This document discusses integrative learning at the University of Oregon and how research and assessment can contribute. It defines integrative learning as students making connections across their academic and extracurricular experiences. To foster integrative learning, there needs to be more collaboration between faculty and staff to align curricular and cocurricular learning opportunities. This creates a more comprehensive approach and acknowledges multiple contexts of learning. Research and assessment can help concentrate resources on high-impact practices, provide comprehensive data on student learning, and facilitate communication of the university's impact.

1. Integrative Learning at the
University of Oregon
Amber Garrison Duncan

2. How can research and
assessment contribute to the
integration of students’ in
and out-of-class learning at
the University of Oregon?

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

5. Curriculum
Integrated
Student
Learning
Cocurriculum

6.  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).

7. Student Learning – “Learning is a complex, holistic,
multi-centric activity that occurs throughout and across
the college experience. Student development, and the
adaptation of learning to students’ lives and needs, are
fundamental parts of engaged learning and liberal
education. True liberal education requires the engagement
of the whole student – and the deployment of every
resource in higher education” (Learning Reconsidered,
2004, p. 6).

9.  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.

10.  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.

11.  Communicate
 Collaborate
 Shared Vision and Learning Outcomes
 New Partnerships
 Capacity Building
 Strategic Planning
 Assessment of Current Practices and Culture

12.  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.

13. Questions?