Teaching, Learning Outcomes and Assessment (Undergraduate)
We are focusing on 4 main projects for this academic year:
We received DU IMPACT 2025 funding to support proposals to help students develop clear ways to connect the experiences they have throughout our campus in curricula, co-curricular activities, and in community experiences. We received a total of 26 requests for funding with 5-7 faculty members as a part of each requesting team. A group of 6 faculty members, conducted 2 levels of review, ultimately identifying a small group of finalists (8).
Dr. Sarah Pessin, professor of philosophy and Judaic studies and co-collaborator Andrea Stanton, associate professor of religious studies, created a new, interdisciplinary AHSS course series aimed at increasing diversity and inclusion in the undergraduate curriculum. The pilot course, “Stereotyping and Violence in the U.S. Today,” launched this fall. It features seminars by 15 speakers including a local digital storyteller, a local Holocaust survivor, and 12 AHSS faculty members from various disciplines. Read more here.
One Book, One DU
Our community has elected to begin a common reading program intended to help us reflect on our backgrounds and personal values, and to explore our personal and social identities. We do this to wrestle with the challenges and rewards of building a diverse and inclusive community.
The book for the 2017-2018 academic year is Hillbilly Elegy by J.D. Vance. Join us on October 18th, from 6-7:30pm in AAC Special Events Room, for Encountering Stories: A Showcase of One DU Book Responses.
We also invite undergraduates, graduate students, alumni, staff, and faculty to submit a story for the 2nd volume of Many Voices, One DU by Dec. 1st by sending an email to email@example.com
Many Voices, One DU 2017 – Call for Submissions
(e) Portfolio Initiative:
Towards the end of Spring quarter, we hosted a training for our recently funded (e)Portfolio initiative. This fall we will have (e)Portfolios in 10 First Year Seminar Programs (FSEMs) and 4 Advanced Seminar courses (ASEMs). The faculty are really interested and excited to re-examine their classes in light of a reflective pedagogy integrated within a unique technology. Each faculty member will also be creating her/his own (e)Portfolio as part of this process. If you would like to know more about (e)portfolios, please contact Jennifer Karas.
General Education Committee:
The purpose of this committee, rooted doubly in DU IMPACT 2025 and in the desirability to critically evaluate general education periodically, is to conduct an inquiry into the philosophy, goals, delivery, and outcomes of the DU common curriculum, doing so in relation to other possibilities or opportunities. The process may yield anything from a reaffirmation of the existing program as it is, to modifications of the program, to significant changes.
Last Updated: 10/27/17
Executive Director of the Writing Program, Professor of English
Associate Professor, Political Science
Teaching Assistant Professor, Biological Sciences
Assistant Dean, School of Accountancy
Teaching, Learning Outcomes and Assessment (Graduate)
Multiple discussions this year with faculty, deans, and students revealed that despite a lot of shared interest in graduate and professional curricular integration across units, doing so involves a number of complexities that make it difficult. While issues with the budgetary structure currently contribute to the difficulty students, faculty, and programs face when attempting to take courses or tie curricula together, these were seen as more easily addressed than other underlying issues. There is clear commitment and interest in addressing these issues. Other difficulties in graduate curricular integration include, but are not limited to:
- Graduate and professional programs often have less flexibility than exists in undergraduate curricula. Accreditation standards, expectations of depth and breadth of specific types of training by future employers, and the work graduate students do outside of courses often mean graduate students have less time in their schedules to dedicate to courses outside their specific fields of study. Increasing the number of courses a student takes can cause problems in time available for non-course experiences or could increase the time and money necessary to complete a program, both of which are problematic. In addition, the need to offer particular courses can make it difficult for a unit to offer courses outside those required.
- Given the greater expectation of foundational knowledge and pre-requisite skills in graduate courses, advanced interdisciplinary courses that also meet the educational needs of students are difficult to develop.
- Lack of clear pathways: While individual students may create individual pathways that are interdisciplinary and cross-disciplinary, there is not an overwhelming population of students pursuing specific pathways that could turn into a new concentration, certificate or master’s program
Because of these, we have tabled discussions until the fall. Despite these difficulties, there continues to be interest by many students and faculty in more cross-disciplinary or cross-unit graduate and professional opportunities. Such opportunities may be more effectively created in:
- More direct program –to-program discussions
- The development of specific tools or foci that would benefit students from multipole programs
- The identification of more clear and standardized paths to support students who want some additional experiences.
- Non-curricular opportunities
If you are interested in working on these topics or if you have an idea for curricular integration on the graduate level please contact contact us.
Last Updated: 6/9/17
Assistant Dean and Full-time MBA Program Director, Daniels College of Business
Mary Claire Serewicz
Associate Professor, Communication Studies
Associate Professor, Morgridge College of Education
Professor and Associate Dean for Academic Affairs, Sturm College of Law
Internationalization at DU is broader than any one unit; important initiatives are taking place all around campus in divisions and schools and in administrative units. We have focused on several initiatives both within our DU IMPACT 2025 working group and within the office, each intended to internationalize learning on campus:
- Strategic Partnerships: Through a strategic partnership, we can provide learning opportunities not offered by traditional study abroad: joint courses; unique degree cooperation; the chance to work in research projects for undergraduate and graduate students; the chance for joint research projects between faculty; and the opportunity for joint degrees that offer a level of International exposure and knowledge bridges that would be impossible otherwise.
- In April 2017, DU became a Strategic Partner with the University of Western Australia. UWA is a leading Australian university and is known for its entrepreneurial spirit, tied to its location in Perth, a city that shares a number of traits with Denver.
- 311 Programs, which provide students with the opportunity to earn a Bachelor’s degree from DU and a Master’s degree from the partner university in a total of four years.
- Expanded international internships for select graduate programs.
- International alumni and prospective international student engagement events tied to faculty travel abroad to diversify international recruitment and increase international alumni support to help internationalize teaching and learning on campus.
To learn more about DU’s Office of Internationalization, explore our inaugural newsletter.
Last Updated: 11/28/17
Assistant Professor, Religious Studies
Professor, Graduate School of Social Work
Associate Professor and Associate Dean of Academic Affairs, Josef Korbel School of International Studies
Associate Provost for Internationalization