1. 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

2. 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

3. 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

4. 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

5. 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

6. 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)

7. 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

8. Ideas vs. Action

9. 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?

10. 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

11. 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

12. 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

13. 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.

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

15. 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?

16. https://assessment. gwu. edu/sites/assessment. gwu

17. 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)

18. 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
Barber, J. P. (2012). Integration of learning: A grounded theory analysis of college students’ learning. American Educational Research Journal, 49(3), doi: /
Barber, J. P. (2014). Integration of learning model: How college students integrate learning. In P. L. Eddy (Ed.), New Directions for Higher Education: No Connecting learning across the institution (pp. 7-17). San Francisco, CA: Jossey-Bass. doi: /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
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:
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.

19. Questions and Comments
Jim Barber Dan Bureau