.Then again they reflect mid-career and revise their plan, adding a service project that might include service learning, co-curricular experiences, undergraduate research or something in their community.At the end of their SJSU career, in a culminating experience, they will present and reflect on their project, as well as their educational experience as SJSU and look forward to what they will bring to their career and life long learning.SAIL has several components. Essentially it involves a guided reflection process that encourages students to reflect on their past experiences, strengths and background and that can contribute to their college experience. The students are asked to make a plan for their GE and major, and co-curricular activities during their first year.Then again they reflect mid-career and revise their plan, adding a service project that might include service learning, co-curricular experiences, undergraduate research or something in their community.At the end of their SJSU career, in a culminating experience, they will present and reflect on their project, as well as their educational experience as SJSU and look forward to what they will bring to their career and life long learning.

17. 17 SAIL Assessment We anticipate that not only will their reflections indicate more integrated learning over time, but their perspectives will become more developmentally mature, with the focus moving from self to the world at large.We anticipate that not only will their reflections indicate more integrated learning over time, but their perspectives will become more developmentally mature, with the focus moving from self to the world at large.

18. 18 SAIL Pilot Timeline Fall 2006: Recruit a faculty member to serve as SAIL Coordinator (.4 released time) Spring 2007: Conduct pre-pilot on e-portfolio Recruit FYE faculty and peer mentors for fall 2007 pilot Train faculty and peer mentors on SAIL & Task Stream (e-portfolio chosen for pilot) Develop reflective and objective questions Develop rubric to evaluate reflective questions Once we recruited a coordinator, as well as an e-portfolio coordinator, we started a pre-pilot last spring. This was both a pilot to better understand how the e-portfolio would work with SIL, and a pilot for the e-portfolio research consortium that we are a part of. We had a very small group of seniors in co0curricular activities use the e-portfolio, and write reflections on their experience as it relates to intentional learning. We learned a lot about the e-portfolio. We also got ready for the pilot this fall: recruited FYE faculty, trained peer mentors, developed a new set of reflective questions and worked on our scoring rubric.Once we recruited a coordinator, as well as an e-portfolio coordinator, we started a pre-pilot last spring. This was both a pilot to better understand how the e-portfolio would work with SIL, and a pilot for the e-portfolio research consortium that we are a part of. We had a very small group of seniors in co0curricular activities use the e-portfolio, and write reflections on their experience as it relates to intentional learning. We learned a lot about the e-portfolio. We also got ready for the pilot this fall: recruited FYE faculty, trained peer mentors, developed a new set of reflective questions and worked on our scoring rubric.

19. 19 SAIL Pilot Timeline, con’t. Fall, 2007 Pilot SAIL to approximately 600 frosh FYE GE courses: MUSE, Success in Science, Humanities Honors Some sections with peer mentors Suggestions to faculty on integrating SAIL Training on e-portfolio Assess integrative learning program outcome This fall we launched the SAIL pilot. With about 600 frosh in a variety of FYE--- MUSE– which is a small academic seminar of faculty choosing, Science 2 which some call a boot camp for science majors and Humanities Honors which is a two year sequence covering an integrated set of humanities areas. We trained the faculty, asked them to integrate the reflections, academic plan and other “integrative” activities into their class. Most classes also had a trained peer mentor. As our title indicates, this is a story in progress. So where do we go from here? (see slide)This fall we launched the SAIL pilot. With about 600 frosh in a variety of FYE--- MUSE– which is a small academic seminar of faculty choosing, Science 2 which some call a boot camp for science majors and Humanities Honors which is a two year sequence covering an integrated set of humanities areas. We trained the faculty, asked them to integrate the reflections, academic plan and other “integrative” activities into their class. Most classes also had a trained peer mentor. As our title indicates, this is a story in progress. So where do we go from here? (see slide)

20. 20 Reflective Questions “Building” questions Discuss how you think your background will help you adapt to SJSU. Give an example of a time when you engaged in “intentional learning”. Explain how you think your experiences will help you become your future self. Major reflective question Write a letter to your future self, focusing on who you are now and who you imagine you will become. In the fall we had three questions to prepare the students to write a letter to themselves. In the post question, we had one long question. We realized after reviewing the first set of answers that by writing the short answers, many of the students just wrote a shorter letter, instead of using the first questions as a building block, a chance to think through some aspects of the letter. We included the same prompts in the future letter prompt, but just didn’t ask for separate answers.In the fall we had three questions to prepare the students to write a letter to themselves. In the post question, we had one long question. We realized after reviewing the first set of answers that by writing the short answers, many of the students just wrote a shorter letter, instead of using the first questions as a building block, a chance to think through some aspects of the letter. We included the same prompts in the future letter prompt, but just didn’t ask for separate answers.

21. 21 Quantitative Questions Use of peer mentors Classroom experience Reasons for attending SJSU Demographics Out-of-class experiences Expectations of SJSU experience In addition to the reflective questions, we asked a number of quantitative questions to get a sense of their demographics, their reasons for coming to sjsu, their expectations for their experience at SJSU and their academic plans.In addition to the reflective questions, we asked a number of quantitative questions to get a sense of their demographics, their reasons for coming to sjsu, their expectations for their experience at SJSU and their academic plans.

22. 22 SAIL Pilot Next Step. Spring, 2008 Approximately 300 juniors in transfer experience and junior-level writing courses Reflective questions, plan Add service project Assess integrative learning program outcome Now that we have completed the frosh pilot, we are going to do a transfer pilot this spring using the transfer experience class, similar to the Science 2 class,(success in science) and a jr. level writing class. The transfers will be asked to reflect by writing a letter to their future self, make a course and co-curricular plan for their time to graduation, and plan a service project. At the end of the semester we will once again asses how effective we were in promoting integrative learning.Now that we have completed the frosh pilot, we are going to do a transfer pilot this spring using the transfer experience class, similar to the Science 2 class,(success in science) and a jr. level writing class. The transfers will be asked to reflect by writing a letter to their future self, make a course and co-curricular plan for their time to graduation, and plan a service project. At the end of the semester we will once again asses how effective we were in promoting integrative learning.

23. 23 Pilot Assessment Data for Fall 2007 No significant pre-post correlations for the reflective questions (n = 17) Positive correlations for Post reflection and: Amount of time asked to reflect on self in writing Frequency of promotion of non-academic campus events in class Frequency of attendance at campus events Frequency of pursuing research on own What have we learned so far. We are still analyzing data, but the biggest disappointment, in a sample of 17 students of which we scored their pre- and post reflections, there was no significant change in integrative learning. We did, however, discover some interesting correlations. The score on the post reflection (which included intentional learning, integrative learning and self reflection) was correlated with: the amount of time their faculty member asked to to reflect on themselves in writing,(their perception of the amount of time, not faculty reported), the frequency that their faculty promoted non-academic campus events in class, the frequency of attending such events, and the frequency of pursuing understanding something from class on their own through some kind of research. We don’t know if students who were more integrative learners tended to notice faculty integrative type teaching as well as got involved outside class, or the opposite, but it is an interesting relationship.What have we learned so far. We are still analyzing data, but the biggest disappointment, in a sample of 17 students of which we scored their pre- and post reflections, there was no significant change in integrative learning. We did, however, discover some interesting correlations. The score on the post reflection (which included intentional learning, integrative learning and self reflection) was correlated with: the amount of time their faculty member asked to to reflect on themselves in writing,(their perception of the amount of time, not faculty reported), the frequency that their faculty promoted non-academic campus events in class, the frequency of attending such events, and the frequency of pursuing understanding something from class on their own through some kind of research. We don’t know if students who were more integrative learners tended to notice faculty integrative type teaching as well as got involved outside class, or the opposite, but it is an interesting relationship.

24. 24 Other results In class promotion of out of class events was positively correlated to the perception that peer mentoring was important for taking advantage of in and out of class opportunities Peer mentor impact Importance of using peer mentor to learn rules and regs positively correlated to attending out of class, on campus events Frequency of meeting with peer mentor in class, as part of group, positively to ability to deal with rules and regs There were some other results– (read the first one) In other words, it seems that a faculty noting out of class experiences was corrected with the student’s perception that their peer mentor was important for a similar role. Peer mentors seem to be important in learning how to navigate the university, in order to get involved out of class, There were some other results– (read the first one) In other words, it seems that a faculty noting out of class experiences was corrected with the student’s perception that their peer mentor was important for a similar role. Peer mentors seem to be important in learning how to navigate the university, in order to get involved out of class,

25. 25 University Scholar Rubric Developed as self-assessment tool for students Originally designed for FYE Piloted with selected FYE courses in fall 2007 Piloted in spring 2008 SAIL pilot with junior level courses On to a different aspect of assessing student integrative learning. For lots of years a group of faculty and S.A. prof. have worked on this university scholars rubric. It started as a way to shape and assess fye but evolved into a way of assessing the educated person. This year, for the first time, we did a small pilot and asked some students to look at the rubric and assess themselves relative to it. We’ll do it again this spring with some juniors.On to a different aspect of assessing student integrative learning. For lots of years a group of faculty and S.A. prof. have worked on this university scholars rubric. It started as a way to shape and assess fye but evolved into a way of assessing the educated person. This year, for the first time, we did a small pilot and asked some students to look at the rubric and assess themselves relative to it. We’ll do it again this spring with some juniors.

26. 26 Feedback Interesting challenge Confusing terminology Complex lay-out and process Recommend computerized forced choice with short answers The feedback was that the students found the rubric interesting but difficult to navigate. They didn’t understand some of the language, the movement from year to year was not clear or consistent. We might try asking more close ended questions: which of the following terms best describe you. We could then ask them to reflect on the definition that they create. This still has much work to before we go live, so to speak.The feedback was that the students found the rubric interesting but difficult to navigate. They didn’t understand some of the language, the movement from year to year was not clear or consistent. We might try asking more close ended questions: which of the following terms best describe you. We could then ask them to reflect on the definition that they create. This still has much work to before we go live, so to speak.

27. 27 Discussion Based on your school size/demographics How might your promote integrative learning? How might you assess integrative learning? We’d like you to get in small groups based on your school type/size” small liberal arts schools, small universities (below 4000 ish) medium 4500- 15000) and then large universities– over 15,000.Given you size and culture, how would you promote integrative learning on your campus? What programs could you develop? Then think about how you might asses that integrative learning. We’d like you to get in small groups based on your school type/size” small liberal arts schools, small universities (below 4000 ish) medium 4500- 15000) and then large universities– over 15,000.Given you size and culture, how would you promote integrative learning on your campus? What programs could you develop? Then think about how you might asses that integrative learning.

28. 28 Conclusion Summary of group discussions Questions??