Betsy Barefoot John Gardner

Integrative Learning

Integrative learning is the process of connecting academics and beyond-the-classroom experiences so that students can apply information and skills to novel and complex issues or challenges.

 Integrative learning makes learning more relevant, more meaningful, more connected to the world in which our students live.  “Connecting disparate information and synthesizing concepts are necessary skills for success in the knowledge economy of the 21 st century.” (* James Barber) * In P. Eddy (Ed.), Connecting Learning Across the Institution. New Directions for Higher Education, #165, 2014.

 But... integrative learning is nothing new. It has been ◦ Dusted off. ◦ Shined up. ◦ Recast for today’s learning environment.

 A study-abroad experience might change a student’s view of the world.  Participation as a student government officer might bring to life coursework in finance, sociology, philosophy (ethics).

 Institutions can (and should) take more responsibility for integrative learning.  Integrative learning requires partnerships between faculty and student affairs.

 Students find similarities between what they learn in class with what they experience out of class.  Students experience disequilibrium – what they learn in class does not inform what they experience out of class.

 Three major steps (not necessarily sequential) ◦ Connection: The discovery of a similarity between distinctive ideas ◦ Application: The use of knowledge from one context in another ◦ Synthesis: The creation of new knowledge by combining two or more insights (Student will often find this step difficult and will need the assistance of faculty and/or staff.)

Kolb, David A Experiential Learning: Experience as the Source of Learning and Development. Prentice- Hall, Inc., Englewood Cliffs, N.J.

 First-Year Seminars and Experiences  Common Intellectual Experiences  Learning Communities  Writing (Communication)-Intensive Courses  Collaborative Assignments and Projects  Undergraduate Research  Diversity/Global Learning  Service-Learning, Community-Based Learning  Internships  Capstone Courses and Projects

 Which of these high-impact practices are offered at your college or university?  Is integrative learning an explicit or implicit goal for any of them?

 The role of faculty  The perpetual issues of comfort with this mode of learning, time, and the reward system

 Communicating with “the other.”  Increasing everyone’s knowledge about others in the college or university community who focus on a different component of learning

 Involving large numbers of students  Keeping track of who does what  Involving transfer students

 The work of  AAC&U (Association of American College and Universities)  The Carnegie Foundation for the Advancement of Teaching  Our national interest in “student engagement” Integrative learning as a pathway to engagement  Our national interest in student retention (and anything that might increase retention rates)

 The desire of institutions to increase the real and perceived value of higher education.  Not just “pricey” but priceless!

Engaging students beyond the classroom Global Learning Internships Peer Leadership Community Service Research Discovery in every discipline

Beyond the Classroom Experiences Integrative Learning Graduation with Leadership Distinction Course work