The AHUM Future State – Goals and Principles for Design

Curricular/Teaching Visibility – Student Pathways, Wayfinding, and Curricular Responsiveness

  • Registrar and ABC microcredential models as inspiration for competencies and connections-based badge networks – badges as a scaffolding to demonstrate clusters, pathways, and functional integrations.
  • Student interest-driven design for pathway engagement, balancing the possibility of customization and individualization with anchored disciplinary curricula.
    • Pathways constructed as a blanket over the existing curriculum to encourage/supplement/support majors and minors (and the earlier declaration of them)
  • Public marketing around this larger layer that sits on top of the traditional curriculum. Fundraising can support.
  • Cohesive, integrated, divisional branding of our student experience and pathways. If we are in a room like a majors fair, how are we all there clearly, visually, and narratively in service of that experience?
  • Cross-campus partnerships and integration – eventual goal of shifting the campus culture towards AHUM recruitment
  • Understanding the importance of pathways and wayfinding –each of the below leads into the next, with clear options/paths from the start
    • Microcredentials as skills/interests/waypoints
    • Minors as an expression of a dual interest
    • Majors as a dedicated end goal

Student support community scaffolding

  • Mentoring support as a mechanism of T/TT contact
  • Encouragement of T/TT classroom contact early in the student experience
  • Development and functional integration of collective advising capacity between peer, faculty (including teaching faculty), and professional staff to reinforce effective pathway wayfinding.
    • HIST “peer guide” program as a model
  • Community and alumni contact as a part of scaffolded divisional pathways

Support and accessibility for non-traditional students to access these pathways

  • Concurrent enrollment and other pipelines to high school and community college students, in particular those in Colorado and from groups underrepresented as a part of the state’s future demographics.
  • Clear recruitment messaging and investment
  • Online/alternate modalities
  • Partnership and integration of existing 鶹Ѱpipeline programs

Curricular reform and course planning to align departmental curricula with the future state vision

  • Guidance published and maintained by a divisional body
  • Integration of expert resources – department staff, enrollment management, advising, DGS/DUS
  • Training, compensation, and support during and post-reform for wellness-centered sustainable structures

Examining hiring/resource allocation to reinforce these division-level future goals – governance visibility into hiring decisions

  • Continued examination of hiring practices to support a broader divisional structure and vision.

DESIGN TEAMS

  • Branding and Narrative Design
  • Badging Pathway Design
  • Pipeline to AHUM Design
  • Curricular Guidance for Units Design
  • Student Support Community and Advising Design
  • Critical Needs Hiring Program (CNHP) Small Group

COORDINATED BY:

Design Team Coordination Group