S.T.E.A.M
CURRICUM
Original, first-of-its-kind college course exploring
cross-disciplinary topics in art, biology, and data
NEW COURSE WRITING & DEVELOPMENT
I owned the end-to-end course proposal, writing, and launch of two new Stockton University courses on the topics of Art & Sustainability and Art & Disabilities Studies.
Universities retain students, expand enrollment, and generate revenue by offering meaningful and useful learning experiences.
Today's students are interested in sustainable design and want access to maker spaces where they can create and innovate.
Art/Design and Science Divisions within large universities don’t normally share budgets, laboratories, or studio space. This limits student access to meaningful and useful learning experiences.
SUBJECT
Course curricula for 4 credit 3,000/4,000-level college courses
COLLABORATION
Developed/taught through inter-disciplinary and inter-departmental partnerships
GOAL
High impact learning
Service-Learning
Civic Engagement
ART & BIOLOGY
The Sustainable Object:
Sustainable Environment
GIS4646
Course Outcomes align with strategic business goals for enrollment, service-learning, and civic engagement to position Stockton as a world-class public university.
The course was an experiment in inter-disciplinary teaching and shared Visual Art studio and Biology laboratory facilities university at a university with 22K students, two campuses, and 6K faculty.
Stockton values the impact of learning experiences and uses third-party IDEA data-driven Student Ratings of Instruction.
It also has a tradition of accepting proposals for new courses through a rigorous peer review process called "The G Convenor." Faculty attend a series of meetings to pitch/defend their proposal for a new course. The "G Course" approval process can take anywhere from six weeks to multiple semesters.
Once the course is approved, it is offered within the department whose Subject Area aligns with the course subject(s). It is then assigned a course acronym number and published in the course catalog and opened to students for enrollment. Target enrollment metrics must hit 21 students for the course to run.
Photo: Elizabeth Hall 2023
PEDAGOGY
General Integration Synthesis (GIS) Course Design
GIS courses are interdisciplinary and transcend the limits of any one existing academic divisions at Stockton, either in subject matter or content.
Developed for seminar delivery whereby faculty participate as intellectuals mutually engaged with each other and with students in an investigation of the material studied, with an emphasis on the process of seeking integration around the topic selected.
PROCESS
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Reviewed the university's top-level business goals and subject-level learning outcomes to prepare complex course plans, policies, and concepts for curricula.
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Pitched vision and course plan to an interdisciplinary panel of stakeholders, Area Coordinators, Assistant Deans, ACT Union Representatives, and Professors representing The Schools of Arts, Humanities and Natural Sciences & Math.
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Incorporated Problem-based and Authentic Task teaching/learning methods.
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Authored 14 weeks of pedagogically-informed college-level courses that incorporated Problem -based and Authentic Task teaching/learning methods resulting in students gaining 21st-century skills in critical thinking.
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Conceived and wrote syllabus and course plan, Project-based Assignments, instructional guides, surveys, rubrics, and blogs.
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Secured student maker spaces by forging partnerships between Visual Art Studio space, Natural Science & Math laboratories, and The Noyes Arts Garage of Atlantic City.
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Won unanimous approval by the university's "Course Convenor" peer review committee.
CURRICULA
Sustainable Object: Sustainable Environment GIS4646
Course Plan
Course Syllabus
Service-Learning Project
Project-based Rubric
TITLE OF THE CALLOUT BLOCK
ART & DISABILITY STUDIES
Art & Disability
GAH 2442
General Arts & Humanities Course Design for a 3000-level elective Course Outcomes for a new university Minor in Disability Studies.
The Disability Studies minor provides an opportunity for an in-depth exploration of the field of disability studies to better prepare students to work with and advocate for vulnerable groups (i.e., individuals with differences) within the context of various majors (e.g., psychology, social work, health sciences, criminal justice, special education).
The high-level objective is awareness of the achievements and perspectives of people of different nations and cultures, and of different races, genders and ethnicities.
PEDAGOGY
General Arts & Humanties (GAH) Course Design
The goal of the GAH courses is to provide students the opportunity to explore techniques used in the arts and humanities that solve aesthetic and intellectual problems, express feelings and ideas, clarify meanings, defend judgments, and explain historical transformations.
Written and developed for asynchronous online delivery in Blackboard.
PROCESS
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Reviewed the university's top-level business goals and subject-level learning outcomes to prepare complex course plans, policies, and concepts for curricula.
-
Pitched vision and course plan to an interdisciplinary panel of stakeholders, Area Coordinators, Assistant Deans, ACT Union Representatives, and Professors representing The Schools of Education and General Studies.
-
Incorporated Problem-based and Authentic Task teaching/learning methods.
-
Authored 14 weeks of pedagogically-informed college-level courses that incorporated Problem -based and Authentic Task teaching/learning methods resulting in students gaining 21st-century skills in critical thinking.
-
Conceived and wrote syllabus and course plan, Project-based Assignments, instructional guides, surveys, rubrics, and blog
-
Won unanimous approval by the university's "Course Convenor" peer review committee.
CURRICULA
Art & Disability GAH2442
Course Proposal
Course Syllabus
Student Teacher Contract
Project-based Rubric