Developing and Teaching Reflection Project Courses:
Insights from Faculty
Throughout the Reflection Project at Penn State, faculty provided a variety of meaningful insights into their experiences in developing and teaching their courses. The following is a summary of salient themes that emerged from faculty interviews.
Course Inspirations
Professors drew inspiration for their courses from a variety of sources. One faculty member noted that working with the College of Nursing Artist-in-Residence was especially meaningful in terms of developing an arts-infused course addressing public health and climate change. Another professor was inspired by the artistic process itself, sharing that she began with a plan, but was open to new directions and ideas that would emerge over the semester, “an exploratory endeavor.”
- Benefits and Successes
Professors indicated that having real world artistic voices present in their courses was immensely meaningful and impactful. The in-person visits were particularly significant, as were the opportunities to connect the visits with campus and community performances. The interdisciplinary nature of these courses was well-supported by the visiting artists and their thoughtful interactions.
Access to Artists
Several professors noted that it would have been helpful to connect with artists prior to their residencies to explain their courses and make a plan for the most appropriate class engagement possible.
Cross-campus Connections
Several faculty members shared that due to the size and scope of Penn State, it was not always easy to connect to other Reflection Project professors across campus. They indicated that collaborating more overtly with others in the Reflection Project would have been a helpful boost in designing their funded courses.
Challenges in Navigating Curriculum Proposal Systems
Every professor interviewed indicated that while they embrace the opportunity to craft new interdisciplinary courses, the existing curriculum proposal system is difficult to navigate and requires a lengthy processing period prior to approval. One faculty member characterized this system as “frustrating,” “discouraging,” and “disincentivizing.”