project based learning institute wpi · project‐based learning institute wpi. ... integrative...

The Recentered Curriculum in the De‐centered University

Randy Bass, Vice Provost for Education

@randybassgu

Georgetown UniversityJune 25, 2015

Project‐based Learning Institute

WPI

The future of higher education, and indeed the very survival of your institutions, entirely pivots on what you will be doing the next three days.

CORE MESSAGE

If we were designing the university for this moment in history what

would it look like?

The Design Question

In the new landscape, there are only two dimensions of education that will be unique to universities in 2025, 2030….

Mentored learning

The arc of learning

External Forces of Potential Disruption

Skill‐based Learning

Data Analytics / Adaptive Learning

Open Online Courses

Public Pressure on Access, Metrics of Impact

Learning Analytics:

Personalization of instruction

…through data…at scale

Purdue‐Gallop Poll on Engaged Work and Flourishing

Two most important predictors of success:

1) Adult mentor who cared about you2) Sustained project

Changing Capacities and Outcomes for the 21st C

“The human labor market will center on three kinds of work:

solving unstructured problems,

working with new information (including complex communication),

and carrying out non‐routine manual tasks.”

In the new landscape, there are only two dimensions of education that will be unique to universities in 2025, 2030….

Mentored learning

The arc of learning

The Recentered Curriculum

High impact integrative curriculum

Formal undergraduate curriculum

Experiential co‐curriculum

Foundational KnowledgeSome generic and interchangeableSome institutionally‐distinctive expertise

Local and IdentityJesuit and Catholic

Mentor‐basedtradition

Residential, Diverse

Blendedinteractive online

Massive Online

Institutional Brand and Identity

Engaging DifferenceEthical JudgmentSelf‐ReflectionPractitioner education, leadership





Study abroad Undergraduate research

Community‐based learning

First‐year Seminars

Writing‐intensive Capstone courses

Collaborative Assignments

Where are the high‐impact practices located?

Student AffairsAdvising

Internships





Accountable talk and thinking

Meet challenges to perspectives and belief, take risks, operate outside comfort zone

Get (and give) frequent and meaningful feedback

Make daily decisions –judgment in uncertainty

NEW ECOLOGY FOR LEARNING

What makes High Impact Practices high impact?

Invest time and effort (time on task)

Opportunity to integrate, synthesize, make meaning



Local and Identity‐specific

Urban settingCommunity‐based

Mentor‐basedResidential, Diverse

Formation and the futurerecentered Curriculum

Contribution to a knowledge communityUnstructured complex problemsAuthentic workInterdisciplinary InquirySocial learning

Self‐authorship

Reflection and sense‐making

Students learn on an arc that moves them inward and

outward

Opportunities for integrating theory and practice, connecting disparate learning

experiences

Formal learning Informal learning

HOW DO WE DESIGN FOR THIS CENTER?

Design Principles for project‐based learning in the Recentered Curriculum

(1) Integration from the inside out.

Knowledge of a domain Knowledge of the world

Knowledge of yourself

Heidi Elmendorf, Ph.D.Biology, Georgetown

Formation

The white space of … formation, transformation and whole student development

Domain Knowledge

Knowledge of the world

Knowledge of yourself

New paradigm for higher education?



(1) Put granular designs in service to the integrative

The great tension of our time in education is between integration and dis‐integration.

The split logic of the learning paradigm

Integrative (holistic, coherent):

Design of whole learning experiences

Curricular and co‐curricularCompetencies conceived as part of a whole

Connections & integration

Disintegrative:

Design of discrete or granular learning experiences

Competency‐basedlearning

Learning decoupled from formal boundaries

Analytics that track narrow or micro learning

15‐week Traditional Statistics Course

8‐9 weeks with OLI materials + Professor

Applied projects on student Interests

Advanced topics and problem‐solving

Remaining 5‐6 weeks

Reinventing Introduction to Statistics

Lay a foundation for project‐based learning even in

foundational courses

Habitable Worlds – Online Course at Arizona State University




(1) Create contexts for reflection and sense‐making (social, communal)

Connect to Learning Project (23 U.S. instituions); Making Connections National Resource Center, LaGuardia Community College; Bret Eynon, Director

What Difference does ePortfolio Make?C2L evidence supports 3 preliminary claims

Sophisticated ePortfolio initiatives:

1. Advance Student Learning & Success2. Make Student Learning Visible3. Catalyze Institutional Change

Claim #2: ePortfolio Initiatives Make Student Learning Visible

ePortfolio initiatives support reflection, social pedagogy, and deep learning.

Helping students reflect on and connect their learning across academic and co‐curricular learning experiences, sophisticated ePortfoliopractices transform the student learning experience. Advancing higher order thinking and integrative learning, the connective ePortfoliohelps students construct purposeful identities as learners.

Building my ePortfolio Agree/Strongly Agree

Helped me make connections between ideas 75.6%

Helped me think more deeply about course content 64.4%Allowedme to be more aware of my growth & development as a learner

69.3%

My (ePortfolio‐enhanced) course engaged me in… Quite a Bit/Very Much

Synthesizing& organizing ideas, information or experiences in new ways

83.1%

Applying theories or concepts to practical problems or in new situations

77.2%

My course contributed to my knowledge, skills and personal development in understanding myself

78.6%

Making Learning Visible to Others

ePortfolio as a Social Pedagogy

• Feedback, Peer Critiques• External Audiences –Family, Professionals, Experts in the field

• Collaborating on Shared Projects

• Constructing Sustained Knowledge Communities

Building my ePortfolio helped me to make connections between ideas…

37.6

82.3

49.1

89.2

0

20

40

60

80

100

Low InstructorFeedback

High InstructorFeedback

Low StudentFeedback

High StudentFeedback

% Agree/Strongly





(1) Connect what has not been connected






Formation and the futurerecentered Curriculum


Self‐authorship



outward


experiences



i u g i/yoo-ge e /

naman delbert esi

Problem Statement

F ORMA L I ZE D C OURS E - B A S E D TE A C HI NG I S F A I L I NG TO MA K E L E A RNI NG I NTE GRA TI V E A ND HI GH- I MP A C T.

P A Y F O R A N E X P E R I E N C E , N O T D I S P A R A T E K N O W L E D G E

iugi: unlock the futureW HA T I F GE ORGE TOW N C OUL D P ROMOTE K NOW L E D GE S Y NTHE S I S THROUG H C OL L A B ORA TI V E P ROJ E C TS F ROM D A Y 1 TO GRA D UA TI ON, I NV OL V I NG S TUD E NTS , P ROF E S S ORS , S TA F F A ND P RA C TI TI ONE RS ?

S YS T E M F E AT U R E SI UGI S

UNL OC K I NG ME C HA NI S M

S K I L L S - B A S E D C ORE

D A S HB OA RD

P ORTF OL I O

iugiIugis are project families that reverse the course-centric learning model.

``̀

Online Course

Lecture series

Reading cluster

`

Class/knowledge

Lab

Today Tomorrow

Knowledge Packets

IUGI

iugi taxonomy

1 2 3 4






Formational education and the futurerecentered Curriculum


Self‐authorship



outward


experiences







(1) Connect what has not been connected

(1) Link high‐impact on students to the impact the institution has on the world

Jack DeGioia, President, Georgetown

Three interlocking and inseparable elements of the University:

• Formation of men and women

• Knowledge‐creation through scholarship and research

• Public Good and the Common Good

Formation (Whole Student)

Transformation

Integration

Thank You!

@[email protected]

project based learning institute wpi · project‐based learning institute wpi. ... integrative...

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