Running head: FINAL REFLECTION

Final Reflection
Lillianna Franco
Loyola University Chicago
ELPS 430
Dr. Patrick Green

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Final Reflection

Philosophy of Curriculum Development

When I first chose to take this course, I believed we would focus on curriculum
development in terms of the structures of different curriculums and formulating content, such as
topics and assignments. While the course did cover these topics, it did even more than that. This
course focused on curriculum development that encouraged significant learning experiences. It
utilized an integrated approaches that focused on the taxonomy of significant learning which
includes foundational knowledge, application, integration, human dimension, caring, and
learning how to learn (Fink, 2003). Therefore, by utilizing these categories to create learning
outcomes for curriculum we are assuring that our curriculum is founded on what we want
students to learn and not just do. This forces us to work our way backward and create learning
outcomes before even thinking about assignments and assessments. While this formula was
difficult to do at first, it turned out to really prove that a curriculum can be significant in its
learning. Moreover, this course challenged me to see syllabi as more than just a structured list of
content that would be learned. It allowed me to see syllabi as proof of not only what was learned
but also how it was learned. Furthermore, this course pushed me to realize that learning should
be done through active learning experiences because that encourages students to actually learn.
For example, Kolb (1984) introduces the cycle of experiential learning and it includes concrete
experience, reflective observation, abstract conceptualization, and active experimentation. This
process is then seen in high impact practices (Kuh, 2008) like service-learning, academic
internships, undergraduate research, and ePortfolios.

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Therefore, when thinking about my personal philosophy of curriculum development I can

now clearly state that I am a firm advocate for creating curriculum that focuses on significant
learning outcomes because I believe that they are a great foundation for experiential learning
activities. With my experience at the Center for Experiential Learning I am now more cognizant
of how the programming and activities we promote and produce are truly significant learning
experiences. However, with more of a background in curriculum development, I am more aware
of how building a foundation is necessary for being able to assess and structure student learning.
I believe my philosophy is focused on seeing the need of what students must learn and focusing
the outcomes around the needs of the students. Moreover, I believe my curriculum development
philosophy is less about my teaching structure and more about the students learning. This is the
greatest lesson I gained from this course; I learned that if I focus on the students learning, they
are more likely to gain experiences that will have a more profounding impact in their education.
Self-Assessment
I have realized that I am a life-long learner and will never know everything, and I have
come to terms with that. This has allowed me to open my mind to even learn more. Accepting
that you dont know everything means you are open to learning more than you can imagine.
During this semester, I learned important pedagogies and ideologies like significant learning
experiences, high impact practices, and experiential learning. Moreover, I learned how to
analyze curriculum, be critical of experiential learning programs, create my own syllabi founded
on significant learning experiences, and work in a group to create a curriculum founded on
significant learning experiences. While I am now able to explain Finks taxonomy of significant
learning and depict Kolbs experiential learning cycle, my learning has surpassed gaining
foundational knowledge about curriculum development, and teaching and learning. I have

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learned how to apply these models into real life scenarios and how to receive feedback in order
to improve my strategies.
Even when I utilized the principles of good practice and the CAS standards to compare
my strategies to best practices, I feel that the feedback I received from my instructor and
Marquette University was the most beneficial because it allowed me to view my work from
another perspective. The feedback I received was assessed through what I believe was FIDeLity
feedback because it was frequent, immediate, discriminating, loving (Fink, 2003). This form of
assessment and feedback was the most telling to me of my strengths and where I need to grow. I
appreciated this type of assessment because it was critical but uplifting. It taught me that I am
creative in the creation of activities that complement significant learning experiences. I am able
to integrate experiences that reflect the principles of experiential learning outcomes. Where I
believe I need further growth in is in creating measurable learning outcomes that can be assessed
appropriately. Additionally, I found that I must continue to build my knowledge in creating
assessments that evaluate students learning. I plan on continuing to work on growing these areas
by practicing and asking my peers for feedback in order to increase my development.
Above all, in my honest appraisal of my growth, I believe I grew as a future educator. I
know see myself as human being who has the responsibility to create environments for others to
learn from. Regardless if I am a teacher, student affairs professional, or a peer, I am now
realizing that my role is to make learning significant in order to help others truly grow their true
potential. I truly learned this lesson because through this course because the course its self was
taught in a way that followed the principles it was founded on. For example, in order for us to
learn about examples of significant learning experiences and assessments, my classmates and I
experienced it first hand in our course. Therefore, in order to continue learning and increasing

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my curriculum development talent, I plan on continue to reflect on my learning, ask for feedback
from others, and put myself in positions that allow me to view significant learning experiences,
first hand.
Connections Made
By utilizing Finks Creating Significant Learning Experiences book as the foundation
to this course, I was able to connect it to various other readings and articles in this course. For
example, Nilson (1998) described the undergraduate student body profile and how they learn and
therefore that helped create the contextual setting for Finks (2003) situational factors.
Furthermore, while Fink (2003) described the integrated course design, it was complemented by
Nilsons Teaching At Its Best as it gave an in depth description about organizing and creating
the actual syllabus. These two texts truly helped on the first case study in which we were asked
to examine course syllabi and create a syllabus and reflective analysis. Additionally, these two
texts helped me with creating learning outcomes for my syllabus and the group curriculum
development project. In terms of learning about high impact practices and experiential learning,
I believe Kuh (2008) taught me about the various high impact practices that exist and Kolb
(1984) allowed me to understand the Lewinin Experiential Learning model in terms of how those
practices help create continuous and lasting learning. These readings helped me contextualize a
better appreciation for all high impact practices like service-learning, academic internships,
undergraduate research and ePortfolio.
In terms of being able to complete the second case study, which focused on analyzing
service-learning programs, I found Cress Learning Through Serving to be the most
descriptive about understanding service-learning at a very simple level. Moreover, Howard

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(1993) focused on the best practices for service-learning pedagogy and this helped me critically
compare various programs. Furco (1996) concentrated on different types of service-learning and
this gave me a more in depth view of this high impact practice. While many, if not all, of these
readings helped me complete the final group curriculum development project, I found that
reading the Campus Compact: Students as Colleagues really aided my process in gaining a
deep insight on the students and program at Marquette University. By reading the section that
focused on the program, I felt prepared before even going to the Marquette site visit, to complete
the project. Additionally, I utilized Finks integrated approach in order to formulate the learning
outcomes and curriculum. The experience of creating a curriculum for a real program, has
allowed me to gain confidence and practice in utilizing these pedagogies for real world
application.
Many of the readings specific to certain high impact practices, such as service-learning,
academic internship, undergraduate research, and ePortfolio, helped me understand all the
different significant learning experiences more deeply. However, I found that in-class discussion
and practice about them were most beneficial. More than anything, being able to connect them
all back to Finks active learning and educative assessment themes truly helped me conceptualize
significant learning as a whole. Moreover, I found that the chapters in Learning Through
Critical Reflection truly assisted me in comprehending the necessity of reflection. It has been
beneficial to my learning in other courses across many disciplines. For example, I believe the
reflection I did in my undergraduate courses in leadership truly helped me solidify my learning.
Creating this ePortfolio and final reflection has equally been advantageous, as it has given me the
opportunity to summarize my learning and make it more realistic for myself. I believe that my

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continued reflection and the continued reflection of my students will help us create more learning
experiences.
Themes Emerged
The largest theme that emerged from my learning, that has motivated me to continue to
utilize significant learning experiences in my practice, is the importance of focusing on the
students learning versus my teaching. This theme emerged from in-class discussions of readings
and practical application. According to Hattie (2012) in order to make learning more visible we
must speak about the learning versus the teaching. I have come to view the importance of
perspective, as vital for creating significant learning experiences, that value and put the students
first. In a sense I have become conscious of being humble enough to focus on the students
learning and my own, and not on the praise I may receive for my teaching structure or ability.
My mission has truly become to put the learning of others first and in order to accomplish this
one must develop curriculum and lessons that are founded on creating significant learning
experiences.
Finally, another theme that has emerged for me is the importance of solidifying
assessment driven learning outcomes for any activity, program, or curriculum. While reading
Finks taxonomy of significant learning and putting it into practice in our assignments and
project I made sense of its importance. If learning is truly structured then activities and
experiences that accomplished those learning outcomes will be the most rewarding for educating
my students. Moreover, assessment of those learning outcomes will be more authentic. This is
has been essential to my learning because as a student affairs practitioner I have recognized how
valuable and necessary it is to have curriculum centered programs and activities for our students,

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even outside of the classroom. If student affairs professionals were to utilize this integrated
approach to designing programs and activities we would not only be able to ensure that our
students are receiving services that help in their development but their learning. Moreover, we
would establish a more sophisticated and organized way of creating experiences and scaffolding
them over time. Finally, when evaluated or questioned we would be able to assess our work
effectively and ensure that it is recognized and valued, as it should be. I believe this curriculum
development course should be required within the higher education masters program because
every student affairs professional should be committed to not only student development but also
creating a learner centered environment. Student affairs practitioners should be encouraged to
create significant learning experiences for the educational growth of our students.

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References

Ash, S. L. & Clayton, P.H. (2009). Learning through crticial reflection: A tutorial for servicelearning students. Raleigh, NC: PHC Ventures.
Cress, C. M., P. J. Collier, et al. (2005). Learning through serving: A student guidebook for
service-learning across the disciplines. Sterling, VA, Stylus Pub.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
Furco, A. (1996). Service-Learning: A balanced approach to experiential education. Expanding
Boundaries: Service and Learning. Washington DC: Corporation for National Service.
Hattie, J. (2012). Know thy impact. Educational Leadership: Feedback for Learning, 70(1), 1823.
Howard, J. (1993). Community service learning in the curriculum. In J. Howard (Ed.), Praxis I: A
faculty casebook on community service learning. Ann Arbor: OCSL Press.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice Hall.
Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them,
and why they matter. Association of American Colleges and Universities.
Nilson, L. B. (1998). Teaching at its best: A research-based resource for college instructors.
Bolton, MA: Anker Publishing.
Zlotkowski, E., Longo, N. V., & Williams, J. R. (2006). Students as colleagues: Expanding the
circle of service-learning leadership. Campus Compact.