Proposal: For colleges in the US to re-evaluate their current curriculum and attend one of Alverno College’s Workshops.

For: Deans from other colleges

By: Ericka Seftar

Abstract
Alverno College is a four-year, liberal arts school that has been changing the lives of countless women since 1887. Their curriculum is different from that of other colleges, avoiding standardized tests and exams. The ability-based curriculum focuses on “obtaining measurable results through a unique way of learning and evaluation. The program is designed to accommodate the many different tools each student needs for effectiveness in the worlds of work, family, and civic community.” (www.alverno.edu) Alverno has been nationally accredited for their program proving that their approach is effective. It guides the personal and professional lives of their students. If all colleges in Wisconsin were to consider converting to an ability-based curriculum, more adults would be better prepared and equipped to apply the knowledge and skills they gain from the curriculum into their everyday lives.


Scope & Sequence
The proposal will provide the necessary information for colleges to preview in making an informed decision and to reevaluate the current programs being used and what the benefits an ability-based curriculum provides. Furthermore, deans from other colleges will be invited to attend a summer workshop that is designed to define the curriculum and answer any questions. These workshops are interactive and designed to provide you with a thorough outline of the ability-based process. The background will provide information about the ability-based program. The statement of the problem will address how the program is more effective than standardized testing. The benefits will cover how an ability-based curriculum has a positive effect on students and data that supports Alverno’s combines ages of students both weeday and weekend programs, retention rate and job placement percentage. An action plan will be implemented by requesting deans from other schools to attend the summer workshop at Alverno.

Background
Alverno’s curriculum is based on eight abilities that prepare students with the knowledge and capabilities that are later applied into their professional and personal environments. Students learn to display these capabilities through their work, providing evidence-based inferences. Furthermore, these abilities are evaluated through personal, peer and instructor assessments or feedback. Feedback allows students to recognize their strengths and weaknesses which provide insight to students and their instructors, allowing them to provide an analysis of their performance. This type of assessing allows students to gain a deeper insight of themselves and those around them, at the same time, developing life-long skills.

Statement of the Problem
Students begin to experience standardized testing from an early age. These tests are used to evaluate the knowledge students have gained and are often given feedback through grades; when strengths and weaknesses are not identified through peer, self and instructor evaluation, students are not given the necessary tools for life-long improvements. According to, “Is Our Students Learning,” by Kevin Carey, “Instead of testing discrete pieces of knowledge, test the higher-order critical thinking, analysis, and communication skills that all college students should learn (and which employers value most)…Instead of filling in bubbles with a No. 2 pencil, CLA test-takers write lengthy essays, analyzing documents and critiquing arguments.” Because many colleges feel little pressure in changing the current curriculum, the efforts to put forth better ways of interactive teaching and learning have been ignored. Ultimately, the students are the ones suffering. The quality of education has the potential to change but only when ability-based curriculums are implemented.

Proposed Action
I propose that each college in the United States re-evaluate the current teaching methods based on the information that was in the statement of the problem presented about standardized testing and curriculums versus an ability-based curriculum. Furthermore, after evaluating the benefits and data of an ability-based curriculum, deans from other colleges will be requested to attend one of Alverno’s workshops.

Benefits
The benefits of an ability-based curriculum have been under research for years. The dynamics and complexity of the program has been studied and tested and proven that this type of learning is learning that lasts. Alverno’s website states, “The integrated analysis of these data combined with collaborative studies in the curriculum and interpreted by educators across the college provided the basis for an educational theory of the person.” After extensive research that is still continuing, it has shown the effectiveness of the ability-based curriculum. Alverno’s website states that “educators are redefining educational frameworks, assumptions, principles, and practices.”

The result of the program is reflected through data that was collected from Marlene Neises, the Executive Director, Academic Services and Assistant to the President for Special Projects at Alverno. The following data includes the ages of students continuing onto college after high school in the semester of fall 2008. Traditional age is assumed to be 17-21. The results are higher because the numbers reflect both weekday and weekend students. In addition, provided is Alverno’s retention rate when compared to other colleges across the United States. This information includes students who start full-time their first semester of college and first-time students who have never been to college; the information pertains to the semester starting in fall 2007 and continues to fall 2008. Based on research and data it can be inferred that those who go to Alverno have to work and balance other life activities, are likely the first one to attend college in their family and aren’t transfer students. The weekday and weekend programs allow students to have flexible schedules while attending college. The career office provides information that shows the percentage of graduates that have a job six months after graduation in their chosen field of study, either their major and/or minor.


Data:
Combined ages of Alverno
Ages 17-21 (traditional age), 962 students, 42%
Ages 22 or older, 1341 students, 58%

Average weekday college student age, 23 years old
Average weekend college student age, 33 years old

Retention Rate:
72-74%

Job Placement:
309 students responded to the survey
264 students responded “YES” they had a job
=85%

This data reflects the strength Alverno has based on its high retention rate and job placement six months after graduation. The ages reflect the wide range of adults attending the college. Alverno attracts students with many different backgrounds. It’s academic curriculum supports working adults by providing a flexible, weekend college program that meets only eight times, every semester, every-other-weekend.