Running head: MARQUETTE MODULE REFLECTION

Marquette Module Reflection

Nicole Gottleib
Megan Segoshi
Brody C. Tate
Loyola University Chicago

MARQUETTE MODULE REFELCTION

Marquette Module Reflection

Throughout this explorative project, the Commitment to Social Justice group was
met with quite a few challenges. We all selected this topic with the hope of introducing
social justice education to undergraduate students and leaders based on our personal,
professional, and academic identities and experiences. Loyola University Chicago has a
strong passion, and mission, for social justice, which drew us to this program. It was
only fitting that we continued that ambition and development through our own
commitment to social justice. We started this project by looking at the definition of
social justice and how we defined it as a group, including looking at Marquette
Universitys definition and how other organizations shaped narratives around social
justice. While most definitions were consistent with our views, conducting the search for
multiple definitions opened our eyes to the way social justice is viewed in other fields,
and some different types of justice, as well (i.e. environmental justice and human rights).
The assignment of creating and structuring reflection modules has been a really
unique experience. Based on the information provided by our clients at Marquette
University during our visit, we focused on the goals and learning outcomes from Kim and
Shaun of channeling what would be most beneficial for students to use, understand, and
explore social justice. This was particularly challenging given that these modules had to
be able to be adopted by faculty members from any field, including the STEM fields.
Using Finks (2003) integrated course design model, we attempted to make our learning
outcomes, prompts, and rubrics as consistent as possible through the entirety of the
assignment. Reflecting back on some of Nilsons (2010) and Finks (2003) suggestions,
there are moments that we could have better utilized the backward design of assignments

MARQUETTE MODULE REFELCTION

to guide this process. However, at the onset of this project we were very unsure of the
degree to which we were able to exercise creativity, including developing new learning
outcomes, and therefore struggled to see how the backwards design could be
implemented. With limited information and little to no specific expectations, we
struggled to conceptualize our modules in connection to the course readings. Once we
received more information on how this project was structured and what changes we were
expected to make, we referenced the backward course design to ensure that the learning
outcomes, learning activities, and assessments (rubrics) were in tandem with one another
(Fink, 2003). Connecting the service-learning reflection modules to course readings and
service-learning experiences came with a lot of challenges, such as how to create learning
outcomes as guided by the what, so what, now what model, which deviated from what
we learned in our course earlier in the semester.
Our primary focus related to Finks (2003) first chapters and supported the need
to change how the classroom works, the way information is presented, and how students
can connect course topics to their own lives to create significant learning experiences.
The old ways of teaching are not conveying information efficiently and learning is not
occurring in classrooms (Wagner & Compton, 2012). We were excited to be working on
a high impact learning project, since pervasive but dated teaching methods that promote
memorization and limit creativity hinder college students learning at such a critical time
in their development (Wagner & Compton, 2012). Our aim in the designs of our modules
was to encourage creativity and innovative methods of learning in order to affect change
in higher education.

MARQUETTE MODULE REFELCTION

Another focus of the group was to utilize Montessoris concepts of play and
creativity mentioned in Creating Innovators (Wagner & Compton, 2012) which speaks to
the importance of letting students explore their own strengths and weaknesses in creative
ways that society doesnt typically promote. Limiting creativity in curriculum inhibits
students learning, and we were very intentional about leaving prompts open-ended and
allowing for innovation and new ideas, especially in the multi-media assignments.
Developing new curricula and adapting to new technology introduces real-world
problems to students, interactivity in the classroom and learning environments, and also
allows for reflection and feedback (Bransford, 1999). Bransfords (1999) How People
Learn connected community with the learner, knowledge, and assessment in relation to
the academic importance of fusing these concepts to create a successful learning
experience. Our project was formed, in many aspects, from the structures suggested by
Bransford (1999), by using service-learning to bridge the gap between the classroom and
course material and the outside world.
By the end of this assignment, the group realized there were key concepts that we
could directly utilize in our modules connecting a lot of concepts that did not fit with the
expectations or feedback from the assignment. We still needed to adhere to Marquettes
standards, terminology, and goals while trying to negotiate our own ideas and creative
freedom, which did not always mix well with one another. The readings in this course
shaped our approach to designing the modules, intentionality in consistency, and in our
own learning throughout this experience. By balancing the expectations of the course
and the reality of working with a client, we blended multiple concepts to create a
successful reflection module package that, we are confident, would greatly benefit

MARQUETTE MODULE REFELCTION

students in their service-learning courses. These modules offer incredibly unique ways
for students to relate their experiences to the course and deeper reflection throughout
their service engagement and learning. It is our hope that Marquettes faculty can utilize
our modules in significant ways that further enhance their students learning.

MARQUETTE MODULE REFELCTION

References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn:
Brain, mind, experience, and school. Washington, DC: National Academy Press.
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
Nilson, L.B. (2010). Teaching at its best: A research-based resource for college
instructors. San Francisco, CA: Jossey-Bass. (Ch. 1 3)
Wagner, T., & Compton, R. A. (2012). Creating innovators: The making of young people
who will change the world. New York: Scribner.