Led by:

Danny McIntosh, Dean, Arts, Humanities and Social Sciences

Jennifer Karas, Associate Provost, Undergraduate Academic Programs

This cluster is exploring innovative ways to create a learning environment that expands education beyond traditional boundaries and scaffolds critical reflection – across courses, program, and campus and community and globe. Consistent with research and emerging best practices in higher education, DU Impact 2025 will meet student and faculty demand for educational experiences that tie together ideas from curricular and co-curricular experiences, inside and outside the classroom and campus, courses, and areas of study. DU will evolve these opportunities and aid students in navigating them to create a cohesive and compelling education.  


Working Groups

Teaching, Learning Outcomes and Assessment (Undergraduate)

This past academic year, we focused on 3 main pilot projects:

Curricular Innovations:

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). Here is a sample of the proposals that we hope to launch Fall 2017:

  • The Native American and Indigenous Studies Learning Community: This proposal calls for the creation of a dynamic new learning community focused around Native American/Indigenous studies.  It draws on current strengths within AHSS and other Diversity and Inclusion resources and expertise to create exciting new synergies between faculty and courses, encourages revision of current courses, and the development of new news.
  • WRIT 1133 Transfer Student Cohort Program: This pilot proposes two linked sections of WRIT 1133 (topics: Ethnography and Archival Research) that foster a community for transfer students.  This course would meet curricular goals and provide transfer students with opportunities to build community while conducting field work in the Denver community with local cultural institutions.  Students would sign up for one of the two classes.  Ideally, they will meet apart one day per week, and together for the second class meeting.  Co-curricular experiences would include but is not limited to: cross-peer workshops, off campus fieldwork, visits to museums, and guest speakers.

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.

This past year incoming first year students read The Truth About Stories: A Native Narrative by Thomas King. First year students were also asked to write on the One Prompt, which asked the students to consider a moment when they’ve encountered the unfamiliar.

We then invited all of our DU family including alumni, faculty, staff, graduate and undergraduate students to submit their story for a culminating book, Many Voices, One DU. The Writing Program then worked with the selected authors and published the anthology in May. On May 18th, authors had a chance to share their stories with the public in a celebration of this inaugural collection.

The book for next year is Hillbilly Elegy by J.D. Vance. If you would like to submit a writing piece for next year on the One Prompt, make sure you check out DU’s Writing Program page to keep up to date. Because of the success of the book this year, next year’s compilation will be published by Harper-Collins.

(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.

Last Updated: 6/6/17

Doug Hesse

Executive Director of the Writing Program, Professor of English

Josh Wilson

Associate Professor, Political Science

Julie Morris

Teaching Assistant Professor, Biological Sciences

Lisa Victoravich

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:

  1. 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.
  2. 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.
  3. 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:

  1. More direct program –to-program discussions
  2. The development of specific tools or foci that would benefit students from multipole programs
  3. The identification of more clear and standardized paths to support students who want some additional experiences.
  4. 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

Daniel Baack

Assistant Dean and Full-time MBA Program Director, Daniels College of Business

Mary Claire Serewicz

Associate Professor, Communication Studies

Ryan Gildersleeve

Associate Professor, Morgridge College of Education

Viva Moffat

Professor and Associate Dean for Academic Affairs, Sturm College of Law

International Education

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. UWA is DU’s second strategic partnership, adding to our other strategic partnership with Lund University.

Through a strategic partnership, we can provide learning opportunities not offered by traditional study abroad:  joint courses (often online); unique degree cooperation (311 programs) that 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; 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.

We have also worked on the following projects, each intended to internationalize learning on campus:

  1. Expanded international internships for select graduate programs.
  2. An “Internationalization at Home” initiative that will center on a celebration that brings the campus together.
  3. A short-term intensive English program, Learn English at DU (LEADU), piloted with Nagoya University of Art in February of 2017 and other Japanese universities in August 2017.
  4. 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.
  5. Increasing international faculty grant support and support for international visitors to DU, as well in order to increase the internationalization of teaching and learning at DU.

Last Updated: 6/6/17

Andrea Stanton

Assistant Professor, Religious Studies

Andreas Rechkemmer

Professor, Graduate School of Social Work

Frank Laird

Associate Professor and Associate Dean of Academic Affairs, Josef Korbel School of International Studies

Luc Beaudoin

Associate Provost for Internationalization