The Center for Academic Excellence by mikesanye

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									   Integrative Learning in
    Practice: Ninth Annual
Innovative Pedagogy & Course
    Redesign Conference


                  June 2009
  Larry Miners, Kathy Nantz, Roben Torosyan
      Center for Academic Excellence
          Fairfield University (CT)
      Goals tonight:
   Meet new colleagues
   Think outside the box about integrative
    learning (not economics needs
    accounting, but learn economics by
    sailing, for example)
   Start brainstorming ways to design an
    entire integrative course, or to make a
    course or project of your own more
    integrative
                                              6/17
    Names


   On your name-tent, write:
    – Name
    – One thing unique to them
Integrative Learning in Practice:
          Let’s Connect
    Lost at Sea




   1,000 miles south-southwest of nearest land
   Contents of everyone’s pockets: 15 items
   Which items do you rank most important to
    your survival?
   Rank them 1 being most important, 15 being
    least

                                                  6/17
Lost at Sea
____   Sextant
____   Shaving mirror
____   5 gallon can of water
____   Mosquito netting
____   1 case of U.S. Army C rations
____   Maps of the Pacific Ocean
____   Seat cushion (Coast Guard approved flotation device)
____   2 gallon can of oil-gas mixture
____   Small transistor radio
____   Shark repellent
____   20 square feet of opaque plastic
____   1 quart of 100-proof Puerto Rican rum
____   15 feet of nylon rope
____   2 boxes of chocolate bars
____   Fishing kit

                                                              6/17
Lost at Sea:
Your priorities
____   Sextant
____   Shaving mirror
____   5 gallon can of water
____   Mosquito netting
____   1 case of U.S. Army C rations
____   Maps of the Pacific Ocean
____   Seat cushion (Coast Guard approved flotation device)
____   2 gallon can of oil-gas mixture
____   Small transistor radio
____   Shark repellent
____   20 square feet of opaque plastic
____   1 quart of 100-proof Puerto Rican rum
____   15 feet of nylon rope
____   2 boxes of chocolate bars
____   Fishing kit                                            6/17
 Lost at Sea:
 Your priorities
*****____ 5 gallon can of water
****____ 1 case of U.S. Army C rations
****____ 20 square feet of opaque plastic
***____ Shaving mirror
**____ 15 feet of nylon rope
*____ Mosquito netting
*____ Seat cushion (Coast Guard approved flotation device)
*____ 2 gallon can of oil-gas mixture
*____ Small transistor radio
*____ 1 quart of 100-proof Puerto Rican rum
*____ 2 boxes of chocolate bars
*____ Fishing kit
____ Maps of the Pacific Ocean
____ Shark repellent
____ Sextant
                                                             6/17
   Lost at Sea: US Coast Guard’s
   priorities
Type here




                                   6/17
     Integrative Learning: Meanings

   connecting skills and knowledge from
    multiple sources and experiences
   applying theory to practice in various
    settings
   utilizing diverse and even contradictory
    points of view
   understanding issues and positions
    contextually
(Huber & Hutchings, Integrative Learning, 2004)
                                                  6/17
    One kind of integration:
    Interdisciplinary Understanding
A definition: ―the capacity to integrate
  knowledge and modes of thinking in two
  or more disciplines or established areas
  of expertise to produce a cognitive
  advancement—such as explaining a
  phenomenon, solving a problem, or
  creating a product—in ways that would
  have been impossible or unlikely through
  single disciplinary means‖ (Boix Mansilla & Dawes
  Duraising, Journal of Higher Education, 2007, p. 219)
                                                          6/17
      Integrative Learning
      Outcomes
    Begin approaching a new topic or problem by
     drawing on prior learning
    Take different perspectives on an issue
    Combine academic and community-based
     work
    Take advantage of new opportunities
    Practice critical reflection and document it
Cf. Huber & Hutchings, Integrative Learning: Mapping the Terrain,
     2004
   Teaming up

1-2-3, 4-5-6, 7-8-9, 10-11-12, 13-14-15,
   16-17-18, 19-20-21, 22-23-24,
   25-26-27, 28-29-30, 31-32-33,
   34-35-36, 37-38-39, 40-41-42,
   43-44-45, 46-47-48, 49-50-51,
   52-53-54, 55-56-57, 58-59-60,
   61-62-63, 64-65-66, 67-68-69
While adrift:
Course design
Each one of you MUST be involved in the
   development of the syllabus and have
   something to contribute to the teaching of
   the course.
1. Name of course you will teach?
2. Three goals: What do you want your
   students to know, to do, and/or to care
   about?
3. Three activities, exercises, in or out of
   class experiences, etc. to help students
   achieve these goals.
Integrative Courses

   Survival (No Pre-wrecks!)
   Marketing, Sustainability & A Green
    Economy: meaning, audits, living
   Lost: Analyzing behaviors of
    disorientation: an ethno-discursive-
    mathematical-anthropological
    analysis; relationships under stress;
    interdependence with others
Integrative Courses

   Sustaining your not-for-profit
    organization: manage finances,
    comply w/ regs., become
    sustainable without grants.
   Academic lego. How would you Use
    objects to solve problems in real
    world.
Integrative Courses

   Type here
Connecting: Take-aways

   What skills did you use?
   What unexpected connections did
    you make?
   What will you use when you go
    home, to inform your teaching or
    other professional practice?
Connecting: Take-aways

   Start by agreeing on goals rather
    than readings, focuses on learning
   Meld.
   Teamwork is fun.
   Icebreakers as teaching tools.
Connecting: Take-aways

   Type here
Connecting: Take-aways

   Type here
       Lost at Sea: priorities according
       to the U.S. Coast Guard
1.    Shaving mirror: to signal (#1 priority for rescue)
2.    2 gallon can of oil-gas mixture: signal by burning
3.    5 gallon can of water: replenish fluids
4.    1 case of U.S. Army C rations: food
5.    20 square feet of opaque plastic: collect rain water & as shelter
6.    2 boxes of chocolate bars: reserve food supply
7.    Fishing kit: to get food, although ready food is more important
8.    15 feet of nylon rope: lash people or equipment together
9.    Seat cushion (Coast Guard approved flotation device): life preserver
10.   Shark repellent: enough said
11.   1 quart of 100-proof Puerto Rican rum: 80% alc. = antiseptic
12.   Small transistor radio: out of range of radio station
13.   Maps of the Pacific Ocean: worthless without navigation equipment
14.   Mosquito netting: no mosquitos in mid-Pacific; to fish, use the kit
15.   Sextant: useless without relevant tables and a chronometer
                                                                             6/17
    Dream Learning Goals

   Imagine you could design your dream
    course or learning experience for
    students. If a student reached your
    dream learning goals, what would
    change?
   Write: Five years later, they would:
    – Know…
    – Do…
    – Value…
    A common visual “text”

   View clip:
http://www.pbs.org/wgbh/pages/frontline/meltdo
    wn/view/
   Imagine using this clip to reach one or more of
    your dream goals. (Factors include the
    psychology, power politics, media influence on
    behavior, imagery, history, communication
    patterns, you name it)
   Circle share: one goal and the clip’s relevance
   A common visual “text”

Brainstorm individually:
   How could other disciplinary theories, findings,
    examples, methods, validation criteria, genres, or
    forms of communication help ground student
    understanding?
   How could other disciplinary insights be integrated
    to advance understanding—that is, using integrative
    devices such as conceptual frameworks, graphic
    representations, models, metaphors, complex
    explanations, or solutions that results in more
    complex, effective, empirically grounded, or
    comprehensive accounts or products?
    (Boix Mansilla & Dawes Duraising, Journal of Higher Education,
    2007, p. 222)
Connecting Across Disciplines
   Connect with one concept mentioned
    during circle share:
    – I think ---- concept in my discipline may
      relate to ---- concept in ---- discipline,
      maybe in ------ way
    – Here’s a real world problem, and it
      requires understanding ---- concepts from
      ---- disciplines
Examples Across Disciplines
   Self-awareness: Come up w/ probing questions (we
    and students do!) to push students to the next level
    of understanding themselves.
   Lifelong learning: Ability to generalize, see concept
    in their own lives, and apply them.
   Social justice / service: See consequences of their
    actions. Not just aware, but get practice taking that
    to make a difference in community.
   Quantitative literacy, how to interpret statistics, is
    essential to so many problems. Not just skills but
    what the purpose of the skills is.
   Recognize what you don’t know as much as what
    you do know.
Integrative Cartoons:
Capturing Visual Analogs

   Take 60 seconds to doodle, creating
    an image—use icons, lines, shapres,
    drawings, cartoons, symbols, stick
    figures or logos—to represent one
    concept that required more than one
    discipline
   Label the cartoon or doodle
Connecting Across Disciplines

   What’s shared? (concepts, ideas,
    concerns, pedagogies/teaching methods)
   What’s different?
   Given your conversations, might you
    teach any differently in the future? If so,
    how?

								
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