ELPS 430 Final Reflection

Ariel Ropp

Loyola University Chicago

 ELPS 430 Final Reflection

Before I even began my masters program at Loyola University Chicago, I knew I wanted

to take a course on higher education curriculum design as part of my graduate experience. As

someone who loves learning and hopes to work in academic affairs, I wanted to learn how to

design effective courses and workshops to maximize student learning. In Patrick Greens ELPS

430 Curriculum Development in Higher Education course, I have not only met my goal to

acquire foundational knowledge on curriculum development, but also had the opportunity to

apply that knowledge in a real-world context. Through readings, assignments, in-class activities,

and the Marquette project, this course provided number of experiences that resulted in significant

learning. In the following paper I will reflect on my learning by articulating my philosophy of

curriculum development; describing salient themes that emerged in my learning; assessing my

strengths and weaknesses in the learning process; making connections between course readings

and assignments; and integrating my learning with other courses.

Philosophy of Curriculum Development

First and foremost, I believe that the goal of any curriculum must be student learning.

This idea might seem self-evident but sadly is not practiced in much of higher education. Most

college professors are experts in their fields but have never been taught how to teach (Fink,

2003). To make matters worse, professors are generally evaluated on their research efforts rather

than their teaching skills. Thus, many professors rely on traditional teaching methods (e.g.,

lectures and exams) and have little incentive to change their curricula to serve students better.

Through this ELPS 430 course, I have come to believe that educators need to make a

fundamental shift from teacher-centered approaches to learner-centered approaches. Instead of

focusing on what content they want to teach, educators should start with what they want students
to learn and work backwards (Fink, 2003). Learning outcomes, not topics, should be a teachers

first consideration. Outcomes need not be exclusively cognitive in nature personal and civic

learning are also valid forms of learning. Examples of learning outcomes include using

knowledge to solve a problem, developing a passion for a topic, making connections to other

courses, and learning new things about oneself and ones community (Fink, 2003). After writing

learning outcomes, professors should carefully design learning and assessment activities to

connect to specific learning outcomes. To me, the ultimate purpose of curriculum design is to

create an intentional plan to ensure that teaching activities result in student learning.

Learning Themes

Significant Learning and Change

One of the themes that was integral to my learning experience this semester was Finks

concept of significant learning. Before this semester, I primarily viewed learning as acquiring

and remembering novel information, and in some cases, applying that knowledge in a specific

context. However, our course readings and class discussions have challenged me to re-

conceptualize what constitutes learning and how learning happens. In particular, I appreciated

Finks definition of learning as a form of change in the learner: no change, no learning (Fink,

2003, p. 34). For a learning experience to be considered significant, it needs to have a lasting

impact on the learners life. Teachers should ask themselves, what will my students be able to

do better after taking this class? How will it change their values or attitudes? If a student

develops a new interest in a subject or understands other people in a deeper way as a result of the

course, these changes represent significant learning. Similarly, Mezirows conceptualization of

transformative learning in adult education hinges on the idea of significant change:

transformative learning is learning that changes problematic frames of reference (including fixed
interpersonal relationships, political orientations, stereotyped attitudes, etc.) and makes them

more inclusive and reflective (Mezirow, 2003). In this case, the significant learning is a change

in the complexity of a students meaning-making structures. Thus, change is an important theme

across multiple topics in ELPS 430.

This idea of change also has implications for the role of the educator. If evoking a

change in ones students is the ultimate goal of teaching, a teacher cannot merely be a sage on a

stage or a guide on the side. Rather, teachers must see themselves as change agents (Hattie,

2013). To help students tackle difficult material and experience a significant change, professors

should carefully monitor where students are at and guide them accordingly. This requires

professors to have a very clear understanding of their students knowledge and characteristics

upon entering the course (i.e., Finks situational factors). It also means professors should do

frequent informal and formal assessments to ensure their students learning is on track and

modify their teaching approaches if needed (i.e., educative assessment). Finally, it means

helping students become self-directed learners so that they can continue to learn/change after the

course ends (i.e., learning to learn).

Experiential Learning: Doing and Reflecting

Another theme that appeared multiple times throughout this course is the importance of

using doing/reflecting activities to promote student learning. When I say doing/reflecting, I

mean combining an experiential learning activity with time and space for students to make

meaning of the experience. An experience is defined as any activity in which students are 1)

actually doing the thing their professors want them to be able to do as a result of taking the

course, or 2) observing the learning phenomena in a real-world setting (Fink, 2003). By

reflection, I mean an intentional assignment or activity designed to help students think about
the objective facts of the learning experience, analyze the meaning of the experience, and

articulate what they learned from the experience (Ash & Clayton, 2009). Both the doing and

reflecting need to happen in community with ones professor and peers, as their feedback

offers new perspectives to deepen ones learning. This concept of doing/reflecting showed up

throughout our ELPS 430 readings, from Finks active learning activities, to David Kolbs

(1984) experiential learning cycle, to Patti Claytons (2009) DEAL model of reflection.

Although we tend to associate these sorts of doing/reflecting activities with clearly

designated experiential learning courses like service-learning and study abroad, I think

experiential learning pedagogy should be embedded in all educational courses and programs. In

fact, I would argue that significant learning is impossible without experiential learning, and vice

versa! Think about it all of Kuhs (2008) high-impact educational activities share

characteristics associated with both experiential pedagogy and Finks description of significant

learning: they offer multiple opportunities to apply and integrate ones knowledge in real-world

settings; demand considerable time and energy on purposeful tasks; involve substantial

interaction with ones professor and peers; and provide many opportunities for feedback and

reflection (Kuh, 2008). Clearly, significant learning, experiential learning, and high-impact

practices are highly interconnected concepts with substantial points of overlap.

Curriculum and Social Justice

The final learning theme that I explored this semester is the connection between

curriculum design and social justice. Prior to taking this class, I viewed curriculum as a purely

academic endeavor. However, Laura Rendns Sentipensante challenged me to see learning as a

both an intellectual (head) and emotional (heart) experience. For a lesson to be meaningful

to students particularly students who have been marginalized or treated as other it must
validate students sense of purpose, wisdom, social consciousness (Rendn, 2008). Rendn

helped me see curriculum design as a powerful way to advance social justice, both through

course content (e.g, a lesson on power and privilege) and activities (e.g., a reflective activity

involving identity exploration). In particular, Rendns description of contemplative practice

highlighted the value of quiet, meditative spaces for students to reflect deeply on issues of

identity and social justice.

Themes of social justice emerged again this semester when we studied service-learning

pedagogy. Service-learning courses engage students in community service activities with

opportunities for reflection to connect their service experiences with their academic disciplines

(Cress, 2005). What differentiates service-learning from mere volunteerism is its emphasis on

reciprocity and reflection: service-learning is designed to mutually benefit students and

community partners and involves intentional reflective activities to promote learning (Jacoby,

1996). However, for service-learning to truly promote social justice, I believe it needs to take a

critical approach. Critical service-learning courses have an explicit social justice orientation,

work to expose unjust systems and redistribute power, and develop authentic, sustainable

relationships with community partners (Mitchell, 2008). In these ways, a well-designed service-

learning course not only teaches students about social justice concepts, but also gives them the

opportunity to practice those values in action. This also expands the theme of learning as a

form of change that I described earlier. Not only does a critical service-learning course have

the power to change learners, but also to contribute to significant change in the community.

Strengths and Areas of Growth

Looking back at the beginning of the semester, I am amazed at the progress I have made

in certain areas of my learning. One of the strengths of my learning this semester is my ability to
comprehend, analyze, and apply Finks ICD Model. I quickly learned the models clear step-by-

step approach and could readily identify its components (e.g., learning outcomes, educative

assessment) in the first case study and faculty module project. I have gained confidence in my

ability to follow Fink and Nilsons formulas to write a learning outcome, and I feel competent at

designing formal and informal learning assessments (in part due to my previous knowledge of

evaluation and assessment methods). With my Marquette group, my strengths were keeping the

group on-task and leaving constructive feedback to improve the quality of my peers work. I

also made progress in my ability to identify social justice concerns in a real-world context.

When Shaun told my group that faculty would not respond well to the self-awareness piece of

our Intercultural module, I helped my group have a discussion about weaving social justice into

educational spaces while still presenting the material in a palatable way.

The areas where I need to continue to grow are developing learning activities, accepting

critical feedback, and negotiating the complexities of real-world curricular challenges. With

regard to learning activities, I still struggle to brainstorm out-of-the-box ideas for interesting and

active classroom activities. I sometimes find it difficult to generate ideas for classroom activities

beyond lecture or class discussion or free work time, and feel a bit unsure how to best

organize activities. Im getting better at identifying other active learning activities (e.g., case

studies, role playing, debates, authentic projects) and knowing how to scaffold them in the

classroom, but it doesnt come naturally for me yet. With regard to critical feedback, I struggled

to accept some of Shauns constructive feedback on my groups module, particularly when it

contradicted his colleagues advice or did not align with our groups understandings of best

practices in curriculum design or multicultural education. As a perfectionist I have a hard time

accepting negative feedback in general, but in this case our group faced the additional challenge
of negotiating multiple and sometimes conflicting pieces of advice. This experience taught me

that real-world curricular scenarios often involve multiple perspectives and limitations and that

its impossible to please every constituent on every issue. Given this reality, my group tried to

take Shaun, Kim, and Ambers feedback into account and find a balance between their

perspectives while also keeping ideas that felt authentic to us.

Integration of Class Readings, Assignments, and Activities

In a well-designed course like ELPS 430, it is easy to see connections between the course

readings, assignments, and activities. For example, elements of Finks Integrated Course Design

(ICD) Model continually emerged in different contexts throughout the course: in the first case

study, I looked for evidence of well-written learning outcomes and active learning activities in

various course syllabi; in my syllabus assignment, I carefully linked learning outcomes,

assessment activities, and learning activities in a first-year seminar course syllabus; and in the

Marquette group project, I worked on a team to apply the ICD Model to four faculty modules.

Through all of these experiences, I developed an appreciation for the learning-centered approach

of Finks curriculum model.

Another powerful connection I made between course content and a class activity was

during our visit to Marquette Universitys College of Engineering. It was exciting to learn how

the physical space of Marquettes engineering building was designed to maximize student

learning, in the same way that good course design does. For example, the building manager

explained that each floor of the building was physically designed to address one of five major

challenges/goals in the field of engineering. Rather than organizing professors offices by

discipline, each professors office is located on the floor representing their research interests to

promote interdisciplinary collaboration related to the overarching goals of their floor. In these
ways, the building is centered around learning outcomes rather than topics, just as Fink

recommends. In addition, the building is full of open lab spaces, such as a large structural testing

laboratory and a discovery learning lab where students can generate their own engineering

projects. These interactive spaces encourage students to do hands-on projects and be self-

directed learners. What a fabulous real-world example of active learning!

Integration of ELPS 430 and Other Experiences

One of the aspects I appreciated most about ELPS 430 was its relevance to other courses

and experiences I have had during my two years in the Higher Education program. In particular,

I saw a lot of connections between Curriculum and the Student Development class I took with

John Dugan last year. In both Curriculum and Student Development, the goal was to teach

participants how to foster college student growth in the form of either learning or development.

Both of these classes emphasized the importance of understanding situational factors

particularly, students cognitive development to be able to meet students where theyre at.

Another class where I saw a fair amount of connection was Organization and Governance in

Higher Education. Similar to Curriculum, this class taught me about the history of higher

education curriculum and helped me critique the current hybrid university model (i.e., research-

first, teaching-second), which I feel is not conducive to quality teaching and learning. In

addition, one of the texts we read in Organization and Governance, The End of Higher

Education, opened my eyes to the challenges and opportunities of incorporating digital

technology and artificial intelligence in curriculum design. I will be interested to see how

professors use evolving technology to maximize student learning in the future.

Besides courses in my graduate program, I also made a number of connections between

ELPS 430 and the UNIV 201 course that I am teaching this semester. UNIV 201 is an optional,
one-credit seminar course for transfer undergraduates that I intentionally volunteered to teach at

the same time as taking Curriculum. Right before the semester started, I was given a course

syllabus and told that I should not edit the (very poorly written) learning outcomes and major

assignments, but had free reign to develop whatever classroom activities I wanted. Looking

back, I wish I taken Curriculum in Higher Education before teaching this class, as there is so

much I would have done differently with my lesson plans. For example, by the time I had a solid

grasp of backwards course design, I had already taught four lessons in a very topic-focused,

teacher-centered way. If I could go back in time, I would have started with the learning

outcomes and worked backwards. I also would have taken a longer look at the big picture of

the course and spent more time scaffolding the week-to-week lesson plans. Fortunately, I was

able to apply some of my Curriculum knowledge during the second half of the semester by

developing a few lessons with active learning activities, designing a reflection assignment based

on Claytons DEAL Model, and creating a final e-portfolio assignment to integrate student

learning.

Overall, I enjoyed incorporating elements of Fink and Clayton into my UNIV classroom

(albeit half-way through the semester), and look forward to applying my knowledge of

curriculum design and student learning to educational programs in the future. I see endless

opportunities to apply this knowledge, whether in formal programming like my offices

educational workshop series, or in less obvious ways, like an academic advising syllabus.

Regardless of what functional area of higher education I end up, I am excited to use my new

expertise in curriculum design to promote student learning.

 References

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