Fulfilling the Promise of the Drake Mission through a by vgw19124


									 Enhancing Student Learning and Fulfilling the Promise of the
  Drake Mission through a Revision of the Drake Curriculum
                     Drake Curriculum Task Force Recommendations and
                       Report to the University Curriculum Committee
                                      December 1, 2009
Drake Curriculum Task Force members are Dan Alexander, Sentwali Bakari, Colin Cairns, Chinh Dao,
Wanda Everage, Lisa Gardner, Bruce Gilbert, Eric Johnson (09), Lee Joliffe, Jennifer McCrickerd, Eunice
Meredith (08), Joanna Mosser, Christine Motilall (08), Craig Owens, Chuck Phillips, Kathleen Richardson,
Art Sanders, Ashley Sidon, and John Burney (chair).

The Drake Curriculum Task Force is pleased to deliver the following recommendations
and report to the University Curriculum Committee. The Task Force received its charge
from the UCC in April 2008 and began work with open forums for faculty and staff on
the current curriculum. It carried out intensive meetings in the summer and fall 2008,
including sending a team to the Association for American Colleges and Universities
Institute on General Education, and has had extensive interaction with the Drake
community on discussion drafts that were shared in November 2008 and May 2009. The
Task Force appreciates the honest feedback that has been received from the community.
We have taken that feedback seriously and made significant changes from the first
discussion draft. Most significantly, we have restored most of the current Area of Inquiry
categories into this revision and we have striven to make the reform practical by allowing
courses that fulfill the new Integrative Seminar requirement to double count with another
AOI. We believe that this revision of the Drake Curriculum allows us more fully to
pursue the promises of the Drake Mission, provides a unique identity for Drake
undergraduate education, creates a wider range of opportunities for students to integrate
knowledge across the disciplines, and guides students to take responsibility for their own
learning with a greater understanding of the purpose underlying the general education
program. We also believe that the revised curriculum presents opportunities for
collaboration on co-curricular learning with the library, student life, and other areas on
campus, and that it provides a powerful form of peer-to-peer education. We stand ready
to help the University Curriculum Committee fully consider the possibilities created by
this proposal.

This report is divided into four sections:
    1. A summary of recommendations for action by the UCC and, if approved, by the
       Faculty Senate.
    2. The complete catalog and website text for the revised general education program.
    3. The broader rationale for the recommendations.
    4. An implementation plan providing a detailed program and timetable for each
       significant element and providing an initial estimate of resources needed to
       complete the revision.
A table of contents is provided on page 3 for the reader‟s convenience.

Now is the time to take the next step to develop a more distinctive general education
curriculum that provides students with the opportunity to integrate and apply the
knowledge that they draw from individual courses. Drake can evolve into a genuine

learning community, where faculty, staff and students understand the purposes of and
share ownership of the educational experience. In challenging times, our students must
be prepared to become fully engaged citizens of a democratic society and lifelong
learners who can adjust to a “flat world” where economic competition, environmental
sustainability, and political stability are dependent on an intricate web of global
relationships. We need to prepare students not just for their first job, but for jobs and
problems that can not yet be imagined. We need to prepare students not just to develop
their individual talents but to understand that individual talents are best used when
connected to the larger community and the active pursuit of the common good.

                                   Table of Contents
Part One: Summary of Recommendations                                             5
Part Two: The Revised Drake Curriculum Description for the Catalog and
       The Drake Curriculum                                                      9
               Requirements of the Drake Curriculum                             10
               Drake Curriculum Learning Outcomes                               11
                           A. Meaningful Personal Lives                         11
                           B. Professional Accomplishments                      11
                           C. Integration of Liberal Arts and Sciences with
                              Professional Preparation
                           D. Responsible Global Citizenship                    12
                      Statement of Active and Collaborative Pedagogy for
                      the Drake Curriculum (adopted by the Faculty Senate       12
                      in 2006)
               Specific Learning Outcomes for Courses in the Drake
                      Academic Skills Developed Across the Drake
                              Critical Thinking                                 13
                              Writing                                           14
                              Information Literacy                              14
                      Courses to Introduce Academic Skills                      15
                              The First Year Seminar                            15
                              The Drake ePortfolio                              16
                              Writing and Critical Thinking                     16
                      Advanced Interdisciplinary Seminars                       16
                              Engaged Citizen                                   16
                              Integrative Seminar in Global Issues and Ethics   17
                      Areas of Inquiry                                          17
                              Artistic Experience                               17
                              Global and Cultural Understanding                 18
                              Historical Foundations                            18
                              Quantitative Literacy                             19
                              Scientific Literacy                               19
                              Values and Ethics                                 20
                      Experiential Learning                                     20
Part Three: A Summary of the Rationale for Revising the Drake Curriculum        22
       The University‟s Charge to Fulfill Its Mission                           22
       Remedying Dissatisfaction with Elements of the Existing Drake
       Best Practices in the Design of General Education                        25
       A Stronger Sense of Academic Community                                   27
Part Four: Implementation Plan for the Drake Curriculum Revision                28
       Details and Implementation of the Drake ePortfolio                       28

        Implementation: Collect, Select, Reflect                    29
        A Proposed Implementation Schedule and Draft of Resources
        Needed that will be Refined Each Year as the Project        29
Details and Implementation of the Integrative Seminar Proposal      30
        A Proposed Implementation Schedule and Draft of Resources
Details and Implementation of the Experiential Learning Proposal    33
        Programmatic Assumptions                                    34
        A Proposed Implementation Schedule, Draft of Resources
        Needed and Administrative Issues
The Structure for Ongoing Supervision and Assessment of the Drake
Curriculum and Related Developed Activities
Preliminary Summary of Faculty Development Resources Needed for
the Curriculum Revision
        Estimated Costs                                             38
        Available Faculty Development Resources for Supporting
        Curriculum Revision
        Assessment and ePortfolio Software                          38
        Additional Positions                                        39
        Faculty Resources                                           39

              Part One: Summary of Recommendations
The Drake Curriculum Task Force recommends the following changes to the Drake
Curriculum program. Consult Part Two for the complete text of learning outcomes for
each area of the program.

   1. Improve education in key academic skills, with an introduction in the first year
      followed by integration across the courses taught for the Areas of Inquiry.
         i.   Faculty teams will identify cross-disciplinary outcomes for Writing and
              Information Literacy, as already has been done for Critical Thinking;
              faculty development programs will be expanded to help faculty design
              assignments to teach those skills across disciplines throughout the AOIs.
              Courses that are submitted to count for an AOI after approval of the
              revision will need to indicate how they are developing at least one of those
              skills as a significant outcome for each course.
        ii. In order to make sure that these academic skills are introduced in the first
              year, we will eliminate the Information Literacy course requirement, to be
              replaced by the addition of Information Literacy as an FYS required
              outcome and consolidate the Written Communication and Critical
              Thinking requirements so that both sets of outcomes may be fulfilled in
              one three-credit course. Students will be advised, if possible, to fulfill this
              requirement in their first year. Students can continue to fulfill the
              requirement with separate courses on each outcome, if desired.
   2. Approval of the Drake ePortfolio, an electronic portfolio requirement initiated
      with a one credit portfolio course, FYS 090, taught by peer instructors and linked
      to the First Year Seminar sections. First Year Seminar faculty will review the
      final product and assign a pass-fail grade. The portfolio will then be updated in
      the Engaged Citizen and Integrative Seminars.
   3. Establishment of specific learning outcomes for the First Year Seminar program.
   4. Revision of titles and the specific learning outcomes for the remaining AOIs in
      order to make clear their relation to the mission explication and to reflect faculty
      discussion on best practices in each area. Each AOI will be subjected to regular
      assessment, so that faculty teaching in each area can review and improve the
      programs. (The Drake Curriculum Analysis and Planning Committee will make a
      recommendation on a long-term assessment plan to the University Curriculum
      Committee in the spring semester 2010).
   5. Creation of a new Area of Inquiry requirement, a 100-level Integrative Seminar in
      Global Issues and Ethics. This seminar may be fulfilled through courses that also
      count for one of the AOIs or for a major requirement or elective.
   6. Creation of a new Experiential Learning requirement, requiring a minimum three-
      credit experience. It can be fulfilled either as a stand alone course or through
      courses that also count toward the requirements of a major or interdisciplinary
      program or one of the AOIs within the Drake Curriculum; but all experiential
      courses must require the student to reflect on how the experience relates to the
      learning within the program or contributes to achievement of Drake Mission
      learning outcomes.

7. To facilitate the teaching of off-campus experiential learning courses and focused,
    innovative seminars and courses on campus, creation of a three week January-
    session within the Spring semester and reduction of the Fall and regular portion of
    the Spring semester to 15 weeks. Students will be required to enroll in at least one
    January session during their careers at Drake, and about 1/5 of the faculty would
    teach in any J-session. Faculty would have some flexibility in working with their
    colleges and schools to build the J-session into their normal course load. Thus, by
    teaching a 3-1-2 or 2-1-3 load Faculty would gain a reduction in course
    responsibility in one of the regular semesters.
8. The Task Force asks the UCC to join it in a strong recommendation to initiate the
    Institute for Creative Learning and Teaching (under whatever name or structure is
    finally determined) as called for in the strategic plan. The Institute and a more
    coordinated approach to faculty development will be key in supporting
    substantive change in the Drake Curriculum and creating consistent programs of
    faculty and staff development to sustain and evolve an exceptional learning
    environment. Included in this recommendation is support for creating at least one
    position during the third or fourth year of implementation to add support for the
    expanded experiential learning programs.
9. The University Curriculum Committee, Faculty Senate, and Provost should work
    closely to consider the best means to structure the faculty governance committees
    and administrative structures that will be necessary to promote and sustain a
    culture of continual improvement for the Drake Curriculum. The Drake
    Curriculum Analysis and Planning Committee also is discussing
    recommendations for a long term assessment plan to be approved and carried out
    under the supervision of the University Curriculum Committee.
10. Outline of implementation of the revisions over a four-year period:
       i.   2010/11 – planning and piloting the electronic portfolio; training peer
            educators; reviewing recommendations on “skill” outcomes: writing,
            information literacy, and critical thinking; holding faculty development
            programs for the revised First Year seminar program.
      ii. 2011/12 – Revised curriculum is put into effect for Entering First Year
            Students (EFRs) in Fall 2011; planning and piloting the Integrative
            Seminars; reviewing courses for meeting the revised learning outcomes
            for Global and Cultural Understanding, Historical Foundations, and
            Values and Ethics; creating Faculty development programs on the use of
            the electronic portfolios in advanced seminars and for experiential
     iii. 2012/13 – First year for the revised calendar and January-session. Revised
            curriculum applies to transfer students. Teaching first Integrative
            Seminars; reviewing courses for meeting the revised learning outcomes
            for Artistic Experience, Quantitative Literacy and Scientific Literacy.
     iv.    2013/2014 – Review of processes put in place for the revised curriculum,
            and discussion of initial assessment data. At the conclusion of the
            implementation initiate a continual review process for areas of the Drake
            Curriculum and related learning outcomes on a four-year cycle. While The
            UCC will determine the final cycle after considering DCAP‟s

recommendation, one possible cycle is given below. The assessment plan
also will carry a timeline for training of students and faculty on learning
assessment instruments or software.

Year One: First Year Seminar, Cross-disciplinary academic skills.
Year Two: Engaged Citizen, Values and Ethics, Quantitative Literacy,
Scientific Literacy.
Year Three: Integrative Seminar, Global and Cultural Understanding,
Historical Foundations.
Year Four: Drake ePortfolio, Artistic Experience, Experiential Learning.

Below find a summary chart indicating recommended revisions. For further information,
please read the full outcomes for each area in Part Two of this report.

     Current Drake                     Recommendation for Revised
      Curriculum            credits      Drake Curriculum 11/09              credits
                                        Interdisciplinary Seminars
                                        and Experiential Learning
                                      First Year Seminar - add Info. Lit
                                      to Outcomes, review of portfolio
First Year Seminar               3    reflection                                  3
                                      NEW: First Year Drake ePortfolio              Reflection on
                                      course taught by Peer instructors,            academic/co-
                                      connected to FYS section with                 curricular
                                      final review of portfolio reflection          learning related
                                      by FYS instructor                           1 to mission.
                                      The Engaged Citizen -- add
The Engaged Citizen -                 review of updated Drake
sophomore standing               3    ePortfolio reflection                       3
                                      NEW: Integrative Seminar: Global
                                      Issues and Ethics, 100 level                  Interdisciplinary,
                                      course, with review of updated                problem-based
                                      Drake ePortfolio reflection. Also             courses, open to
                                      may count for a second AOI or                 majors from
                                      major credit.                               3 every college.
                                      NEW: Experiential learning – also
                                      may count for an AOI or major                 Required
                                      credit; existing courses in                   reflection on
                                      Education, Pharmacy, etc. will                learning in
                                      fulfill this requirement                    3 portfolio.
         Skills                                     Skills
Written Communication            3
                                      Writing and Critical Thinking --              Each AOI also
                                      preferred in first year. May also be          will start to
Critical Thinking                3    fulfilled through separate courses.         3 identify one skill
Information Literacy             3
     Areas of Inquiry                         Areas of Inquiry
Artistic Experience              3    Artistic Experience                         3
Historical Consciousness         6    Historical Foundations                      6
International and                     Global and Cultural
Multicultural                     3   Understanding                                3
Life and Physical Science   6 or 7    Scientific Literacy                    6 or 7
Quantitative                      3   Quantitative Literacy                        3
Values and Ethics                 3   Values and Ethics                            3
Total                       39-40     Total                                  40-41
                                      Total if Integrative Seminar and
                                      Experiential Learning are taken
                                      in courses that also fulfill
                                      another AOI                            34-35

              Part Two: The Revised Drake Curriculum
               Description for the Catalog and Website
The Drake Curriculum

Drake University is committed to providing an exceptional learning experience that
enables students to reflect upon their learning and practice and prepare to constructively
engage in their communities and professions. The Drake Curriculum is the university‟s
general education program that blends with your major and your experiential and co-
curricular learning in order to help you achieve the skills, knowledge, and dispositions
that distinguish a Drake graduate. Students who contribute responsibly to the
development of their own learning will find in the general education curriculum classes
and experiences that help them prepare for meaningful personal lives, professional
accomplishments, and responsible global citizenship through collaborative learning and
the integration of the liberal arts and sciences with professional preparation. Through the
Drake ePortfolio you will participate in planning your educational experience and in
reflecting on your own development in achieving the outcomes of a Drake graduate. You
can find the full statement of mission learning outcomes in Drake's Mission Explication.
Through the links on this page you can explore the specific requirements of the Drake
Curriculum. These include:

   1. Academic Skills. Key academic skills in Written Communication, Critical
      Thinking, and Information Literacy will be introduced in your First Year Seminar
      and Writing and Critical Thinking courses, developed across the Integrative
      Seminars and Areas of Inquiry, and demonstrated through the reflective writing
      and the examples of academic, experiential, and co-curricular learning that you
      include in your Drake ePortfolio.
   2. Interdisciplinary Seminars. A sequence of three seminars that introduce and
      develop key academic skills and provide an opportunity to investigate and apply
      skills and knowledge across disciplines as engaged citizens and reflective
      practitioners: the First Year Seminar, the sophomore-level Engaged Citizen
      seminar, the junior/senior level Integrative Seminar in Global Issues and Ethics.
   3. Areas of Inquiry. Courses that may be taken at any point in your Drake career
      that provide you with experience in multiple ways of knowing and acquiring
      knowledge in key content areas: Artistic Experience, Global and Cultural
      Understanding, Historical Foundations, Quantitative Literacy, Scientific Literacy,
      and Values and Ethics.
   4. Experiential Learning. You will step outside a regular Drake classroom and
      participate in and reflect on at least one significant experiential learning program,
      either within your major program, interdisciplinary concentration, or the Drake
      Curriculum. This experience may be drawn from a variety of learning activities
      such as study away from campus in a national or international setting, service to
      the larger community as a significant part of an academic course, participation in
      genuine research that contributes to expanding knowledge in specific fields, or a
      reflective career-development practicum or internship.

In addition to these general education requirements, all students will complete at
least one academic major, including a senior capstone requirement within that

January-Session: In order to provide all students with the flexibility to engage in the
integrative and experiential learning called for by the Drake Mission, Drake University
has instituted a January Session as part of each Spring semester. Within this session
students have the opportunity to participate in a three or four credit academic or
experiential course that permits study or service learning away from campus, independent
research with a faculty member, or intensive focus on a significant topic. Students are
required to enroll in a minimum of one January-session during their career at Drake, but
may enroll in additional January-sessions according to their own academic planning and
consultation with their academic advisers.

Requirements of the Drake Curriculum:

Academic Skills and Interdisciplinary Seminars
3 credits – First Year Seminar
1 credit – Introduction to the Drake ePortfolio
3 credits – Writing and Critical Thinking
3 credits – Engaged Citizen
3 credits – Integrative Seminar in Global Issues and Ethics (may be taken through a
course dedicated to this area or through one that also fulfills one of the Areas of Inquiry
or a major, minor, or concentration requirement).

Areas of Inquiry
3 credits – Artistic Experience
3 credits – Global and Cultural Understanding
6 credits – Historical Foundations (two courses)
3-4 credits – Quantitative Literacy
6-7 credits – Scientific Literacy (two courses, at least one requiring a laboratory or
research component)
3 credits – Values and Ethics

Experiential Learning
Each student is required to complete an experiential learning component that counts for a
minimum of three credits, but that component may be achieved through a dedicated
course or through a course or experience that also counts toward fulfilling another Drake
Curriculum or major, minor, or concentration requirement.

Assessment of Student Learning
Drake places a high value on assessing the effectiveness of its learning programs so that
we can work to continuously improve those experiences. Thus students will be
encouraged to develop skills in self-assessment and improvement and periodically be
asked to participate in surveys, tests, focus groups or other activities to help evaluate the
progress of their learning. Drake faculty and staff will analyze student work drawn from

multiple settings, and from the Drake ePortfolio including research papers, collaborative
projects, creative performances, multi-media projects, and creative or reflective writing.
Aggregated student data on student achievement will be used to discuss and plan
improvements in learning and teaching.

Drake Curriculum Learning Outcomes

The Drake Curriculum is a key component that, in collaboration with a student‟s major
program and co-curricular and experiential learning activities, leads to the achievement of
the Drake Mission Learning Outcomes. While it may contribute at least in part to all
areas of student achievement, the Drake Curriculum will intentionally focus on providing
multiple experiences to help students achieve these learning outcomes drawn from the
mission explication.

A. Meaningful Personal Lives. Drake graduates thoughtfully pursue self-knowledge,
placing their personal development in the context of a critical understanding of their
culture and society and use that knowledge to make responsible ethical choices, and are
able to pursue personal aspirations while at the same time contributing to the common

The Drake Curriculum will create academic and experiential programs that help students
       Take responsibility for their own learning.
       Articulate a reasoned vision of their own values and an understanding of
          the value of life-long learning.
       Appreciate that there are multiple ways of knowing, from the analytical
          to the creative.

B. Professional Accomplishments. Drake graduates develop the individual skills that
allow them to assume leadership in their chosen fields and to provide the knowledge,
expertise, and vision to achieve organizational goals. They hold themselves to high
standards of integrity and accountability.

The Drake Curriculum will create academic and experiential programs that help students
       Write effectively.
       Think critically with an ability to conduct a reasoned analysis and
          evaluation of arguments, as well as to raise ethical questions that lead
          beyond factual knowledge to informed choices.
       Apply knowledge and skills to understand new situations.
       Synthesize and focus the ideas and efforts of a group in the solution of

C. Integration of Liberal Arts and Sciences with Professional Preparation. Drake
graduates are reflective practitioners with an understanding of the larger goals of
stewardship inherent in their professional endeavors, and have a sense of obligation that

extends beyond the self. They develop an ability to anticipate the consequences of
actions as well as a commitment to ethical conduct.

The Drake Curriculum will create academic and experiential programs that help students
be able to:
         Use the breadth and depth of their educational experiences to reflect on
            their professional activities and the consequences for the larger society.
         Demonstrate the capacity to raise questions about the relationship of
            their profession to ethical and civic issues.

D. Responsible Global Citizenship Drake graduates understand that their individual
knowledge and skills must be connected to the contributions of all cultures to the human
experience. In practicing engaged citizenship they understand and exercise the individual
freedoms and institutional responsibilities of a democratic society, and strive to sustain
and expand the common good.

The Drake Curriculum will create academic and experiential programs that help students
be able to:
         Understand the historical and cultural foundations of the modern world
            and the interconnection between global cultures.*
         Assume responsibility for the common good of local, national, and global
         Fulfill their responsibilities as citizens in a participatory democracy.
         Serve as active stewards of both the natural environment and the cultural
            heritage of society.

*[Note that this bullet is a proposed revision of the current language of the first two
outcomes under Responsible Global Citizenship in the mission explication.]

Statement of Active and Collaborative Pedagogy for the Drake Curriculum (adopted
by the Faculty Senate in 2006)

The purpose of the Drake Curriculum is to provide students with a meaningful liberal
education. Drake students will gain the breadth of knowledge and skills necessary to
successfully function in a complex and rapidly changing world. The Drake Curriculum
helps to prepare students for meaningful personal lives, professional accomplishments,
and responsible global citizenship.

There is considerable variation among courses that fulfill requirements in the Drake
Curriculum. Given differing class sizes and learning outcomes, a variety of teaching
methods and learning activities are performed within Drake Curriculum courses.
However, there are certain pedagogical principles that guide teaching and learning within
this curriculum.

The guiding principle is that, no matter what pedagogical strategy is used, instructors are
aware of the advantages and disadvantages of that approach and take steps to increase
active learning. Whether classes are primarily lecture-based or discussion-based,

instructors are expected to use active learning methods appropriate for that strategy.
Active learning encompasses both independent and collaborative activities and helps
students acquire and practice the habit of critical thinking. Active learning is augmented
by authentic assessment in which students are asked to demonstrate achievement of the
learning outcomes.

With its emphasis on both personal fulfillment and social responsibility, the Drake
Curriculum encourages teaching methods that promote self-knowledge and self-
development as well as knowledge about and responsibility toward others. As much as
possible, the Drake Curriculum encourages an interactive, student-centered pedagogy in
which students take responsibility for constructing knowledge and making meaning from
that knowledge. Assignments encourage students to collaborate with each other and their
instructor in generating goals and exploring significant issues, thus taking responsibility
for the learning of their classmates as well as for themselves.

The core elements of active learning desired in Drake Curriculum courses include:
    active exchange of ideas among students and instructors
    engaging students in inquiry and problem solving
    connecting and applying learning to real world experiences
    collaborative and small group work
    peer critique and faculty-student conferences
    methods of classroom assessment that provide instructors with early feedback on
       student comprehension of material and acquisition of skills.

Specific Learning Outcomes for Courses in the Drake Curriculum

Academic Skills that will be Developed Across the Drake Curriculum:

These academic skills and dispositions will continue to be developed during the student‟s
academic career though courses in the Drake Curriculum and the academic majors, and
through co-curricular and experiential learning. Ultimately, students will demonstrate
achievement of these skills through their evolving Drake ePortfolio.

Critical Thinking: Drake students will be able to make an effective rational argument.
While students will encounter a broad range of thinking and analytical skills in their
courses, the Drake Curriculum makes an intentional effort to guide students to acquire the
skills for rational analysis and argumentation that is purposeful, rigorous, self-reflective,
and based on a careful consideration of evidence. Courses in the Drake Curriculum and
in major programs will engage students to achieve these outcomes. Students will be able

   1. clearly define a question or problem.
   2. gather information that is relevant to that problem.
   3. rigorously identify assumptions and preconceptions, including their own, that
      influence analysis of that problem.

   4. organize and prioritize the information to develop a rational argument that states a
      clear claim or thesis, provides reasons for holding that claim, provides relevant
      evidence to support each reason, and considers alternative explanations in
      reaching a conclusion.
   5. communicate that reasoned argument effectively in speech, writing, or other
      medium as appropriated.
   6. realize that results are tentative and open to revision.

Writing: Drake students will learn to read with discrimination and understanding and to
write effectively. The Drake Curriculum and major programs provide continuing
development of writing skills through courses and experiences that include writing and
the teaching of writing as a significant component of the course in interaction with the
subject matter. Students will be asked to write in several different genres and styles
during their career at Drake. Writing may serve at different points, for example, as a
vehicle to develop ideas, to convey information, or to make a persuasive argument.
Courses in the Drake Curriculum and in major programs will engage students to achieve
these outcomes. Students will be able to:

   1. Shape their writing according to subject, purpose, medium, context and intended
   2. Demonstrate recognition of the role of discipline and/or context in determining
      writing effectiveness.
   3. Demonstrate an ability to explore and present complex ideas.
   4. Demonstrate an ability to use relevant evidence to support an argument.
   5. Demonstrate the use of creative or persuasive writing to convey meaning to

Information Literacy: Drake students will learn to acquire, analyze, interpret, and
integrate information, employing appropriate technology to assist with these processes,
and to understand the social and ethical implications of information use and misuse.
Drake students will use appropriate sources, including library and internet resources, to
process and evaluate information. Students will gain an understanding of the social and
ethical issues encountered in a networked world, an ability to assess the quality of
information, and learn appropriate ways of to reference information sources.

Courses in the Drake Curriculum and in major programs will engage students to achieve
these outcomes. Students will be able to:

   1. Navigate and integrate library resources into their research and reflection.
   2. Articulate the social and ethical implications of information use and misuse.
   3. Evaluate information resources and identify quality resources relevant to the
      problem or issue investigated.
   4. Select and employ the appropriate method and data for disciplinary research,
      problem-based learning, experiential-based research, or reflective/integrative

   5. Articulate the basic implications of information use and misuse related to issues
      of academic honesty and plagiarism and pursue their educational goals with a
      high level of academic integrity.

Courses to Introduce Academic Skills:

The First Year Seminar: Drake students will be introduced to the skills and dispositions
necessary to develop a meaningful career at the university. The First Year Seminar

      Aims to establish a sense of community among members
      Encourages active participation by students in the class.
      Helps integrate first-year students into an academic culture.
      Sharpens students' writing and verbal communication skills.
      Focuses on a topic, approach or theme.
      Utilizes the course topic to introduce students to key skills in critical thinking and
       information literacy.
      Invites connections among several ways of knowing, areas of study, or
      Is limited to 20 students.

The First Year Seminar instructors use the focus on a particular topic or issue in order to
provide a writing-intensive experience for students and to introduce key concepts in
critical thinking and information literacy. Although the length and nature of the
assignments will differ based on topic and instructor, writing assignments begin early in
the term and will total at least 20 pages in length for the entire semester. The instructor
will provide substantive feedback, and students should be allowed an opportunity for
correction and revision on at least one assignment.

Students who take responsibility for their learning in a First Year Seminar and the related
First Year ePortfolio course will be introduced to academic skills that enable them to:

   1. Shape their writing according to subject, purpose, medium, context, and intended
   2. Demonstrate an ability to explore and present complex ideas.
   3. Clearly define a question or problem.
   4. Gather information that is relevant to that problem.
   5. Identify the assumptions and preconceptions that are relevant to the topic or issue
      of the seminar.
   6. Demonstrate an ability to organize and use relevant evidence to support an
      argument that states a clear claim.
   7. Navigate and integrate library resources into their research and reflection.
   8. Articulate the basic implications of information use and misuse related to issues
      of academic honesty and plagiarism and pursue their educational goals with a
      high level of academic integrity.

   9. Evaluate information resources and identify quality resources relevant to the
       problem or issue investigated.
   10. Understand the broad learning outcomes called for by the Drake Mission.

The Drake ePortfolio: Drake students will take responsibility for shaping their own
educational career by building a portfolio that documents and provides a structured
reflection on their own development toward the Drake Mission‟s learning outcomes. This
portfolio also will allow students to connect meaningful co-curricular and experiential
learning to their academic development. Students will establish the foundations for their
general education ePortfolio by taking the one-credit Drake ePortfolio course in their first
year and continuing to develop it through updating artifacts and reflective statements
written as part of their Engaged Citizen and Integrative seminars. Students also may be
asked to develop professional portfolios for their major programs, and always have the
option of developing individual portfolios for their personal use. Development of the
Drake ePortfolio will help students to achieve these learning outcomes. Students will be
able to:

   1. Engage in reflective writing and effective communication based on audience and
      purpose using web-based tools.
   2. Analyze their development on key skills and knowledge and evaluate their
      progress as learners, researchers, scholars, creative performers, and/or artists by
      drawing on experiences both in and outside the classroom.
   3. Present an archive of work that demonstrates progress toward the knowledge,
      skills, and dispositions called for by the Drake Mission.
   4. Design a continuing plan for their education based on meaningful retrospection,
      self-awareness of their values, acquisition of skills and abilities, and purposeful
      anticipation of their personal learning and/or career goals.
   5. Craft and communicate their distinct voice and values.

Writing and Critical Thinking: Drake students will take a three-credit course that
extends the basic skills in writing and critical thinking that they begin to develop in the
First Year Seminar and Drake ePortfolio. When possible within a student‟s academic
program, this course should be taken during the first year at Drake. Faculty may teach a
variety of forms of writing or thinking in these courses, but all will pursue the learning
outcomes identified for Writing and Critical Thinking (as detailed above) as a significant
part of the course.

Advanced Interdisciplinary Seminars:

Engaged Citizen: Drake students will learn to participate effectively in democratic
processes. Democracy relies upon the participation of an engaged, knowledgeable and
responsible citizenry. As preparation for active participation in public debate, Drake
students learn to evaluate the mix of diverse values and interests that influence
democratic decision-making. In a sophomore level course (students must have completed
30 credits before taking an Engaged Citizen Seminar), students have the opportunity to
bring diverse disciplines to bear in further developing the skills, knowledge, and

dispositions that will lead them to be active stewards working for the common good of
local, national and global communities.

This requirement will be fulfilled through coursework that challenges students to
critically reflect upon the social, economic or political institutions and issues that shape
the choices they will face as citizens. Instructors will provide students with opportunities
to model democratic practices or public engagement through participatory activities
organized in the classroom and/or community. Engaged Citizen courses through their
content and pedagogy will engage students to help to achieve one or more of these
outcomes. Students will:

   1. Learn to evaluate the mix of diverse values and interests that influence democratic
   2. Establish skills, knowledge, or dispositions that will lead them to be active
      stewards for the common good.
   3. Critically reflect on the social, economic, or political issues that they will face as
   4. Learn democratic practices or public engagement through participatory activities
      organized in the classroom and/or in the community.

Integrative Seminar in Global Issues and Ethics. Drake students will be provided the
opportunity to integrate their liberal and professional studies by sharing knowledge and
methods from a variety of disciplines to construct potential solutions for significant
problems. This 100-level seminar gathers students from different majors to investigate a
critical social, cultural, economic, scientific, technological, or political issue that has
local, national, or global implications and to formulate a strategy to address that issue.
Although the demands of particular programs may require some variation in scheduling
this course, ideally all students will take this seminar in the junior or senior year.
Integrative seminars will engage students to develop these learning outcomes. Students

   1. Connect knowledge and skills from multiple disciplines or professional studies
      and varied sources to the reasoned analysis of a critical global issue or public
   2. Demonstrate advanced skills in research, critical thinking, and effective
   3. Articulate and reflect on the ethical values in question and formulate alternative
      courses of action or strategies to address a given problem.

Areas of Inquiry:

Artistic Experience: Drake students will learn to interpret and/or create art. Art
constructs an essential and ongoing dialogue among individuals, cultures, and societies.
Art--whether it takes visual, musical, or theatrical form--grows out of sustained
intellectual inquiry. Drake students will recognize that art provides distinctive ways to
engage the world and create expressions of the human condition. Courses that fulfill this

AOI will engage students to achieve at least two of these student learning outcomes.
Student will be able to:

   1. Identify the characteristics of different artistic styles – visual, musical, or
      theatrical – and the factors that contributed to their establishment.
   2. Articulate the role played by an art form – visual, musical, or theatrical – in the
      development of culture(s) or as a distinctive expression of human identity and
   3. Articulate an analytical and reasoned understanding of a specific visual, musical,
      or theatrical art form and communicate this understanding in an appropriate form,
      whether oral or written or through the artistic medium itself.
   4. Demonstrate an understanding of the nature of the visual, musical, or theatrical
      arts through the application of or engagement with an art form.

Global and Cultural Understanding: Drake students will pursue the ideal wherein all
persons have value and a voice through understanding the interaction of knowledge,
awareness, and cultural responsibility within a national or international perspective.
Drake students will learn to examine aspects of society in relation to nationality, race,
ethnicity, gender or culture, including the interactive nature of relations among peoples
who differ according to these categories. Courses that fulfill this AOI will engage
students to achieve at least two of these learning outcomes. Students will be able to:

   1. Interpret intercultural issues from the perspectives both of the self and of others
      and demonstrate an understanding of the complexity of cultural issues.
   2. Explore the elements that create diversity and explain their impact on the
      development of a culture or interaction between cultures.
   3. Identify and analyze how institutions in increasingly multicultural countries adjust
      or adapt in order to meet the diverse needs of their citizens.
   4. Reflect on the skills and knowledge necessary to help foster inter-cultural
      communication, respect, and understanding.

Historical Foundations: Drake students will gain greater understanding of the historical
foundations of the modern world and the interconnections of global cultures. Students
will use historical analyses to study the interplay of multiple forces of change over time.
Courses that count for this AOI will engage students to achieve at least two of these
student learning outcomes. Students will be able to:

   1. Demonstrate an understanding of the interplay of the fundamental historical
      forces (political, social, economic, cultural, scientific, and/or technological) that
      have shaped the contemporary world.
   2. Describe the historical processes that have contributed significantly to global
   3. Articulate an understanding of the histories of societies and cultures necessary to
      participate in an analysis of critical civic and global issues.

   4. Demonstrate critical reasoning skills necessary to analyze the lived realities of
      power and wealth differentials between industrialized and developing areas of the
   5. Reflect upon the nature of history itself as a product influenced by a nexus of
      forces, interests, and understandings, and on their own place within that historical

Quantitative Literacy: Drake students will learn to reason with the symbols and
components of mathematical languages as well as effectively use the principles that
underlie these operations. Courses that satisfy this requirement will have mathematical
reasoning as their principal focus. They also may address questions that engage learners
with the world around them and help them to analyze quantitative claims that arise from
the study of civic, political, scientific, or social issues. Quantitative literacy courses may
be focused on the mathematical needs of a specific discipline or on a specific
interdisciplinary issue or problem. These courses will engage students to achieve these
student learning outcomes. Students will be able to:

   1. Analyze and present solutions to problems using symbols and components from
      mathematical languages and their underlying principles.
   2. Identify and execute appropriate mathematical operations for a given question.
   3. Evaluate claims based upon mathematical arguments.

Scientific Literacy: Scientific literacy is crucial for understanding the issues that affect
the future for all people, locally, nationally, and globally. Drake students will gain a basic
understanding of content, methods, and contributions of science through courses rooted
in the content of the life/behavioral and physical sciences. Through significant exposure
to experiment and theory, students will be able to meaningfully interpret and evaluate
scientific information for personal and professional applications as engaged citizens. All
courses that fulfill this AOI will engage students to achieve basic scientific literacy;
individual courses will pursue the additional outcomes as appropriate to their disciplinary
or interdisciplinary focus. At least one course taken for this AOI will include a laboratory
or field experience. Students will be able to:

   1. Apply the methods of science for the generation, collection, assessment, and
      interpretation of scientific data and/or phenomena.

Additional Outcomes:

   2. Use scientific methods and ways of thinking to solve problems.
   3. Describe scientific theories on cognitive and behavioral, intellectual, or physical
   4. Articulate the interrelationship of the development of human societies with the
      natural world around them.
   5. Articulate the relevance of science to the global community in order to serve as
      active stewards for the natural environment.

Values and Ethics: Drake students will learn to recognize ethical issues and to reflect
critically upon the demands of conscience. They will develop as reflective practitioners
with an understanding of the larger goals of stewardship inherent in their professional
endeavors, and have a sense of obligation that extends beyond the self. They will
develop an understanding of the skills and knowledge necessary to anticipate the
consequences of actions as well as an understanding of the dispositions necessary to
develop a commitment to ethical conduct. Students will develop the basic tools required
to question themselves and others in a responsible manner and to evaluate the ethical
implications of both collective and personal choices.

Courses that fulfill this AOI will meet at least two of these student learning outcomes.
Students will be able to:

   1. Recognize and reflect critically on ethical issues.
   2. Identify values that underlie human activities.
   3. Articulate ethical issues that arise in their professional or civic life.
   4. Articulate relevant ethical issues and apply them in developing solutions for
      critical problems and questions.
   5. Articulate a reasoned vision of their own values or core beliefs.

Experiential Learning:
All Drake students will participate in a significant experiential learning experience
outside a normal classroom-based course, earning a minimum of three credits. The
experiential learning may be achieved through the Drake Curriculum, through a major or
minor program or academic concentration, or through an elective course. A key element
of all experiential learning courses, however, will be structured reflection on the
experience. The student can complete this requirement in a number of ways including
study abroad, internships, undergraduate research programs, leadership programs, and
service-learning activities. These activities will help students to achieve these learning
outcomes. Students will be able to:

   1. Reflect on the impact that engagement outside the classroom has on their
      understanding of liberal education, or on an academic discipline, or on important
      societal or personal values.
   2. Integrate academic knowledge with their experiential learning.
   3. Demonstrate an ability to apply knowledge to new situations.

Experiential learning provides a powerful set of tools for achieving the Drake Mission
and, depending on the nature of the individual experience, also will help students to
achieve one or more of these learning outcomes drawn from the mission explication:
Drake students will:

   1. Take responsibility for their own learning.
   2. Apply knowledge and skills to understand new situations.
   3. Demonstrate the capacity to raise questions about the relationship of their
      profession to ethical and civic issues.

4. Synthesize and focus the ideas and efforts of a group in the solution of problems.
5. Pursue new knowledge with intellectual curiosity, rigor, honesty, and
6. Demonstrate an understanding of the historical and cultural foundations of a
   society other than their own.
7. Assume responsibility for the common good of local, national, and global
8. Serve as active stewards of both the natural environment and the cultural heritage
   of society.

             Part Three: A Summary of the Rationale for
                   Revising the Drake Curriculum
The Drake Curriculum Task Force advances this proposal for a revision of the Drake
Curriculum in the expectation that it will create a significantly better and more integrated
general education program. The revision will sharpen the identity of the general
education program around the concepts of reflective practice and engaged citizenship and
holds the promise of more consistently developing key academic skills across a sequence
of courses and experiences. Working together to build the enhanced Drake Curriculum
will provide a greater sense of intellectual community for students, faculty, and staff
across the university. There are a number of valid reasons for regularly reviewing and
revising the Drake Curriculum, and we have listed the several important factors below.
But the compelling vision is creating a program that provides students with the
intentional, sequenced curricular experiences they need to be the kind of flexible,
reflective, and adaptive thinkers and actors that are called for in a rapidly changing global
environment. In addition, the revision not only will help Drake better to fulfill its mission
promises to students, it will make us more accountable for achieving the mission through
defining learning outcomes that can be assessed and lead to regular faculty conversations
on improving the quality of learning in the program. Focusing consistent attention and
development on the Drake Curriculum will provide one way to unite faculty and staff as a
community to create an even better 21st century educational experience for our students.
The overall discussion comes back to these principles: responsible global
citizenship/engaged citizenship and reflective practitioner as powerful terms for capturing
the unique character of the Drake education by:

      Creating an identity for the Drake Curriculum that intentionally achieves the
       mission outcomes and is understood and owned by faculty, staff, and students.
      Shaping students as creative, self-directed learners who have the potential for life-
       long learning.
      Sequencing the development of knowledge and skills leading to
       integrative/interdisciplinary experiences.
      Connecting achievement of learning outcomes across general education, the
       major, and co-curricular experiences.
      Developing a consensus on learning goals for course design and for achieving
       measurable leaning outcomes.

The rationale for revising the Drake Curriculum can be further detailed under these major

The University’s Charge to Fulfill its Mission Outcomes

The Drake commitment to achieve its mission outcomes has been reaffirmed at several
points in the last five years by the Board of Trustees, the Faculty Senate, and Drake‟s
self-study and planning processes.

   1. 2005 and 2006: the Faculty Senate formally approved the mission explication
       learning outcomes.
   2. 2006: Faculty Senate approved “Achieving Mission Learning Outcomes through
       the Drake Curriculum,” creating for the Drake Curriculum the 1) Statement of
       Pedagogy, 2) the definition of Critical Thinking, 3) revision of the Engaged
       Citizen AOI, 4) the Engaged Citizen Experience co-curricular program, and 5)
       revision of the description for Senior Capstones. (Note that a summit on the
       capstone revision was held in Fall 2007, but any changes postponed pending the
       general curriculum discussion.) The approved report concluded: “…it is
       important for the University Curriculum Committee to work with the Criterion
       Committees to develop a plan for the continuing evaluation of outcomes in the
       rest of the Drake Curriculum. Part of that consideration might be whether by
       developing a more focused curriculum we could free faculty for the development
       of innovative courses and learning experiences that meet mission outcomes.”
   3. February 2008: Drake‟s self-study prepared for the Higher Learning Committee
       reaccreditation process stated: "Strengthening alignment of the Drake Curriculum
       with the Mission Explication will require significant attention over the next two
       years. Since the Drake Curriculum was adopted before the Mission Statement was
       revised, it is expected that the fit is not perfect. Remedying the situation needs to
       be a top priority….Continuing support and encouragement must be provided to
       the efforts of the Drake Curriculum Planning and Analysis Committee, the
       University Curriculum Committee, and the work of the Associate Provost for
       Curriculum, Faculty Development and Assessment.” In its final report the HLC
       team praised this commitment and, moreover, the team noted that collaboration
       on achieving institution-wide learning outcomes might help to break down some
       of the decentralization at Drake and give more faculty a sense of “university-wide
   4. October 2008: After the Faculty Senate considered it, the Board of Trustees
       approved the final version of Drake‟s new strategic plan with this first objective:
   Strengthen the focus of learning at Drake University on achieving mission outcomes,
   with particular emphasis on interdisciplinary connections, global perspectives,
   engaged citizenship competencies and communications skills.

Remedying Dissatisfaction with Elements of the Existing Drake Curriculum

While individual instructors and major programs are currently teaching well-designed
individual courses for general education, there is not a sense of cohesion across the
various elements of the Drake Curriculum among either students or faculty.
           a. Discussions in various forums and focus groups with faculty and students
               revealed that many students do not understand the purposes of the current
               Drake Curriculum and see the courses as something to merely “check off”
               before getting to their major courses.
           b. In meetings focused on individual AOI s areas before the initiation of the
               Task Force in 2007/08, faculty discovered that they often have widely
               disparate definitions of the outcomes for a particular AOI, and that many

          of the courses did not directly address the outcomes even as currently
       c. In a series of meetings involving at different times faculty, staff, and/or
          deans, the consensus opinion expressed was that, as currently structured,
          the Drake Curriculum does not sufficiently
                i. Help students to identify their own learning goals.
               ii. Provide students with frequent opportunities to practice skills or
                   apply knowledge.
             iii. Align learning so that junior and senior courses deliberately build
                   on the skills and knowledge developed in first and second year
              iv. Provide students with frequent and ongoing feedback with enough
                   information so that they can improve their performance.
               v. Provide students with the motivation to take their learning in
                   general education classes beyond the end of the course or semester.
              vi. Provide students with an understanding of the connections between
                   AOIs and the mission outcomes.
             vii. Provide students with an understanding of the connections between
                   general education courses/experiences and their major fields of
            viii. Provide students with a stable community of practice within which
                   to develop (as opposed to moving through the curriculum as an
                   isolated individual).

The proposed revision directly addresses these problems.
   1. The Drake ePortfolio will:
         a. Require students to establish their own learning goals and provide
             them feedback from faculty and peers.
         b. Provide students with an understanding of the learning outcomes
             drawn from the Drake Mission, and encourage them to articulate the
             relationship between their general education and major courses, and
             the interaction of their academic and co-curricular learning.
         c. Motivate students to craft a unique expression of their learning for
             their own uses as well as for the purposes of the Drake Curriculum.
   2. The Drake Integrative Seminar will:
         a. Align learning by deliberately building on the skills developed in the
             interdisciplinary First Year and Engaged Citizen seminars.
         b. Provide students with the opportunity to communicate the connection
             of their major field of study to other students as they work in teams to
             address issues that require knowledge from multiple disciplines.
         c. Create a community of practice at the end of their general education
             career to complement the community begun at the beginning of their
             careers in the First Year Seminars.
   3. The Experiential Learning requirement will:
         a. Provide students with the opportunity to practice skills or apply

               b. Help students to clarify their own learning goals.

Best Practices in the Design of General Education

The revision presents the opportunity to enhance student learning and integrate the
student experience through adopting some of the best practices in pedagogy and in liberal
education. The 2006 revision committed Drake to identifying the best practices for
delivering learning in the general education. Revision of the curriculum has the potential
to put the university at the forefront of those institutions who are working to reinvigorate
liberal education for the 21st century. There is now a consistent and powerful body of
research on the effectiveness of the pedagogies that are proposed as part of the Drake
Curriculum revision. But even more important than these studies, Drake faculty members
have now directly engaged in advanced development of active learning pedagogy through
a series of on-campus workshops that have paired national experts with internal
presentations. Numerous Drake faculty members have found active learning pedagogy to
be a powerful tool in their own classrooms. The August workshops have focused on:
2006 – Karl Smith, Collaborative Learning; 2007 – Barbara Millis, Collaborative
Learning; 2008 – Dean Pape, technology and learning; 2009 – Deanna Sellnow, Problem-
Based Learning.

It is interesting that professional accrediting bodies have increasingly emphasized the
importance of what are traditionally seen as liberal arts skills in communication, critical
thinking, and global cultural knowledge. But the research on learning has been most fully
incorporated into the work of the Association of American Colleges and Universities‟
Liberal Education and America‟s Promise project including the publication College
Learning for the New Global Century (2007) and additional works including a nation-
wide employer survey found at the http://www.aacu.org/leap/index.cfm. In working with
hundreds of colleges, including Drake, on LEAP initiatives and a parallel, Bringing
Theory to Practice initiative, AAC&U summarizes these elements of an effective liberal
education program:

   1. Well-articulated Learning Outcomes – used to guide both curriculum and
      pedagogical decisions as well as serving as a roadmap for students.
   2. Sequential progression from First to Final Undergraduate Years - a first to final
      year structure that is keyed to student capabilities rather than specified course
      content, with integrative and applied work at milestone points.
   3. Engaged Learning Practices – widely tested learning practices that have proven
   4. Intellectual and Practical Skills developed across General Education and Majors
      – building clear links between skills developed in general education and the
   5. Civics, Diversity & Global Emphases across General Education and Majors –
      general education address these issues thematically and developmentally across
      four years with a strong focus on democracy and its contested applications: global
      interdependence and American pluralism; ethical issues and social responsibility,
      with multiple opportunities to advance student learning in experiential settings.

   6. Science as Science is Done – students experience a strong emphasis on scientific
      inquiry and analysis in general courses and have opportunities to tie science
      studies to global challenges, ethical questions, and public policy choices both in
      general education and in majors.
   7. Advanced Cross-Disciplinary Inquiry – developing courses that focus on “big
      questions” in junior and senior year with students working across disciplines with
      faculty on problems that require multiple perspectives.
   8. Integrative Capstones – designed to integrate general education requirements and
      learning in the major and designed to demonstrate that students can apply their
      knowledge to complex problems.

All of these elements recognize that simple memorization of disciplinary knowledge does
not prepare students for the world they will face after graduation. According to Bok,
students often flounder when given “messy, unstructured problems” with no clear
answer, and need to move beyond relativism to be convinced that critical thinking and
reasoned arguments are “of genuine use” in solving and acting upon these types of
problems. AAC&U‟s College Learning report states that “In a world of daunting
complexity, all students need practice in integrating and applying their learning to
challenging questions and real-world problems in a way that leads students to ask “not
just „how do we get this done‟ but also „what is most worth doing?‟” While the Task
Force has crafted Drake‟s own unique general educational program based on our own
mission, these principles demonstrate that we are squarely based in best-practices called
for in the national conversation on the integration of liberal and professional education.

Below is a select list of studies that provide important references for those who want to
look at the research basis for the revision.
   1. E. Pascarella and P. Terenzini, How College Affects Students (1991)
   2. Alexander Astin, What Matters in College (1993)
   3. D. Johnson, R. Johnson, and K. Smith, Active Learning: Cooperation in the
        College Classroom (1998) and a meta-analysis in several articles.
   4. Richard Light, Making the Most of College (2001)
   5. AAC&U, Greater Expectations: A New Vision for Learning as a Nation Goes to
        College, 2002.
   6. John Tagg, The Learning Paradigm College, 2003.
   7. George Kuh, et al, Student Success in College: Creating Conditions that Matter,
   8. Derek Bok, Our Underachieving Colleges, 2006.
   9. E. Barkley, K. P. Cross, and C. Major, Collaborative Learning Techniques (2005)
   10. Project Kaleidoscope (active learning in the sciences, a continuing collection of
        resources): http://www.pkal.org/keywords/Pedagogies.cfm
   11. AAC&U, College Learning for the New Global Century, 2007.
   12. George D. Kuh, “High Impact Educational Practices: What They Are, Who has
        Access to Them, and Why They Matter” (AAC&U 2008)

   13. Special Issue of Peer Review on the use and effectiveness of electronic portfolios,
       Winter 2009.

A Stronger Sense of Academic Community

The revision carries the aspiration to craft a distinctive educational experience that builds
a stronger sense of academic community across the Drake colleges, schools, and co-
curricular areas – one that links faculty, students, staff, and alumni.
    1. Vision 2012 clearly states: Drake University’s aspiration is to be recognized as
        one of the very best institutions of higher education in the United States. Drake
        has committed through its campus-wide discussions, self-study, and planning
        process to seek to become a national model in “the true integration of liberal
        learning and professional education, and for interdisciplinary approaches to
    2. Development of a sequence of seminars, the portfolio project, and refining the
        learning outcomes of the individual AOIs provide us with a general education
        program that can be assessed and continually improved. Creating such a clear
        structure for the continual improvement of the DC parallel to the efforts faculty
        continually pursue with their individual major or schools programs.
    3. Many of the faculty members who have been working on issues of learning,
        curriculum, and assessment see great value in expanding spaces for
        interdisciplinary learning and making connections across disciplines and between
        academic and co-curricular and experiential learning in a more intentional manner
        than simple exposure to a variety of discreet disciplines in a cafeteria-style
        curriculum can accomplish.
    4. The revision will clarify for major programs the support that they will receive
        from the Drake Curriculum for many of their outcomes.
    5. It is clear from the impact of rapidly changing technology and expanding global
        connections that we cannot just focus on the narrow preparation of our students
        for a specific career. We must prepare them for a life-time of learning and
        creative adaptations and problem-solving. It also clear that higher education itself
        will have to find ways to explore and develop new means of teaching and learning
        in order to remain relevant to the wider society. The curriculum revision
        establishes a space for students to learn how to synthesize concepts, construct
        knowledge and create solutions. By approving the revision and implementing the
        recommendation to establish the Institute for Creative Learning and Teaching,
        Drake will provide opportunities and resources to engage faculty and staff in the
        pursuit of new collaborative solutions to maintaining a vital and relevant liberal

We hope that Drake faculty, staff, and students will embrace this vision of the university
as a genuine learning community and share ownership of a collaborative educational
experience. This exceptional learning environment will prepare students for jobs and
problems that can not yet be imagined and help them understand that individual talents
are best used when connected to the larger community and the active pursuit of the
common good.

                 Part Four: Implementation Plan for the
                       Drake Curriculum Revision
Below are detailed considerations and implementation timelines for the revised areas of
the Drake Curriculum. Some issues will be determined during the implementation itself –
we have tried to summarize those at the end of the individual plans. Note that all courses
that currently count for the Areas of Inquiry will continue to do so. The University
Curriculum Committee will initiate a regular review of the learning outcomes for each
Area of Inquiry as part of the implementation process.

Details and Implementation of the Drake ePortfolio

Students will create electronic portfolios that document the development of skills and
knowledge during their educational career at Drake according to the outcomes contained
in the revision cited above. The portfolios will require them to carry out self-reflection on
their learning and to provide authentic evidence of their achievement of learning
outcomes. The portfolio reflection will be reviewed by faculty three times within the
Drake Curriculum: 1) as part of a one credit First Year Drake ePortfolio class where
students will be introduced to the software and the reflection requirements through upper-
division peer instructors in collaboration with an FYS instructor who will review the final
reflection, and 2) in the Engaged Citizen and the 100-level Integrative Seminars, where
students will be asked to update their portfolios and to reflect on the skills and knowledge
they can contribute to the collaborative work of each seminar – faculty will be asked to
review the reflective statement as a writing assignment within each seminar. Faculty in
major programs will be able to determine whether and how their program may use the
potential of the portfolio software and may find it useful to have students develop
professional portfolios in their senior capstones or through advisers. But these uses of the
portfolios can be determined at the discretion of each program. Portfolios will be assessed
on a pass/fail basis within the Drake ePortfolio course or within the context of the grade
of an individual seminar, rather than stand as a separate graduation requirement. As noted
in the learning outcomes the Drake ePortfolio will aid students to take responsibility for
their own learning and to make connections across courses and across their academic, co-
curricular, and experiential programs. It will help them understand the ultimate goals of a
Drake graduate and create an understanding of their educational experience that goes
beyond merely checking classes off a list. It also will provide a valuable source of
information for advisers and faculty in developing conversations with individual students
or in evaluating the effectiveness of learning programs. Thus, through the portfolios
students will:

   1. Maintain an ongoing record of the progress of their learning through collecting
      artifacts that demonstrate their achievements.
   2. Reflect on their own learning in the context of Drake‟s Mission outcomes, the
      outcomes called for by their major program(s), and/or their own personal goals in
      order to develop ownership and responsibility for their learning process.
   3. Carry out an on-going self-assessment of their learning development.

   4. Build skills in reflective thinking, critical thinking, and creative and effective
       communication of ideas and evidence.
   5. Receive feedback on learning from multiple sources: faculty, staff, and peers.
   6. Create a bridge connecting their academic, co-curricular, and experiential
   7. Reflect on their connections to the larger global community and their
       responsibility for the common good.
   8. Have the opportunity to create personal performance or professional portfolios as
       well as directed portfolios (i.e., portfolios dictated by the requirements of a class
       or for assessment).
   9. Create an additional source of information on their academic programs and goals
       for use in conversations with their advisers.
   10. Contribute to a sense of intellectual community at Drake through interaction with
       peer mentors.
   11. Create an institutional database for authentic assessment of student learning.

Implementation: Collect, Select, Reflect

Two major projects will be carried out in the next three semesters before ePortfolios are
implemented with all first year students in Fall 2011. First, a faculty and staff working
group needs to craft a syllabus for the initial one-credit e-portfolio course that will
introduce students both to the mechanics of the ePortfolio software and to the reflective
writing based on mission outcomes that will be required of students. The working group
also needs to establish the training for peer mentors who will teach the initial one credit
class or staff an e-portfolio lab where students beyond the FYS can stop to consult on use
of software and development of portfolio writing. Second, Faculty teams will need to use
the model of the Critical Thinking rubric to develop rubrics on the achievement of
mission outcomes, as well as the broader writing and information literacy outcomes
developed by the Drake Curriculum. Working with appropriate offices such as Student
Life and International programs, we also will create an initial template for experiential
and co-curricular learning and work with students on a variety of methods to create an
archive of reflections/journals/blogs on significant experiences such as work with a
student organization, service learning, Adams Academy, Global Ambassador, study
abroad, etc. Prompts developed in the first year to start student reflection on their
educational career will be more directive. By the junior/senior level students will be
encouraged to personalize the style and content of the reflection and presentation of
evidence, and to create individual performance portfolios for their own purposes. Faculty
and staff who review portfolios as part of the FYS 090 portfolio courses or through the
later seminars will receive some compensation for that work through the stipends paid for
training in faculty development workshops on use of the portfolios.

A Proposed Implementation Schedule and Draft of Resources Needed
that will be Refined Each Year as the Project Advances

Spring 2010: Identification of Drake ePortfolio working groups with initial stipends and
funding drawn from student technology fees: $10,000, team of six with $1500 stipends

plus funds for resources. The expectation is that the stipends will compensate those
faculty members who are not on 12-month contracts for carrying out the initial portfolio
planning and implementation through Fall 2011.

Summer 2010: Faculty working groups develop university-wide rubrics on writing and
information literacy. Stipends and funding: two, eight person working groups with $300
individual stipends, and funds for resources: $5500

Fall 2010: Pilot program for development of ePortfolios using a select group of students
drawn from areas such as the Adams Academy or Honors program or PMACs. 150
student licenses for LiveText (if approved as the university‟s learning software) x $100
plus additional resources for training = budget of $18,000 drawn from technology fees.

Spring 2011: Initial training of first Drake ePortfolio peer mentors in preparation for Fall
2011 implementation – students receive one credit for the training. FYS faculty
development workshop in May, focused on new information literacy outcomes and
connection of FYS seminars to the Drake ePortfolio project; estimate 35 faculty for two
days of workshops or $250 per faculty, plus expenses for facilitators and materials:

Academic Year 2011/12: Implement Drake ePortfolio and regular expenses for project:
faculty training each year (FYS and advanced seminar faculty): $10,000; training costs
and compensation for Portfolio Peer Mentors ($600 per semester for 45 mentors):

Estimated implementation costs over three years:
2009/10: $10,000
2010/11: $28,000
2011/12: Ongoing cost estimate: $40,000 – covering faculty development and peer
mentor training and student salaries. This estimate does not cover the cost of any learning
assessment or portfolio software that is chosen by the university. DCAP will make a
recommendation to the UCC and the Deans‟ Council on the learning assessment software
as part of its long-range assessment proposal. The administration then will need to make
a decision on how to budget these on-going licensing costs. DCAP has reviewed several
products and is focusing on LiveText (currently used by the School of Education). For a
one-time fee, LiveText provides students for five years with unlimited storage of artifacts
and the ability to customize portfolios for their personal use as well as for use in
university programs. That fee could be covered through several means including an
increase of the technology fee or by having students pay for the software at the bookstore
as a requirement of the FYS 090 Drake ePortfolio course.

Details and Implementation of the Integrative Seminar Proposal

The research studies cited in part three agree on the need to require students to apply
knowledge in “real-world” situations or to open-ended problems that require knowledge
from more than one discipline. The integrative seminar will provide students with an

opportunity to work in the same kinds of environment that most will find after graduation
– working on issues in interdisciplinary teams, required to construct and communicate
knowledge about new problems and to develop a new synthesis or consensus on action.
All students will take a three-credit 100-level seminar on Global Issues and Ethics. While
this seminar may be taken for major credit its main purpose is to gather students from
different majors (preferably across colleges) in order to investigate a critical social,
cultural, economic, or political issue that has local, national, or global implications. Thus
there must be a way for non-majors to enter the course with no prerequisites. Essential
elements of this course include:
    1. Selection of a topic/big question that can best be studied by exploring it from
        multiple disciplinary perspectives and methods. These seminars should address
        complex “authentic” or “real world” problems that are both contemporary and
        enduring in areas such as
            a. Science and Sustainability
            b. Fundamental Questions in Science
            c. Culture and Values
            d. Global Interdependence
            e. Poverty and Development
            f. The Changing Economy
            g. Human Dignity and Freedom
            h. Technological Transformation
            i. War and Civil Conflict
            j. Citizenship and National Identity
    2. Selection of a topic/big question that allows students to research, construct, and
        communicate knowledge within the structure of the course. In addressing global
        issues individual instructors may choose to focus their course on a local example
        that illustrates or manifests a larger phenomena or “big question.”
    3. Selection of a topic/big question that builds the capacity for students to make
        informed judgments and assume responsibility for the common good of local,
        national, or global communities.
    4. Selection of a pedagogy that helps students to achieve the learning outcomes.
        Instructors will be able to choose from the full range of pedagogies; faculty
        development programs will be used to encourage the development of options such
            a. Problem-Based Learning (PBL)
            b. Community Engagement/service learning
            c. Linked/clustered courses
            d. Collaborative Learning
            e. Learning Communities
            f. In-depth simulations
            g. Team teaching
    5. All Global Issues and Ethics Seminars will include advanced development and
        application of
            a. Ethical thinking
            b. Critical thinking
            c. Information Literacy

          d. Structured Reflection
          e. Effective communication, both oral and written
          f. Integration of liberal and professional studies
   6. According to the topic/big question to be pursued, the seminar should build upon
      knowledge conveyed in the appropriate Areas of Inquiry taken earlier in each
      student‟s career.
   7. Topics and questions are not meant to be addressed at an elementary level. No
      one student will be expected alone to have the knowledge to explore the topic, but
      students should be asked to bring the full depth of their disciplinary training to the
      consideration of the issue and be prepared to help teach students from other
      majors about their disciplinary approach to inquiry.
          a. Course activities should push students to pursue information and synthesis
             beyond their own disciplinary knowledge or experience.
          b. Course activities should guide students to formulate answers or actions,
             even if only provisional, to the problems they address.

A Proposed Implementation Schedule and Draft of Resources Needed:

Drake will need to begin faculty development workshops in 2011/12 to begin teaching
the first full complement of Integrative seminars in 2012/13. These workshops will focus
on problem-based learning and similar pedagogies as well as common approaches to the
ethical framework of the courses. The Engaged Citizen provides a successful precedent
for developing these courses.

May 2011: Initial faculty development workshop – 20 participants for two days at $125
per day for faculty who are not on 12-month contracts, plus workshop expenses and
facilitators: $8,000

Fall 2011: Course-development stipends for pilot courses that met the integrative
seminar outcomes – used as honors or Engaged Citizen courses: 6 courses at $1500
stipend for each course: $9000.

January 2012: Second Integrative seminar workshop based on pilot experience. 30
participants for two day workshop at $125 per day, plus expenses for facilitators:

2012/13: Course development stipends for workshop participants who complete a
syllabus for a new or significantly revised course that meets the learning outcomes and is
scheduled for Fall 2012, Spring 2013, or Fall 2013; 20 faculty at $1500 stipends equal
$30,000. Second January Integrative Seminar workshop: $10,000.

2013/14: Second round of course development stipends, 15 faculty at $1500 each:

Summary of Integrative Seminar implementation expenses:
2010/11: $8,000
2011/12: $19,000
2012/13: $40,000
20/13/14: $22,500 (after this point, there will be no further individual course
development stipends, but annual or bi-annual workshops).

Details and Implementation of the Experiential Learning Proposal

Experiential learning is already a powerful element in the career of many Drake students,
such as those in education and pharmacy. This proposal extends that benefit to all
students. Every Drake student will participate in a minimum of one experiential learning
course or experience that carries at least 3 credits. The experiential learning may be
achieved through a course that counts either for a required area of the Drake Curriculum
or for a major or interdisciplinary program. The student can complete this requirement in
a number of ways including study abroad, internships, undergraduate research programs,
leadership programs, and service-learning activities, but to fulfill this requirement any
experience must achieve all five of the objectives below:
    1. Fulfill course objectives approved for at least three credits.
    2. Require significant engagement outside the normal classroom activities,
        preferably through application of theoretical or professional knowledge, or
        through service that enhances the common good, or through experiences that
        enhance global cultural understanding.
            a. Service learning courses should meet an identified need in the community
                as well as benefiting the learning of the student. A minimum of 30 hours
                of direct service to the community are normally required.
            b. Study abroad experiences can be encompassed by the courses taken at a
                study abroad site but whether short-term or semester-long experiences
                should also include some element of structured reflection on the
                experience as a whole.
    3. Include structured reflection that enhances student understanding of the
        connections between academic content and the experience and understanding of
        the impact of the experience on the student‟s development of the Drake Mission
        learning outcomes. If an electronic portfolio is approved, this reflection may take
        place within that portfolio.
    4. Where possible students should be encouraged to collaborate and make proposals
        to faculty for collective experiential learning opportunities.
    5. Final evaluation of the experience and student reflection by a Drake faculty
        member. Where appropriate, community partners also may be asked to provide
        evaluations on a student‟s performance in the practicum, student teaching,
        internship, service, or other appropriate experiential learning opportunity.

A significant enhancement of experiential learning opportunities will occur only if Drake
makes space in the academic calendar for them. A number of Drake‟s peer institutions
have involved a significant proportion of students in study abroad or service learning off-
campus through adopting more compact semesters and instigating January sessions.

Given the professional focus of many of Drake‟s programs and the difficulty for many
students to take a full semester off for study away from campus (which is still the ideal),
building a three week session devoted to enhanced learning opportunities seems the best
way to expand these learning experiences for Drake students. Thus the Task Force has
recommended the creation of a three-week January-session within the Spring semester.
    1. The January session (J-session) would permit intensive, integrative, and/or
       experiential courses that are difficult to teach within the current calendar.
    2. For science, fine arts, and professional majors with a large number of required
       courses, a J-session could permit students to fit in study abroad and other
       experiences and still graduate in four years.
    3. Students and/or faculty from all of Drake‟s colleges and schools have expressed
       an interest in the experiences that could take place in a J-session. For example,
            a. The Law School has indicated that it is interested in establishing a short-
               term experience in China as a complement to its summer experience in
            b. Pharmacy students have expressed an interest in a J-session where they
               could participate in experiential learning or integrative seminars that
               connect them back to the larger university after they enter their
               professional years.
            c. Increasing numbers of faculty are interested in designing short-term study
               abroad and service learning opportunities.
            d. Student focus groups have been enthusiastic about the possibility of
               adding a session that makes it easier to fit study away from campus into
               their schedules.
    4. Timing the three week session in January rather than May allows the current
       summer sessions and summer conference schedules to remain intact.
    5. While providing powerful experiences off campus, the J-session could also
       provide the opportunity for deliberate community building among those students
       who take courses on campus.

Programmatic Assumptions:

Establishing a January-session would have an impact on a number of offices and
procedures, including Business and Finance, Student Financial Aid, Student Life, and
Student records. These assumptions are intended to provide a basis to discuss the
ramifications of any change in more detail with all areas of the Drake community.
   1. The J-session would be open to students at any point in their Drake career;
        however, so that we could begin to build a culture of expectation around
        experiential learning, students who start at Drake as entering first year students
        would be required to do a minimum of one J-session; transfer students who bring
        in less than 30 credits also would be required to participate in one J-session.
   2. J-session normally is used to host courses and credit-bearing experiences that
        students would find hard to build into their schedules in the regular semesters,
        including experiential learning or integrative seminars that provide intensive
        focus on one subject. The J-session would include such options as:
            a. Short-term study abroad

          b. Short-term service learning, off campus
          c. Integrative seminars (junior/senior level)
          d. Intensive Undergraduate research
3.   Although normally used to expand offerings in experiential learning and
     integrative seminars, the term also will be open to a variety of courses from
     individual major and interdisciplinary programs as well as the Drake Curriculum.
     In determining whether a course best fits this concentrated time we recommend
     that the UCC and individual programs consider that:
          a. In order to maintain flexibility for students and to provide them with a
             variety of learning experiences, the J-session not be the single place a
             required course is taught for any major.
          b. Normally J-session courses carry a cap of 25 students in order to
             maximize the opportunity for student-student and student-faculty
4.   Our strong recommendation would be to build J-session courses into faculty load,
     and only pay overload when necessary. Not all faculty members will be needed to
     teach during the J-session, but we would estimate that we would require 50-60
     faculty to offer adequate courses to meet student interest. The first option for
     those faculty members would be to have the session built into their load, thus they
     would teach a 3-1-2 or 2-1-3. This would carry the added benefit of providing
     faculty with a semester in which they only teach two courses. Individual schools
     and colleges would need to determine if they need faculty to consider overload
     pay for teaching in the j-session.
5.   To build viable programs we will need to increase the number of staff who focus
     on technical issues of student travel and service learning (such as community
     relations, costs, liability, etc.) so that faculty can concentrate on designing the
     learning experiences. To fully realize the potential of experiential learning and a
     J-session, we estimate Drake would need at least one additional staff member to
     help develop and coordinate the international experiences (both in the J-session
     and the regular academic semesters) and a new staff position to help coordinate
     service learning experiences (both in the J-session and the regular academic
     semesters). This additional staffing and expense will need to be determined by
     resources as the program develops; however, to make creative programs possible,
     we strongly recommend that the university plan to add one staff member by the
     third year of implementation of the revised curriculum.
6.   Summer schedule would remain as is.
7.   To create time for the three-week session without significantly altering the date of
     the start and end of the academic year, Drake should consider reducing the fall
     semester and the regular part of the spring semester to 15 weeks. If the Fall
     semester ends a week earlier on the calendar, grades also will need to be turned in
     at an earlier date (recognizing that some students may begin a J-session class
     before the process of determining probations and suspensions from Fall is
     completed). Note that many of Drake‟s peer institutions already function with 15
     week semesters.
8.   The spring term will be considered 18 weeks. Students would pay one spring
     tuition price to take up to 18 credits overall in the spring term (as they do now);

       many would be involved in the three week J-session, then most would be involved
       in the 15 week courses that begin three weeks into the spring term.
   9. The calendar would be constructed so that residence life and other Drake staff
       would be provided with at least one week without students on campus before the
       holiday break for accomplishing program planning and needed facilities work.
   10. To facilitate institutional and individual student planning, faculty would make
       proposals for off-campus J-sessions experiences one year ahead of regular
       scheduling. Students will enroll for those experiences the previous spring, and
       where extra costs are involved, be expected to make a down payment by the end
       of September.
   11. While basic administrative costs will be covered by spring tuition there will be
       additional costs such as air fare for those who travel abroad or additional food
       costs for those who are on campus. Some costs will be assumed directly by the
       student; general program costs could either be built within existing tuition and
       room and board; or handled through a j-session program fee. We strongly
       recommend that the University seek additional donor funding similar to the Arts
       and Sciences STAR program, so that students who remain at the university would
       be eligible for a one-time travel grant of $500-$1500 in their junior or senior year
       to help bring the costs of study off campus within the range of more students.

A Proposed Implementation Schedule, Draft of Resources Needed and Administrative

As we discuss the various options for experiential learning and the calendar, we
encourage faculty and staff to inform us of additional resource and policy issues that will
need to be addressed. Implementation of a January-session with increased support for
short-term study off-campus will require a collaborative conversation across most
administrative lines at Drake and a clarification of institutional goals for
internationalization and service learning. The factors listed below are just the beginning
of that conversation. A working group on experiential learning and the January session
should be brought together with membership from faculty, international programs,
student financial aid, admissions, the business office, CAAD, and the Deans‟ Council to
fully outline an implementation plan to begin the first January session in January 2013.
Budgetary factors to be taken into account include the issues given below. While the
faculty development costs can be estimated, the Provost should initiate a working group
in the spring 2010 to fully outline all the related costs of a January session before any
final vote by the Faculty Senate.
    1. Faculty development funding for creating experiential learning courses. These
        costs could include
            a. Workshops: Estimate 20 faculty in a two day workshop each year ($250)
                plus expenses and facilitators -- $12,000 starting in 2011/12.
            b. Course development stipends and/or grants for Travel to experiential sites
                to develop courses – 10 per year at $2500 per award = $25,000 starting in

   2. While the recommendation is to build these courses into regular load (and the
      expectation is that in any one year only a part of the faculty are teaching in the J-
      session), some faculty will only be able to participate if paid overload. These
      overloads would be part of the regular college or school overload budgets.
   3. Institutional support for learning experiences – as noted above, if substantial
      numbers of Drake students are engaging in service learning and study away from
      campus Drake will need to plan to increase the number of staff people who
      facilitate development of learning experiences and help manage the issues that
      develop as part of community engagement and study abroad. Proposals for the
      Institute for Creative Teaching and Learning and for the expansion of experiential
      learning are part of the Strategic Plan and the campaign. Thus, there is the
      potential for donor support for new positions. But in long-range planning, Drake
      should be prepared to hire either a service learning/community education
      coordinator and/or additional support for study abroad programs. We would
      propose that the first position be planned into the budget by 2012/13.
   4. Creation of a J-session will lead to increased tuition costs or fees overall to fund
      the increased infrastructure needed to carry the program. Thus the
      recommendation for a special working group to identify those costs and funding
      options. Options to consider
          a. Build costs into increased tuition for all students.
          b. Create an experiential learning fee for all students, equivalent to the
               technology fee.
          c. Charge individual fees for particular courses or programs, as is now done
               for study abroad.
          d. Seek donor support for student study away programs.
   5. Drake will have to review its financial aid calendar and dates of distribution for
      federal aid, with caution to try to insure that aid is not given out for courses that
      the student does not take.
   6. There will need to be adjustments in schedules of residence hall staff and for
      Sodexho food services, additional costs would be reflected in fees paid by
      students, such as an additional board cost for those who are on campus during the

The Structure for Ongoing Supervision and Assessment of the Drake Curriculum
and Related Development Activities
It is difficult for committees within faculty governance to be responsible for the long-
term implementation of academic programs because of shifting membership and
workload constraints. But clearly it is important for the Provost, Faculty Senate, UCC,
Vice Provost, and DCAP to discuss how we create an optimum structure for the regular
supervision, assessment, and on-going planning that will need to take place to make an
effective Drake Curriculum. We recommend that the separate conversations that are
being held by DCAP, the Task Force, the UCC, and Faculty Senate be brought together
to determine a stable structure with on-going responsibility for implementation and
continuous improvement of the Drake Curriculum. One option is to create a special
implementation working group, chaired by the Vice Provost or Associate Provost for
Academic Affairs that includes faculty representatives chosen by the University

Curriculum Committee or Faculty Senate as well as representatives chosen by the Provost
from the Associate Deans and relevant staff members drawn from groups such as CAAD,
Student Life, and Admissions. After a three year implementation period, the Drake
Curriculum could be supervised as it is now, with a Drake Curriculum Director appointed
by the Provost, normally a Vice or Associate Provost to acknowledge the administrative
continuity needed for managing the general education program. The Director could
continue to use the Drake Curriculum Analysis and Planning Committee (perhaps
reconstituted to add a director of assessment and representation from college/school
assessment chairs) as an advisory council. But it is for the Provost and Faculty Senate to
determine a final structure after considering recommendations from UCC and DCAP.
Preliminary Summary of Faculty Development Resources Needed for the
Curriculum Revision
Estimated Costs:

      Academic            Drake           Integrative       Experiential           Total
        Year            ePortfolio         Seminars          Learning
       2009/10           $10,000               $0               $0                $10,000
       2010/11           $28,000             $8,000             $0                $36,000
       2011/12           $40,000            $19,000           $37,000             $96,000
       2012/13           $40,000            $40,000           $37,000            $117,000
       2013/14           $40,000            $22,500           $37,000             $99,500

Available Faculty Development Resources for Supporting Curriculum Revision:

   Technology fees: $20,000
   Drake Curriculum/FYS budget: $10,000
   Vice Provost for Academic Affairs: $20,000
   Provost Endowed Faculty Development Accounts: $20,000
   Total that can be drawn from current sources: $70,000

   Additional faculty development funds needed by 2012/13 = $47,000

   Costs for January session will be determined by a special working group, along
   with options for building the costs into tuition or student fees.

Assessment and ePortfolio Software:

The administration will need to determine the best means to handle the cost of the
ePortfolio and assessment software. LiveText is priced on a one time fee for individual
students that provide them access for at least five years to archived artifacts and portfolio
software. Drake will need to determine if the students purchase LiveText at the bookstore
in their first semester as part of the costs of FYS 090, or if student costs are taken care of
through an adjustment in the technology fee.

Additional Positions:

Drake will only achieve the full learning potential of the curriculum revision if faculty
members are provided with an adequate support structure to facilitate study abroad and
service learning programs. Two positions are recommended, one in each area; such
positions are also recommended by other initiatives related to the strategic plan. We
recommend that at least one of these positions be in place by 2012/13 – the initial year of
the January-session implementation.

Faculty Resources:

The Task Force has worked hard to make the revision practical from the point of view of
faculty resources. Thus we will use peer educators to teach students the technological
side of the Drake ePortfolio so that faculty can concentrate on reading reflective
statements. The new Integrative Seminar can be double-counted with an AOI or major
course, thus reducing the number of stand alone seminars that will be needed by the
junior/senior year. However, there will still be a need for the Deans‟ Council to work
closely with the Provost and the Drake Curriculum Director to identify the number of
faculty that each school will make available for the interdisciplinary seminars.
Discussions arising out of the Futures Conference process on supporting interdisciplinary
programs will be key for the future of the Drake Curriculum. As new positions are hired
over the next five years, Drake will need to increase the number of faculty who, whatever
their home disciplines, are comfortable designing integrative and interdisciplinary
courses, and who can bring a study of ethics to a number of fields. As the revision
unfolds, it will be necessary to carefully monitor the number of faculty available or to
make case studies for new positions that may carry dual appointments so that faculty
clearly will take responsibility for the delivery of the Drake Curriculum. In addition,
plans for assessment of the curriculum need to fully engage faculty teaching in each area,
so that they are involved in the continuing evolution and improvement of the program.

The need for additional faculty resources will ultimately be connected to decisions on the
long-term enrollment goals for Drake. When Drake experienced its first 900+ class of
entering first year students three years ago, the university added five visiting
appointments to cover the necessary classes. If Drake determines to maintain an entering
class of 870-900 EFRs plus 150 transfer students, the university will need to consider
making those five positions permanent, either as tenure-track or as continually renewed
one or two year appointments, in order to carry the interdisciplinary seminars within the
Drake Curriculum and contribute to the needs of major programs.


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