Collaborative curricular (re)construction - Tracking faculty and student learning impacts and outcomes five years later

  • Gintaras Kazimieras Duda Creighton University
  • Mary Ann Danielson Creighton University
Keywords: students as partners, higher education, student learning, scholarship of teaching and learning

Abstract

The Collaborative Curricular (re)Construction, or C3, was an initiative at Creighton University that paired faculty (academics) and students in a process of backward course design, in two cohorts, in the 2013/14 and 2014/15 academic years. Faculty/student pairs worked over the span of a year to redesign a course within their discipline; courses ranged from theory-, skill-, and laboratory-based courses.  The study investigated four primary questions: 

(1) Was C3 an effective tool for faculty development?

(2) Did students emerge from the C3 experience changed as learners?

(3) Did the course revisions result in increased student learning in subsequent course offerings?

(4) Did the effects of the C3 workgroup affect curriculum as well as the culture within the program or department?

Previous work has described the immediate impact to faculty and student; here, however, findings include the long-term impact on faculty and on student learning in the redesigned courses. Results conclude that even a brief faculty/student collaborative redesign experience has lasting impacts on student learning and, in several cases, on program-wide curriculum.

Author Biography

Mary Ann Danielson, Creighton University

Professor, Department of Communication Stufies

References

Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for

college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.

Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A

reconceptualization of educational practice. In C.M. Reigeluth (Ed.).

Instructional-design theories and models. (pp. 269-292) Mahwah, NJ: Lawrence

Erlbaum. Retrieved from

https://www.academia.edu/281202/Learning_Communities_In_Classrooms_A_Reconceptualization_of_Educational_Practice.

Bovill, C., Cook‐Sather, A., & Felten, P. (2011). Students as co‐creators of teaching

approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133-145. Retrieved from

http://eprints.gla.ac.uk/54132/1/54132.pdf.

Cook-Sather, A., & Felten, P. (2017). Ethics of academic leadership: Guiding learning and

teaching. In F. Su & M. Wood (Eds.). Cosmopolitan perspectives on academic leadership in higher education. (pp. 175-191). London: Bloomsbury.

Cox, M.D. (2007-8). Developing the scholarship of teaching and learning using faculty

learning communities. POD Network News, 10-11. Retrieved from http://podnetwork.org/content/uploads/V19-N2-Cox.pdf.

Duda, G., & Danielson, M.A. (2015, October). Collaborative Curricular (re)Construction (C3): Engaging students in the process of course redesign. Presentation at the International Society for the Scholarship of Teaching and Learning annual meeting. Melbourne, Australia.

Fielding, M. (1999, September). Radical collegiality: Affirming teaching as an inclusive

professional practice. Paper presented at the British Educational Research Association Conference. Brighton, UK.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership:

Students as partners in learning and teaching in higher education. York: Higher Education Academy.

Huber, M.T., & Hutchings, P. (2005). The advancement of learning: Building the

teaching commons. San Francisco, CA: Jossey-Bass.

Hutchings, P. (2005, January). Building pedagogical intelligence. Carnegie Perspectives. The Carnegie Foundation for the Advancement of Teaching. Retrieved from http://archive.carnegiefoundation.org/perspectives/building-pedagogical-intelligence.

Kuh, G. (2013, February). What matters to student success: The promise of high-impact

practices. Presented at the NMHEAR Conference. Albuquerque, NM. Retrieved from http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment%20Conf%20HIPs%20afternoon%20session.pdf.

Marie, J., & McGowan, S. (2017). Moving towards sustainable outcomes in student

partnerships: Partnership values in the pilot year. International Journal for Students as Partners, 1(2), 1-15. Retrieved from https://mulpress.mcmaster.ca/ijsap/article/view/3081/2888.

Matthews, K.E. (2016). Students as partners as the future of student engagement.

Student Engagement in Higher Education Journal, 1(1), 1-5. Retrieved from https://journals.gre.ac.uk/index.php/raise/article/view/380/338.

Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P.,

Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1-23. Retrieved from

https://mulpress.mcmaster.ca/ijsap/article/view/3119/2751.

Poole, M.S. (2012, November). Paradoxes of collaboration. Carroll C. Arnold.

Distinguished Lecture presented at the National Communication Associations Annual Meeting. Orlando, US.

White, D. (2010). Foreword. In K. Cushman. Fires in the mind: What kids can tell us

about motivation and mastery. (pp. ix-xi) San Francisco, CA: Jossey-Bass.

Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association

for Supervision & Curriculum Development.

Published
2018-12-04
How to Cite
Duda, G., & Danielson, M. A. (2018). Collaborative curricular (re)construction - Tracking faculty and student learning impacts and outcomes five years later. International Journal for Students As Partners, 2(2), 39-52. https://doi.org/10.15173/ijsap.v2i2.3568
Section
Research Articles