Intentional Curricular Design: HIPs are Not Enough!

1. Intentional Curricular Design: HIPs are Not Enough! Ann S. Ferren Senior Fellow, AAC&U

2. 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.

3. 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.

4. 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.

5. 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?

6. 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?

7. 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?

8. 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

9. 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

10. 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.

11. 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?

12. Concept Map of HIPs as Inputs

13. Concept Map for Using HIPs Developmentally

14. 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.