January 2006 ILP Snapshot Philadelphia University

About Philadelphia University Philadelphia University is a private, professionally-oriented institution which originated in 1886 as an institute for textile engineering and design. We currently have approximately 2200 undergraduate students pursuing majors from architecture to international business to fashion design. Philadelphia University web site Project Timeline: "Merging the Core with the Professional Majors" Year One: Review outcomes objectives for the first and senior year curricula Collaborate with faculty in the majors to promote integrative pedagogies in the first and senior year Design new curricular structures to bring faculty from the majors into the First Year Experience and the senior capstone course. Develop communications plan to raise awareness across campus about the ILP Year Two: Implement and begin assessing new integrative aspects of the First Year Experience and the senior capstone Examine the middle years of the curriculum to identify courses and projects that will foster the liberal-professional integrative learning habits developed in the First Year Experience Solicit proposals from faculty in the professional majors for courses in the new "Junior Level Integrative Seminars" Year Three: Implement and begin assessing the new mid-curriculum initiatives Continue evaluating and refining the new integrative features in the first and senior year programs Action plan for PhilaU Integrative Learning Project

ISSoTL Conference: Vancouver, October 2005 "Integrating Student Learning and Pedagogies Across the Professional Studies/General Education Divide: Re-engineering a Liberal Education Capstone Course" This recent presentation introduces our efforts to encourage liberal-professional integrative learning in our core curriculum capstone course, using Lee Shulman's concept of "signature pedagogies" as a means of acknowledging and negotiating disciplinary differences. "Integrating Student Learning and Pedagogies" The PowerPoint slides from our October 2005 presentation at the ISSoTL conference in Vancouver. Existing Integrative Learning Initiatives at Philadelphia University The First Year Experience Information Literacy Initiative Writing@PhilaU Senior Capstone: Contemporary Perspectives Resources Bibliography: Bliwise, Robert J. "Giving Freshmen Focus." Duke Magazine undated. January 12, 2004 Grasso, Domenico. "Engineering a Liberal Education." ASEE Prism Online. November 2002. April 17, 2004 "Drury University's Core Curriculum Gives Every Student a Global Perspective." AAC&U News. May 2004. May 18, 2004 Sullivan, William M. Work and Integrity: The Crisis and Promise of Professionalism in America. Jossey-Bass, San Francisco, 2005. PhilaU Resources: "Open" Online, multimedia version of an interdisciplinary project collecting student work produced in response to our First Year Experience theme for 2004-2005: "Finding Philadelphia." Chinatown Field Trip Assignment A sample co-curricular assignment for the "Finding Philadelphia" theme for this year's First Year Experience.

Tom, Susan, and Marion at work in Palo Alto, July 2004 Philadelphia University's ILP Team Susan Frosten: Associate Professor of Architecture Marion Roydhouse: Dean, School of General Studies Tom Schrand: Associate Professor of History (team leader) 2005 ILP Initiatives at Philadelphia University Faculty workshop to assess liberal-professional integration in student work from the First Year Experience program: May 2005 Faculty workshop to identify "signature pedagogies" across different professional programs: October 2005 Faculty workshop to assess student work from the core curriculum capstone course for evidence of liberal-professional integrative learning: December 2005 ILP 2005 Summer Institute Mini-conference presentation: "Integrating Pedagogies: Negotiating the Liberal-Professional Divide" Abstract: Philadelphia University's efforts to help students integrate learning in their professional majors with their work in the general education program have raised an important question: can faculty members from different parts of the campus model connected learning themselves by resolving the questions of discipline boundaries and modes of knowledge that must be negotiated in order to produce an intentional, collaborative curriculum? With a focus on the "signature pedagogies" practiced in the different professional majors and within the liberal arts and sciences, this presentation will examine the challenges of choosing appropriate integrative pedagogies and reaching a consensus on faculty roles, boundaries, and authority in order to model and promote liberal-professional integration. "Integrating Pedagogies" The PowerPoint slides from our Summer 2005 mini-conference presentation.