Leading Initiatives for Integrative Learning
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| Title: | Leading Initiatives for Integrative Learning |
|---|---|
| Language: | English |
| Authors: | Huber, Mary Taylor, Hutchings, Pat, Gale, Richard, Miller, Ross, Breen, Molly |
| Source: | Liberal Education. Spr 2007 93(2):46-51. |
| Availability: | Association of American Colleges and Universities. 1818 R Street NW, Washington, DC 20009. Tel: 800-297-3775; Tel: 202-387-3760; Fax: 202-265-9532; e-mail: pub_desk@aacu.org; Web site: http://www.aacu.org/publications/index.cfm |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Faculty Development, Undergraduate Study, General Education, Integrated Activities, Learning Activities, Academic Ability, Liberal Arts, Campuses, National Surveys |
| Assessment and Survey Identifiers: | Collegiate Assessment of Academic Proficiency, National Survey of Student Engagement |
| ISSN: | 0024-1822 |
| Abstract: | Developing the ability to make, recognize, and evaluate connections among disparate concepts, fields, or contexts is what integrative learning is all about. Breadth and depth of learning remain hallmarks of a quality liberal education. Yet, today, there's a growing consensus that breadth and depth are not enough. Strengthening integrative learning involves broad-based campus change. Although the integrative arts can (and should) be taught within particular courses, departments, and institutional divisions, they cannot by their very nature be pursued alone. The most promising initiatives for integrative learning are about finding strategic points of connection, threading attention to integrative learning throughout (and between) an institution's various programs, and encouraging and scaffolding students' own efforts to connect the parts. The higher education community is gaining significant experience in fostering integrative learning through changes in curricula, pedagogy, assessment, and faculty development. This article discusses the experience of the institutions that participated in the national Integrative Learning Project (ILP). Aimed at promoting integrative learning in undergraduate education, this three-year project worked with ten campuses to develop and assess advanced models and strategies to foster students' abilities to integrate their learning over time. |
| Abstractor: | ERIC |
| Number of References: | 3 |
| Entry Date: | 2007 |
| Access URL: | https://www.aacu.org/liberaleducation/le-sp07/index.cfm |
| Accession Number: | EJ775636 |
| Database: | ERIC |
| Abstract: | Developing the ability to make, recognize, and evaluate connections among disparate concepts, fields, or contexts is what integrative learning is all about. Breadth and depth of learning remain hallmarks of a quality liberal education. Yet, today, there's a growing consensus that breadth and depth are not enough. Strengthening integrative learning involves broad-based campus change. Although the integrative arts can (and should) be taught within particular courses, departments, and institutional divisions, they cannot by their very nature be pursued alone. The most promising initiatives for integrative learning are about finding strategic points of connection, threading attention to integrative learning throughout (and between) an institution's various programs, and encouraging and scaffolding students' own efforts to connect the parts. The higher education community is gaining significant experience in fostering integrative learning through changes in curricula, pedagogy, assessment, and faculty development. This article discusses the experience of the institutions that participated in the national Integrative Learning Project (ILP). Aimed at promoting integrative learning in undergraduate education, this three-year project worked with ten campuses to develop and assess advanced models and strategies to foster students' abilities to integrate their learning over time. |
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| ISSN: | 0024-1822 |
