Running head: FINAL REFLECTION

Final Reflection
Hiram Ramirez
Loyola University Chicago

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Final Reflection

Learning is an innate process that we engage in from an early age. As we are developing
as children, we observe and interact with various stimuli that help to expand our understanding
of the world around us. We also listen to the people around us to begin to grasp language and
develop other concepts. Throughout history, institutions like schools and universities have been
built to help further our learning. But these institutions were created without understanding the
complex ways in which our brains process, compartmentalize, and remember information. Even
today, we are still struggling to learn how our brains work and how it navigates learning.
Through this course, I have been able to explore different theorists and framings for
understanding how contemporary scholars are conceptualizing learning. The content in this
course has also taught me how we need to structure and facilitate learning in the classroom.
Through this learning process I have developed a personal philosophy around curriculum
development. In this paper I will highlight what I have learned about myself, how the various
concepts in the class connect, themes I have learned in the course thus far, and my philosophy of
curriculum development.
Self-Assessment
During the course of the semester, I slowly came to realize certain strengths and areas of
growth for myself. The strengths I discovered were that I am able to apply Finks (2003)
concepts of backward design and integrated course design well. During the course I used
backward design in both curricular and co-curricular ways. An example of a curricular use for
backward design was the development of a syllabus in the course, and a co-curricular example
would be the project with Marquette. And outside of the curriculum development course, I have
also used backward design. I have used this concept to develop papers for my queer theory

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course by thinking of what I wanted to develop and working backwards to develop an outline.
Through these various exercises I was able to understand how this concept could be applied.
With the integrated course design, I found the synergy between the learning outcomes, activities,
and assessments to make sense. I valued the seamless ways in which these three components of
curricular experiences needed to interact. But through this process, I also learned that I had some
areas of growth.
During the course, I struggled with developing well-structured and measurable learning
outcomes. I also feel that my ability to develop strong rubrics could be improved. Ensuring that
I go back and forth between each component is crucial when developing the learning outcomes
and rubric. Though synergy between the three components makes sense, it takes a great deal of
work to ensure they complement each other. But the papers and projects in the course have
helped me to not only explore these strengths and areas of growth, but also to further develop
them.
Connections to the Course
The diverse readings, assignments, and group project were all experiences that helped to
further my understanding of curriculum development. The course readings helped give me
knowledge and information about this topic, which allowed me to develop a conceptual
framework (Bransford, Brown and Cocking, 1999). With this conceptual framework I was able
to apply the knowledge I gained through the various assignments and group projects. For
example, with the first assignment on the core curriculum of various institutions I was able to see
how learning was structured at institutions. Through the analysis of core curriculum, I saw how
institutions intentionally integrated learning to support the development of conceptual
understandings (Bransford, Brown and Cocking, 1999). Conceptual frameworks were also

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useful during my queer theory course this semester as I struggled to understand the various
theoretical frameworks we were taught. Once I understood that queer theories were framed to
contradict or resist hegemonic heterosexist society, a conceptual framework for this topic, I was
able to better understand the theories. Conceptual frameworks help to frame other concepts
under a conceptual umbrella.
Another assignment that taught me about curriculum development, was the paper on
course syllabi. This paper was an exploratory investigation into how the course syllabi reflected
or deviated from Finks (2003) integrated course design. The assignment also allowed me to see
how different faculty members developed their learning outcomes. As Nilson (2010) discussed,
it is important that students have engaging activities while learning and teachers infuse real life
examples. Some syllabi developed strong learning outcomes that reinforced active engagement
by students and endorsed real life connections. But even with strong learning outcomes, Fink
(2003) reminds us that there needs to be intentional synergy between learning outcomes,
activities, and assessment. In this way, learning is maximized and students leave a course
understanding enough concepts for the rest of their academic journey.
The third assignment in the course that involved curriculum development was the
service-learning program analysis. This paper showed me how different institutions articulate
and implement service-learning. It also reinforced what Jacoby (1996) shared, that servicelearning takes place both in the classroom and outside of it. It challenged me to rethink the ways
in which curriculum development could be applied. The analysis of service-learning programs
also reinforced the need for structured spaces for students to practice critical reflection (Honnet
& Poulsen, 1998). The paper also challenged my understandings of how service sites should
collaborate during the service-learning experiences. Some service-learning programs seemed to

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have a strong and collaborative relationship with their service-learning site while others just
seemed to have a list of organizations they used. Like Howard (1993) mentions the role of the
service site should be a partnership and they should be involved in the learning process for
students.
The fourth assignment that furthered my understanding of the content in the course was
developing a syllabus and then writing a reflective analysis. For this project I was able to
practice using Finks (2003) integrated course design. Finding ways to creatively cultivate
synergy between the various facets of the syllabus was a great exercise. This project also
allowed me to develop learning outcomes that included the taxonomy of significant learning
(Fink, 2003). Understanding how to incorporate caring and human dimensions into the course
was new for me. This new revelation has also made me consider how I am infusing some of the
concepts in the taxonomy of significant learning in my scholarship. I am questioning how I am
infusing a human dimension in my work and ensuring that my research is not only adding
knowledge to the field but actively expanding the ways in which the topic is being discussed.
This new way of thinking about my scholarship has made me reconsider how I should think
about my research of Latino men and machismo. This enlightenment has been refreshing and I
appreciate the way the course challenged me in this way.
The final assignment for the course, the group project, was a culminating experience that
tied in everything I had learned. Applying Finks (2003) integrated course design, using Nilson
(2010) to develop the learning outcomes, and considering how students could creatively engage
in their reflection was developmental. Also making sure that the students developed during their
experience at the pre-, mid-, and post-service level was also difficult. Backward design, from

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Fink (2003), was very useful when developing the learning outcomes to be developmentally
progressive for this assignment.
Themes
During my reflection of this course, I realize that there are reoccurring themes that
illustrate my learning in this course. The three main themes that rose to the surface were
engagement, reflection, and intentionality. Many of the course readings, assignments, and the
group project reinforced these three themes. Learning to see how students need to be engaged in
their learning and facilitating this process through curriculum was a core concept during my
learning. A great example of how I have used this theme in another course was in my
quantitative course for a presentation. During the presentation, to ensure they were actively
participating and engaged, we sporadically asked them question about the material. The second
theme, reflection, was also critical in this course. Without reflection students cannot process
what they have learned and develop conceptual frameworks for future reference. Reflection also
allows students to build more connections with other knowledge they are gaining and emphasize
the value of the information they are learning. The last theme is intentionality. Many of the
course readings discussed the need for purposeful development of syllabi and other facets of
curriculum development. The course itself was also intentionally designed to allow students to
learn the concept of learning very broadly, and then focus in on specific ways of looking at the
larger body of knowledge around learning for students. With intentionality as a cornerstone in
curriculum development, learning can be maximized.
Philosophy of Curriculum Development
My philosophy for curriculum development recognizes the ever evolving body of
knowledge around learning. I see curriculum development as a process that is in constant flux

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and must be revisited at every opportunity. As I began to shape my philosophy of curriculum

development, the three themes above were crucial. Engagement, reflection, and intentionality
became the foundational to my understanding of curriculum development.
The first theme, engagement. Allowed me to recognize the multitude of ways in which
knowledge can be gained and must be engaged through various mediums to allow students to
maximize on the learning that can take place in the classroom. As students develop their
understanding of their learning, it is my role to support them in reflecting on how this knowledge
ties in to their educational journey thus far and how it will help further their development in the
future. Reflection is a powerful tool to not only have students further their understanding but
also to build new connections. The last theme, intentionality opened my eyes to the
purposefulness of teaching. Curriculum development for one class must be considered a part of
the larger curriculum development experience of students throughout their academic career.
Intentional measures can be taken to enhance the learning that students have in their courses, and
also allow learning for the instructor. In these various ways, I have learned about curriculum
development and crafted a philosophy.
Conclusion
Through this course, I have learned about key concepts in curriculum development. I
have also developed a conceptual framework for curriculum development that I am able to rely
on for future projects. For example, with my understanding of backward design I can reconsider
how I write my papers or attempt to tackle presentations. Thinking about the end product or
outcome of an assignment can be the beginning point for me in developing the various
components for an assignment. This course has also taught me that learning is not a static
process and one that needs active participation in both the learner and the instructor. Knowledge

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gained my individuals is only useful if it can be recalled and utilized in various contexts, so
learning to teach in a way that lends itself to practical uses is crucial. The knowledge I have
gained in this course will serve me well in my future academic journey.

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References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People Learn: Brain,
Mind, Experience, and School. Washington, DC: National Academy Press.
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
Honnet, E.P. & Poulsen, S.J. (1998) Principles of Good Practice for Combining Service and
Learning, The Johnson Foundation.
Howard, J. (1993).Community service learning in the curriculum. In J. Howard (Ed.), Praxis I: A
faculty casebook on community service learning. (pp. 3-12). Ann Arbor: OCSL Press.
Jacoby, B. & Associates. (1996). Service-learning in higher education: Concepts and Practices.
San Francisco, CA: Jossey-Bass.
Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors.
San Francisco, CA: Jossey-Bass.