Integrative Learning in Integrative Learning in Practice: Ninth Annual Practice: Ninth Annual Innovative Pedagogy & Innovative Pedagogy &

Course Redesign Course Redesign ConferenceConference

June 2009June 2009Larry Miners, Kathy Nantz, Roben Larry Miners, Kathy Nantz, Roben

TorosyanTorosyanCenter for Academic ExcellenceCenter for Academic Excellence

Fairfield University (CT)Fairfield University (CT)

Goals tonight:Goals tonight:

Meet new colleaguesMeet new colleagues Think outside the box about integrative Think outside the box about integrative

learning (not economics needs learning (not economics needs accounting, but learn economics by accounting, but learn economics by sailing, for example)sailing, for example)

Start brainstorming ways to design an Start brainstorming ways to design an entire integrative course, or to make a entire integrative course, or to make a course or project of your own more course or project of your own more integrativeintegrative

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NamesNames

On your name-tent, write:On your name-tent, write:– NameName– One thing unique to themOne thing unique to them

Integrative Learning in Integrative Learning in Practice: Let’s ConnectPractice: Let’s Connect

Lost at SeaLost at Sea

1,000 miles south-southwest of nearest 1,000 miles south-southwest of nearest landland

Contents of everyone’s pockets: 15 itemsContents of everyone’s pockets: 15 items Which items do Which items do you you rank most important rank most important

to your survival? to your survival? Rank them 1 being most important, 15 Rank them 1 being most important, 15

being leastbeing least6/17

Lost at SeaLost at Sea________ SextantSextant

________ Shaving mirrorShaving mirror

____ ____ 5 gallon can of water5 gallon can of water

________ Mosquito nettingMosquito netting

____ ____ 1 case of U.S. Army C rations1 case of U.S. Army C rations

________ Maps of the Pacific OceanMaps of the Pacific Ocean

________ Seat cushion (Coast Guard approved flotation device)Seat cushion (Coast Guard approved flotation device)

________ 2 gallon can of oil-gas mixture2 gallon can of oil-gas mixture

________ Small transistor radioSmall transistor radio

________ Shark repellentShark repellent

____ ____ 20 square feet of opaque plastic20 square feet of opaque plastic

________ 1 quart of 100-proof Puerto Rican rum1 quart of 100-proof Puerto Rican rum

________ 15 feet of nylon rope15 feet of nylon rope

________ 2 boxes of chocolate bars2 boxes of chocolate bars

________ Fishing kitFishing kit

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Lost at Sea: Lost at Sea: Your Your prioritiespriorities________ SextantSextant

________ Shaving mirrorShaving mirror

____ ____ 5 gallon can of water5 gallon can of water

________ Mosquito nettingMosquito netting

____ ____ 1 case of U.S. Army C rations1 case of U.S. Army C rations

________ Maps of the Pacific OceanMaps of the Pacific Ocean

________ Seat cushion (Coast Guard approved flotation device)Seat cushion (Coast Guard approved flotation device)

________ 2 gallon can of oil-gas mixture2 gallon can of oil-gas mixture

________ Small transistor radioSmall transistor radio

________ Shark repellentShark repellent

____ ____ 20 square feet of opaque plastic20 square feet of opaque plastic

________ 1 quart of 100-proof Puerto Rican rum1 quart of 100-proof Puerto Rican rum

________ 15 feet of nylon rope15 feet of nylon rope

________ 2 boxes of chocolate bars2 boxes of chocolate bars

________ Fishing kitFishing kit6/17

Lost at Sea:Lost at Sea:Your prioritiesYour priorities

*****____ 5 gallon can of water*****____ 5 gallon can of water****____ 1 case of U.S. Army C rations****____ 1 case of U.S. Army C rations****____ 20 square feet of opaque plastic****____ 20 square feet of opaque plastic***____ Shaving mirror***____ Shaving mirror**____**____ 15 feet of nylon rope15 feet of nylon rope*____*____ Mosquito nettingMosquito netting*____*____ Seat cushion (Coast Guard approved flotation Seat cushion (Coast Guard approved flotation

device)device)*____*____ 2 gallon can of oil-gas mixture2 gallon can of oil-gas mixture*____*____ Small transistor radioSmall transistor radio*____*____ 1 quart of 100-proof Puerto Rican rum1 quart of 100-proof Puerto Rican rum*____*____ 2 boxes of chocolate bars2 boxes of chocolate bars*____*____ Fishing kitFishing kit________ Maps of the Pacific OceanMaps of the Pacific Ocean________ Shark repellentShark repellent________ SextantSextant 6/17

Lost at Sea: US Coast Lost at Sea: US Coast Guard’s prioritiesGuard’s priorities

Type hereType here

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Integrative Learning: Integrative Learning: MeaningsMeanings

connecting skills and knowledge from connecting skills and knowledge from multiple sources and experiencesmultiple sources and experiences

applying theory to practice in various applying theory to practice in various settingssettings

utilizing diverse and even contradictory utilizing diverse and even contradictory points of viewpoints of view

understanding issues and positions understanding issues and positions contextuallycontextually

(Huber & Hutchings, Integrative Learning, 2004)(Huber & Hutchings, Integrative Learning, 2004)

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One kind of integration: One kind of integration: Interdisciplinary Interdisciplinary UnderstandingUnderstanding

A definition: “the capacity to integrate A definition: “the capacity to integrate knowledge and modes of thinking in two knowledge and modes of thinking in two or more disciplines or established areas or more disciplines or established areas of expertise to produce a cognitive of expertise to produce a cognitive advancement—such as explaining a advancement—such as explaining a phenomenon, solving a problem, or phenomenon, solving a problem, or creating a product—in ways that would creating a product—in ways that would have been impossible or unlikely through have been impossible or unlikely through single disciplinary means” single disciplinary means” (Boix Mansilla & (Boix Mansilla & Dawes Duraising, Journal of Higher Education, 2007, p. 219) Dawes Duraising, Journal of Higher Education, 2007, p. 219)

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Integrative Learning Integrative Learning OutcomesOutcomes

Begin approaching a new topic or Begin approaching a new topic or problem by drawing on prior learningproblem by drawing on prior learning

Take different perspectives on an issueTake different perspectives on an issue Combine academic and community-Combine academic and community-

based workbased work Take advantage of new opportunitiesTake advantage of new opportunities Practice critical reflection and Practice critical reflection and

document itdocument itCf. Huber & Hutchings, Integrative Learning: Mapping the Cf. Huber & Hutchings, Integrative Learning: Mapping the

Terrain, 2004Terrain, 2004

Teaming upTeaming up

1-2-3, 4-5-6, 7-8-9, 10-11-12, 13-14-1-2-3, 4-5-6, 7-8-9, 10-11-12, 13-14-15, 16-17-18, 19-20-21, 22-23-24, 15, 16-17-18, 19-20-21, 22-23-24, 25-26-27, 28-29-30, 31-32-33, 25-26-27, 28-29-30, 31-32-33, 34-35-36, 37-38-39, 40-41-42, 34-35-36, 37-38-39, 40-41-42, 43-44-45, 46-47-48, 49-50-51, 43-44-45, 46-47-48, 49-50-51, 52-53-54, 55-56-57, 58-59-60, 52-53-54, 55-56-57, 58-59-60, 61-62-63, 64-65-66, 67-68-6961-62-63, 64-65-66, 67-68-69

While adrift:While adrift:Course designCourse designEach one of you MUST be involved in the Each one of you MUST be involved in the

development of the syllabus and have development of the syllabus and have something to contribute to the teaching something to contribute to the teaching of the course. of the course.

1.1. Name of course you will teach?Name of course you will teach?2.2. Three goals: What do you want your Three goals: What do you want your

students to know, to do, and/or to care students to know, to do, and/or to care about?about?

3.3. Three activities, exercises, in or out of Three activities, exercises, in or out of class experiences, etc. to help students class experiences, etc. to help students achieve these goals.achieve these goals.

Integrative CoursesIntegrative Courses

Survival Survival (No Pre-wrecks!)(No Pre-wrecks!) Marketing, Sustainability & A Green Marketing, Sustainability & A Green

EconomyEconomy: meaning, audits, living: meaning, audits, living Lost: Analyzing behaviors of Lost: Analyzing behaviors of

disorientationdisorientation: an ethno-discursive-: an ethno-discursive-mathematical-anthropological mathematical-anthropological analysis; relationships under stress; analysis; relationships under stress; interdependence with othersinterdependence with others

Integrative CoursesIntegrative Courses

Sustaining your not-for-profit Sustaining your not-for-profit organizationorganization: manage finances, : manage finances, comply w/ regs., become comply w/ regs., become sustainable without grants. sustainable without grants.

Academic legoAcademic lego. How would you . How would you Use objects to solve problems in Use objects to solve problems in real world.real world.

Integrative CoursesIntegrative Courses

Type hereType here

Connecting: Take-awaysConnecting: Take-aways

What skills did you use?What skills did you use? What unexpected connections What unexpected connections

did you make?did you make? What will you use when you go What will you use when you go

home, to inform your teaching home, to inform your teaching or other professional practice?or other professional practice?

Connecting: Take-awaysConnecting: Take-aways

Start by agreeing on goals Start by agreeing on goals rather than readings, focuses on rather than readings, focuses on learninglearning

Meld.Meld. Teamwork is fun.Teamwork is fun. Icebreakers as teaching tools.Icebreakers as teaching tools.

Connecting: Take-awaysConnecting: Take-aways

Type hereType here

Connecting: Take-awaysConnecting: Take-aways

Type hereType here

Lost at Sea: priorities Lost at Sea: priorities according to the U.S. Coast according to the U.S. Coast GuardGuard

1.1. Shaving mirror: to signal (#1 priority for rescue)Shaving mirror: to signal (#1 priority for rescue)

2.2. 2 gallon can of oil-gas mixture: signal by burning2 gallon can of oil-gas mixture: signal by burning

3.3. 5 gallon can of water: replenish fluids5 gallon can of water: replenish fluids

4.4. 1 case of U.S. Army C rations: food1 case of U.S. Army C rations: food

5.5. 20 square feet of opaque plastic: collect rain water & as shelter20 square feet of opaque plastic: collect rain water & as shelter

6.6. 2 boxes of chocolate bars: reserve food supply2 boxes of chocolate bars: reserve food supply

7.7. Fishing kit: to get food, although ready food is more importantFishing kit: to get food, although ready food is more important

8.8. 15 feet of nylon rope: lash people or equipment together15 feet of nylon rope: lash people or equipment together

9.9. Seat cushion (Coast Guard approved flotation device): life Seat cushion (Coast Guard approved flotation device): life preserverpreserver

10.10. Shark repellent: enough saidShark repellent: enough said

11.11. 1 quart of 100-proof Puerto Rican rum: 80% alc. = antiseptic1 quart of 100-proof Puerto Rican rum: 80% alc. = antiseptic

12.12. Small transistor radio: out of range of radio stationSmall transistor radio: out of range of radio station

13.13. Maps of the Pacific Ocean: worthless without navigation equipmentMaps of the Pacific Ocean: worthless without navigation equipment

14.14. Mosquito netting: no mosquitos in mid-Pacific; to fish, use the kitMosquito netting: no mosquitos in mid-Pacific; to fish, use the kit

15.15. Sextant: useless without relevant tables and a chronometerSextant: useless without relevant tables and a chronometer

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Dream Learning GoalsDream Learning Goals

Imagine you could design your Imagine you could design your dream course or learning dream course or learning experience for students. If a student experience for students. If a student reached your dream learning goals, reached your dream learning goals, what would change? what would change?

Write: Five years later, they would:Write: Five years later, they would:– Know…Know…– Do…Do…– Value…Value…

A common visual A common visual “text”“text”

View clip: View clip: http://www.pbs.org/wgbh/pages/frontline/melthttp://www.pbs.org/wgbh/pages/frontline/meltdown/view/down/view/

Imagine using this clip to reach one or Imagine using this clip to reach one or

more of your dream goals. (Factors include more of your dream goals. (Factors include the psychology, power politics, media the psychology, power politics, media influence on behavior, imagery, history, influence on behavior, imagery, history, communication patterns, you name it)communication patterns, you name it)

Circle share: one goal and the clip’s Circle share: one goal and the clip’s relevancerelevance

A common visual A common visual “text”“text”

Brainstorm individually:Brainstorm individually: How could other disciplinary theories, findings, How could other disciplinary theories, findings,

examples, methods, validation criteria, genres, examples, methods, validation criteria, genres, or forms of communication help or forms of communication help ground ground student student understanding?understanding?

How could other disciplinary insights be How could other disciplinary insights be integrated integrated to advance understanding—that is, to advance understanding—that is, using integrative devices such as conceptual using integrative devices such as conceptual frameworks, graphic representations, models, frameworks, graphic representations, models, metaphors, complex explanations, or solutions metaphors, complex explanations, or solutions that results in more complex, effective, that results in more complex, effective, empirically grounded, or comprehensive empirically grounded, or comprehensive accounts or products?accounts or products?(Boix Mansilla & Dawes Duraising, Journal of Higher (Boix Mansilla & Dawes Duraising, Journal of Higher Education, 2007, p. 222)Education, 2007, p. 222)

Connecting Across Connecting Across DisciplinesDisciplines Connect with one concept Connect with one concept

mentioned during circle share:mentioned during circle share:– I think ---- concept in my discipline I think ---- concept in my discipline

may relate to ---- concept in ---- may relate to ---- concept in ---- discipline, maybe in ------ waydiscipline, maybe in ------ way

– Here’s a real world problem, and it Here’s a real world problem, and it requires understanding ---- concepts requires understanding ---- concepts from ---- disciplinesfrom ---- disciplines

Examples Across Examples Across DisciplinesDisciplines Self-awareness: Come up w/ probing questions Self-awareness: Come up w/ probing questions

(we and students do!) to push students to the (we and students do!) to push students to the next level of understanding themselves.next level of understanding themselves.

Lifelong learning: Ability to generalize, see Lifelong learning: Ability to generalize, see concept in their own lives, and concept in their own lives, and apply apply them. them.

Social justice / service: See consequences of Social justice / service: See consequences of their actions. Not just aware, but get practice their actions. Not just aware, but get practice taking that to make a difference in community.taking that to make a difference in community.

Quantitative literacy, how to Quantitative literacy, how to interpret interpret statistics, statistics, is essential to so is essential to so many many problems. Not just skills problems. Not just skills but what the purpose of the skills is.but what the purpose of the skills is.

Recognize what you don’t know as much as Recognize what you don’t know as much as what you do know.what you do know.

Integrative Cartoons: Integrative Cartoons: Capturing Visual AnalogsCapturing Visual Analogs

Take 60 seconds to doodle, Take 60 seconds to doodle, creating an image—use icons, creating an image—use icons, lines, shapres, drawings, lines, shapres, drawings, cartoons, symbols, stick figures cartoons, symbols, stick figures or logos—to represent one or logos—to represent one concept that required more than concept that required more than one disciplineone discipline

Label the cartoon or doodleLabel the cartoon or doodle

Connecting Across Connecting Across DisciplinesDisciplines

What’s shared? (concepts, ideas, What’s shared? (concepts, ideas, concerns, pedagogies/teaching concerns, pedagogies/teaching methods)methods)

What’s different?What’s different? Given your conversations, might you Given your conversations, might you

teach any differently in the future? If so, teach any differently in the future? If so, how?how?