CURRICULUM INNOVATION PILOT

In 2017, we received DU IMPACT 2025 pilot 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).

The criteria used to evaluate the proposals included but was not limited to: implementation timeline; building students’ critical reflection skills and enabling them to integrate their learning and experiences across campus; the reach/impact of the project; and the plans for assessment or analysis. Here are some of the proposals that we launched in the 2017-2018 academic year.

• 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.

•   Conservatism in Context Course Cluster Proposal

The aim of this pilot is to create a course cluster around political conservatism.  This would initially be open to majors within the proposing faculty members’ departments.  Students would take one anchor class, then take two of four possible course options offered in the academic year.  Students would participate in a series of roundtable discussions as well as guest speaker events.

Special thank you to Jennifer Karas, Danny McIntosh, Doug Hesse, Lisa Victoravich and Josh Wilson for serving on the Teaching, Learning Outcomes and Assessment – Undergraduate working group.