AAC&U Conference – Diversity, Learning & Student Success: Voices Leading Change
March 16-18, 2017
Weaving Inclusiveness and Social Responsibility into Pedagogical Practices and Curricular Pathways: Session facilitators will present pedagogical practices and curriculum design that Virginia Wesleyan College (VWC) and Shenandoah University (SU) are developing to create more inclusive curricula. Partnered in a Teagle-sponsored consortium committed to designing a more compelling and coherent liberal arts curriculum, VWC and SU are currently undertaking multiyear projects that address diversity and social responsibility through significant institutional and curricular modifications. VWC is expanding its high-impact practices, attending especially to removing institutional, financial, and cultural barriers that prevent some students from participating. SU is weaving issues of diversity, equity, and social justice into its general education curriculum whereby students research cultural issues from their courses’ perspectives and share their diverse perspectives with other students and community partners. Participants will discuss and develop pedagogical practices and curriculum design ideas that promote diversity and inclusiveness that fit their institutional cultures and student bodies. They will consider curricular, institutional, and societal barriers that prevent students from participating equally in the curriculum. Sara Sewell, Executive Director of the Quality Enhancement Plan and the Lighthouse: Center for Exploration and Discovery and Professor of History—Virginia Wesleyan College; and Amy Sarch, Associate Vice President for Academic Affairs and Director of General Education—Shenandoah University
AAC&U General Education and Assessment Conference
February 2016, New Orleans, LA
It Takes a Village: Applying a Public Pedagogy Town Hall Format to General Education Reform
Amy Sarch and Eric Leonard—Shenandoah University; and Thia Wolf—California State University, Chico
Structuring Integrative Learning in the General Education Capstone (PDF)
Richard Bond, Batten Associate Professor of History and Director of General Studies, Virginia Wesleyan College
Participants will learn how they might identify and schematize integrative learning to improve a student’s ability to produce an integrated project.
Virginia Wesleyan College’s General Education Program ends with the capstone Senior Integrative Experience. This experience requires a student to bring together at least two of the seven fundamental approaches to knowledge they are exposed to early on in the program in order to investigate a course-specific integrative question of the student’s choosing. Students are challenged to produce and identify both integrative questions and integrative responses. Materials are assessed both in terms of a developmental model of integration, but also on a rubric that schematizes the types of integration a student performs. The poster will review the most common ways that students seem to work integratively and the steps the College has taken to help them to improve these difficult projects.
Articles & Papers
Criteria for Writing Intensive Courses (PDF), Eckerd College
Dirlam, D. & Minnis S. with Merlock-Jackson, K., Lyon Payne, L. & Ferguson L. (2014). The Course Design Survey: A critical link in formative program assessment (PDF).
Eubanks, D., & Gliem, D. (2015, May). Improving teaching, learning, and assessment by making evidence of achievement transparent (PDF). (Occasional Paper No. 25). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).