How to Help Students Connect, Apply, and Synthesize Learning Jim Barber, Ph.D. William & Mary @JP_Barber Dan Bureau, Ph.D. University of Memphis @danbureau

Outcomes Participants in this session will be able to: Explain the Integration of Learning Model Identify one strategy for using the model in their work Describe approaches to assessing integrated learning

Student Learning Emphasis in Professional Development of Staff ACPA/NASPA Professional Competencies Functional Area Professional Competencies Value of Student Affairs profession Learning has become a primary outcome rather than a hopeful byproduct of student affairs work Perceptions of primary outcomes of student affairs work not aligned with traditional concepts of “learning” within academy

What is Integration of Learning? Integration of learning (IOL) is the demonstrated ability to connect, apply, and/or synthesize information coherently from disparate contexts and perspectives, and make use of these new insights in multiple contexts. What is “integration of learning”? It is the ability to connect, apply, and/or synthesize information from various contexts and perspectives, and make use of these new insights in multiple contexts. (Barber, 2012, p. 593) © 2008 James P. Barber jpbarber@umich.edu

Integration of Learning Categories Category Definition Establishing a Connection Find a common thread between concepts or experiences that remain distinct; identifying similar elements, foundation or characteristics. Application Across Contexts An idea or skill learned in one context is used in a different context; similar conceptually to transfer of learning. Often appears as use of a high school skill or knowledge in college. Synthesis of New Whole Two or more ideas or skills are brought together to create a new whole; combining knowledge to enhance understanding and gain new insights. The main categories of integration of learning are Connection, Application, and Synthesis. Connection: For example, when a student connects an idea from her class to an aspect of her life. Application: For example, when a student learns to write in a formulaic way in high school and applies that to his papers in college. Synthesis: For example, when doctoral students synthesize coursework on their comprehensive exams. These categories are organized in a pattern of growing complexity from concrete to abstract. © 2008 James P. Barber jpbarber@umich.edu

As students advance developmentally, they become more adept at using all three approaches… Synthesis Connection Application As students advance developmentally, they become more adept at using all three approaches.   Why study integration of learning? There have been increasing calls in U.S. society for college graduates to possess the ability to make connections among life experiences, academic studies, and their accumulated knowledge. Previously research investigated integration of learning from the student’s perspective. This time, we wanted to examine integration of learning from the educator’s perspective. (Barber, 2014)

How Can SA Pros Promote IOL? Five Research-Based Practices: Embrace Identity & Diversity Create Hands-On Experiences Encourage Juxtaposition Writing as Praxis Support Students through Mentoring

Ideas vs. Action

Identity & Diversity Open the door to invite students to bring their full identities into the classroom, activity, or organization Intentionally create diverse groups Acknowledge the robust experience that students bring with them to college Review your reading/ resource lists… who is absent?

Hands-On Experiences Challenge students to find solutions to dilemmas or ill-structured problems 70% of college students work while enrolled; 25% are both full-time students and full-time employees (Georgetown CEW, 2015) Immersive experiences such as residence life, living learning communities, fraternity/sorority, services learning, and study abroad

Juxtaposition Bringing contrasting ideas next to one another Engineering cognitive dissonance Experiences such as discussion-based courses, first-year seminars, intergroup relations Developing reading/ resource lists that bring together multiple perspectives

Writing Writing is an essential skill to develop, no matter what your career goal Continuum from public consumption to private meaning making Experiences may include: written in-class reflections, athlete workout journals, capstone projects, portfolios, formal academic papers, digital writing such as Twitter, and blogging

Mentoring No replacement for the impact of individuals “No one ever asked me that before” Mentoring experiences may include: formal and informal mentoring, peer mentoring, faculty engagement, academic advising, athletic coaching, and fraternity/sorority alumni advising.

Map Your Experiences Connection Application Synthesis Diversity/Identity Hands-On Juxtaposition Writing Mentoring

Audience Collaboration How does the concept of integrated learning already play out in the work you do? What are the actions you can take that would demonstrate an increasingly intentional approach to integrated learning? What are the gaps you have in your skillset that you will need to address to become more strongly aligned with learning as a primary focus of student affairs work?

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Assessing IOL Assessment Cycle (a natural complement to actions of integrated learning) Questions drive the diverse methodologies (more than surveys; portfolios, interviews) Use of CAS Standards for Student Learning Domains and Dimensions Instruments of interest (i.e. AAC&U, Campus Labs)

Selected Resources American College Personnel Association & National Association of Student Personnel Administrators. (2015). ACPA/NASPA professional competency areas for student affairs practitioners. Washington, DC. Retrieved from http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf Barber, J. P. (2012). Integration of learning: A grounded theory analysis of college students’ learning. American Educational Research Journal, 49(3), 590-617. doi:10.3102/0002831212437854 Barber, J. P. (2014). Integration of learning model: How college students integrate learning. In P. L. Eddy (Ed.), New Directions for Higher Education: No. 165. Connecting learning across the institution (pp. 7-17). San Francisco, CA: Jossey-Bass. doi:10.1002/he.20079 Barber, J. P. and Bureau, D. A. (2012). Coming into focus: Positioning student learning from the Student Personnel Point of View to today. In K. M. Boyle, J. W. Lowery, & J. A. Mueller (Eds.) Reflections on the 75th anniversary of The Student Personnel Point of View. (pp.35-40). Washington, D.C.: ACPA Bureau, D. A. (2015, March). Learning to help students learn: Professional development focused on increased competence as a student affairs educator. AFA Essentials. Retrieved from https://c.ymcdn.com/sites/afa1976.site-ym.com/resource/collection/23C58E17-9CD4-41D5-ABF0-3EE0D0680E75/Bureau_March_2015_Administrator_FINAL_almost.pdf Collins, K. M., & Roberts, D. M. (Eds.) (2012). Learning is not a sprint: Assessing and documenting student leader learning in cocurricular involvement. Washington, DC: NASPA. Council for the Advancement of Standards. (2015). CAS professional standards for higher education (9th ed.). Washington, DC: Author. Georgetown Center for Employment Welfare (2015, October 28). Seventy Percent of College Students Work While Enrolled, New Georgetown University Research Finds. Retrieved from: https://cew.georgetown.edu/wp-content/uploads/Press-release-WorkingLearners__FINAL.pdf Hart Research Associates. (2013). It’s more than a major: Employer priorities for college learning and student success. Washington, DC: Association of American Colleges & Universities.

Questions and Comments Jim Barber Dan Bureau jpbarber@wm.edu dabureau@memphis.edu @JP_Barber @danbureau