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Integrative Learning: Mapping the Terrain. The Academy in Transition

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Bibliographic Details
Title: Integrative Learning: Mapping the Terrain. The Academy in Transition
Language: English
Authors: Huber, Mary Taylor, Hutchings, Pat, Association of American Colleges and Universities, Washington, DC.Carnegie Foundation for the Advancement of Teaching, New York, NY.
Source: Association of American Colleges and Universities. 2004.
Peer Reviewed: N
Page Count: 32
Publication Date: 2004
Document Type: Reports - Descriptive
Education Level: Higher Education
Descriptors: Higher Education, Undergraduate Study, Interdisciplinary Approach, Integrated Curriculum, Learning Processes, Intentional Learning, Curriculum Research, Student Evaluation, Outcomes of Education
Abstract: One of the great challenges in higher education is to help students integrate their learning. The capacity to make connections is essential to the conduct of personal, professional, and civic life, and is at the very heart of liberal education. It is also, arguably, more important than ever, and more difficult to achieve, as students transfer among multiple institutions and struggle to balance work and study. Indeed, many of the basic structures of academic life encourage them to see their courses as isolated requirements to complete. This paper explores the challenges to integrative learning today as well as its longer tradition and rationale within a vision of liberal education. In outlining promising directions for campus work, the authors draw on AAC&U's landmark report "Greater Expectations" as well as the Carnegie Foundation's long-standing initiative on the scholarship of teaching and learning. Readers will find a map of the terrain of integrative learning on which promising new developments in undergraduate education can be cultivated, learned from, and built upon.
Abstractor: ERIC
Number of References: 51
Entry Date: 2005
Accession Number: ED486247
Database: ERIC
Description
Abstract:One of the great challenges in higher education is to help students integrate their learning. The capacity to make connections is essential to the conduct of personal, professional, and civic life, and is at the very heart of liberal education. It is also, arguably, more important than ever, and more difficult to achieve, as students transfer among multiple institutions and struggle to balance work and study. Indeed, many of the basic structures of academic life encourage them to see their courses as isolated requirements to complete. This paper explores the challenges to integrative learning today as well as its longer tradition and rationale within a vision of liberal education. In outlining promising directions for campus work, the authors draw on AAC&U's landmark report "Greater Expectations" as well as the Carnegie Foundation's long-standing initiative on the scholarship of teaching and learning. Readers will find a map of the terrain of integrative learning on which promising new developments in undergraduate education can be cultivated, learned from, and built upon.