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Integrative Learning at the     University of Oregon                 Amber Garrison Duncan
How can research and assessment contribute to the integration of students’ in and out-of-class learning at the University ...
Integrative learning is an understanding and a  disposition that a student builds across the curriculum  and co-curriculum...
Curriculum               Integrated                Student                LearningCocurriculum
    Assessment – The ongoing, systematic process of collecting,     analyzing, and using information about divisional,   ...
Student Learning – “Learning is a complex, holistic,multi-centric activity that occurs throughout and acrossthe college ex...
    Requires more collaboration among faculty and staff to identify     shared learning outcomes.    Alignment of curric...
    Concentrate limited resources on high impact practices that foster     integrative learning.    Fosters a dynamic ac...
    Communicate    Collaborate    Shared Vision and Learning Outcomes    New Partnerships    Capacity Building    St...
    Cocurricular learning domains aligned with general education     outcomes and UO Mission.    Student Affairs Strateg...
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Integrative Learning
Integrative Learning
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Integrative Learning

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Presented 12.16.11 at University of Oregon

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Transcript of "Integrative Learning"

  1. 1. Integrative Learning at the University of Oregon Amber Garrison Duncan
  2. 2. How can research and assessment contribute to the integration of students’ in and out-of-class learning at the University of Oregon?
  3. 3. Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus. A Statement on Integrative Learning AAC&U and Carnegie Foundation, 2004
  4. 4. Curriculum Integrated Student LearningCocurriculum
  5. 5.   Assessment – The ongoing, systematic process of collecting, analyzing, and using information about divisional, departmental, and programmatic effectiveness, in order to improve student learning (Upcraft & Schuh, 1996; Anderson, Bresciani, & Zelna, 2004).  Research – In contrast to assessment, which “guides good practice,” research “guides theory development and tests concepts” and has “broader implication for student affairs and higher education” (Upcraft & Schuh, 2001, p. 5).
  6. 6. Student Learning – “Learning is a complex, holistic,multi-centric activity that occurs throughout and acrossthe college experience. Student development, and theadaptation of learning to students’ lives and needs, arefundamental parts of engaged learning and liberaleducation. True liberal education requires the engagementof the whole student – and the deployment of everyresource in higher education” (Learning Reconsidered,2004, p. 6).
  7. 7.   Requires more collaboration among faculty and staff to identify shared learning outcomes.  Alignment of curricular and cocurricular learning opportunities to create coherent or holistic student learning experience.  Acknowledges strengths of multiple pedagogies and learning contexts, resulting in a comprehensive approach to teaching and learning.
  8. 8.   Concentrate limited resources on high impact practices that foster integrative learning.  Fosters a dynamic academic environment as everyone is a part of building the learning community.  Provides comprehensive data about student learning at the institution.  Greater ability to communicate the institutions impact on student learning.  Facilitates more student self assessment.
  9. 9.   Communicate  Collaborate  Shared Vision and Learning Outcomes  New Partnerships  Capacity Building  Strategic Planning  Assessment of Current Practices and Culture
  10. 10.   Cocurricular learning domains aligned with general education outcomes and UO Mission.  Student Affairs Strategic Plan aligned with Academic Plan, UO Mission.  Implement infrastructure and decision making processes that support culture of evidence based practice through assessment and evaluation.  Capacity building through professional development.  Research agenda focused on integrative learning.  Faculty collaborations and key partnerships.  Telling the story.
  11. 11. Questions?
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