1. Overview of Red House Curricular Experiments Designing the Future(s) University as a Design Problem (IDST 325) 2/12/15 1

2. Formation by Design: Rethinking how we capture learning, progress, and impact. Rethinking Courses: New course structures and credit-bearing experiences University for Life: Rethinking the lifelong relationship of alumni to the institution Rethinking Pathways: New models for minors, majors, and degrees 2

3. Formation by Design: Rethinking how we capture learning, progress, and impact. How might we do more to identify, design for and measure the dimensions of learning that we most value? Ethical leaders, creative as well as critical thinkers, flourishing individuals with a sense of well-being and openness to others—thriving with a sense of community in a networked world. 3

4. Formation by Design: Rethinking how we capture learning, progress, and impact. Magis Measures Learning to learn Well-being Resilience Empathy Integration Student-curated Dashboards Learning Portfolios Curriculum/Co-Curriculum designed around wider formational outcomes Assignment design Global Futures Curriculum Studio (new course structures) New Degree Models “Impact Tagging” of courses Expanded / Alternative Transcripts 4

5. Learning to learn : Empowered as independent and critical learners, with curiosity and intellectual agility. Integration : Develop interior freedom and an integrated sense of purpose and identity Empathy : Openness and ethical stance to others, with a global horizon Well-being : Capacity for flourishing, connectedness, self- awareness and self- efficacy. Resilience : Ability to adapt to change, take responsible risks and deal with complexity Magis Measures: Formational Wider Outcomes (interdependent with skills, knowledge, abilities) Fall 14: Incoming First year students Spring 15: soph and seniors 5

6. In a recentered curriculum, what might a student-centered integrative space look like? Student Dashboard: What would you consider metrics of your learning and progress other than GPA? 6

7. What could a student-determined dashboard look like? What is the next generation of learning portfolios? How could learning portfolios be sites of integration, community mentorship, storytelling space for shaping identity? 7

8. Rethinking Courses: New course structures and credit-bearing experiences How could we even better prepare students for tackling the most complex global challenges? How might we create more opportunities for sustained project- based learning? How can we expand the contexts for credit-bearing mentored learning? How might we bridge the curriculum with the most learning-intensive parts of the co-curriculum? 8

9. Rethinking Courses: New course structures and credit-bearing experiences New Course Structures and Credit-Bearing Models for Project-based learning Curricular models and structures that expand mentored learning. Linking impact on students to the University’s impact (on the city, globally). Spring 2015 pilots: Studio Collaborative: Bioethics, Science Policy and Rhetoric (Little, Pavesich, Slakey, Goldston) GUI2DE Development Incubator (Jack, Habyrimana ) Social Change and Innovation Lab (Beeck Center) Fall/Spring 2015 (in development) Urban Mosaic and Studio (McCabe, Linkon) 9

10. “Studio Collaborative” Pilot Spring 2015 Introduction to Bioethics Shaping National Science Policy Introduction to Rhetoric Civically-minded science Ethics Communication STUDIO Mentored, open-ended interdisciplinary creative work External Partners -- Authentic Projects Cross-course teams 10

11. Spring Pilot: Economic Development Incubator 20+ students from the College, SFS, MSB, NHS, etc. Small groups mentored by social, physical and computer science professors Outside innovator mentoring rising seniors (and others) sent to the field each summer Work with professors on large scale, long term evaluation projects www.gui2de.org 11

12. “DC / Urban Cluster” Pilot Fall 2015 Four Courses Urban themes Faculty design 1 seven week module Teach it twice Sociology English History Social Entrepreneurship STUDIO Students who want to continue their work on community-based projects University’s sustained research projects & engagements 12

13. Rethinking Pathways: New models for minors, majors, and degrees 13 How can we address the unsustainable rising cost of obtaining a four-year degree from a private university like Georgetown? Are we able to reimagine the boundaries and purposes of the four-year degree? How can we ensure a focus on formation even in radically changed degree models?

14. Rethinking Pathways: New models for minors, majors, and degrees Project-based Minors Integrated Four-year Bachelor/Masters Some or all of the credits are earned through project-based learning with proficiency-based assessment. Next in development: Cross-campus minor in Entrepreneurship Project-based minor in Bioethic Minor/certificate in Writing, Design and Communication Addressing costs of four-year degree. Exploring ways to combine liberal arts bachelors with professional or practice-focused masters. Four years+ of tuition get both a bachelor’s and a master’s. Possibly to be completed over five years but only four years tuition. 14

15. Rethinking Degrees: Minors, Majors, and whole Degrees Minor/certificate in Writing, Communication and Design 18 credits; no required courses Three major projects assessed through three rigorous portfolio reviews Modeling what a degree might look like that is wholly or partially project-based. Separating credits from seat time. Next in development: Cross-campus minor in Entrepreneurship Project-based minor in Bioethics 15

16. Integrated Bachelors / Masters MPS Degrees / School of Continuing Studies Journalism Global Strategic Communication Sports Management Real Estate MA Degrees / College Bioethics Conflict Resolution Do we have tools to change the shape of a four-year education? Addressing rising costs? Same 4 years of tuition, graduate with a bachelor’s and a master’s. 16

17. Integrated Bachelors / Masters Bachelors Masters 17

18. Integrated Bachelors / Masters Decompose courses into competencies. Bachelors Masters SUMMERS: theory/practice, experience/online MULTIPLE On-ramps and Off-ramps 18

19. Rethinking Degrees: Minors, Majors, and whole Degrees Four-year integrated bachelors / masters, But to be completed over four years? Five years? More? In/Out? 19

20. University for Life: Rethinking the lifelong relationship of alumni to the institution Developing sustained engagement opportunities for Alumni (with a business model): Ongoing networking and education around career change, life decisions. Alumni Pathways Project Track and make use of data on the pathways taken by our alumni. Create visualizations / roadmaps for current students to help inform choices and for the institution to inform decisions. 20