Integrative Learning

New technology (I’m looking at you, Generative AI) is magnifying the need for students to be able to critically analyze information they are given against what they already know and will likely need to connect their knowledge in new, creative ways to survive a future where machines will potentially be able to create new (questionable, invalid) knowledge from vast amounts of available data. No single definition of integrative learning exists, but it has been discussed in research literature in terms of insertions, arrangements, connectivity, widening the lens, purposeful action, and personal transformation (Leadbeatter, 2021).

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Overview

The American Association of Colleges and Universities (AAC&U) has identified “Integrative and Applied Learning” as one of the 16 essential learning outcomes that students should gain from a liberal education to prepare them for employment, citizenship, and life. Their definition: “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” (Association of American Colleges and Universities, n.d., p. 1).

There may also be some disconnects from an instructor standpoint. Booth, McLean & Walker (2009) conceptualized the focuses of a university education in terms of each student’s lifeworld consisting of self (personality), others (culture) and society (the social world). Following a series of interviews with faculty in the UK from five different disciplines, they report that the faculty members discussed aspects of the lifeworld focus but seemed to do so only in the context of viewpoints of professionals within their specific fields. For example, the history faculty member was concerned about teaching students how to critically evaluate current events to be a good citizen and the business faculty member was focused on helping students develop skills to succeed in business, including being creative and being able to work with other people as a team. They were not interconnecting from their field to other disciplines or contexts.

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Encourage Integration

Barber’s (2012) grounded theory research identified three distinct types of integration of learning: “(a) connection, the discovery of a similarity between ideas that themselves remain distinctive; (b) application, the use of knowledge from one context in another; and (c) synthesis, the creation of new knowledge by combining insights” (p. 591). Students will have experiences that they can connect to what they are learning, but it is up to instructors to encourage reflection. Barber (2012) noted that the interview about integration was sufficient to prompt students to think about their experiences and make connections across contexts. He provides the following suggestions for instructors:

1. Provide opportunities for students to discuss the connections they are making through their educational and life experiences.
2. Intentionally help students bridge contexts of conceptual learning and concrete experience. This may involve encouraging students to bring artifacts from home or share personal experiences with the class.
3. Give students a reason to view things from a different vantage point. Doing so can be enlightening to them. These could be one-on-one (assignments, quizzes, etc.) or whole class (discussions, activities, etc.) opportunities.
4. Ask students to reflect on their learning and experiences. Learning is an iterative process. (pp. 610-1)

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Examples

Instructors can help students make these connections by asking students to reflect on how the things they are learning in the current class tie into things they have learned in prior classes, other classes in which they are currently enrolled, interactions with their families, experiences with their friends and peers, service in the community, etc. (Gallagher, 2019) Here are some practical examples:

• “What things excite you most about our class and the upcoming semester discussing fashion? What experiences have you had to prepare you to do well in this class? What things worry you most about class and the semester?” (FCSE 4040, Donna Brown)
• “What are at least three present issues in Utah that have historical roots and why should the politicians, society, state and federal agencies think about historical factors in reaching their decisions?” (HIST 3850, John Barton)
• “Take a piece of art from your home and examine it as though it were an art object. You can choose whatever you want to look at as art. It may be something straightforward like a painting or picture or it may be something else. Imagine you are an art historian­—­like those that look at the Venus of Willendorf­­­—and explain the work in terms of its material, size, formal properties, etc. Think about context, placement, provenance, history, etc.” (USU 1330, Dr. David Wall)
• “One important trend in the decade following World War II saw the ‘covering’ of rhythm & blues songs by mainstream pop artists, many of which became the earliest hits of the rock & roll era. In addition to Chapter 7 of our textbook, read the following article on how many African-American artists’ songs were covered later by white artists, and share how you feel ethically about this: "Crossing Over: From Black Rhythm & Blues to White Rock 'n' Roll", Reebee Garofalo (2002). Choose one of the covers mentioned on p. 125 of the Garofalo article. Listen to both songs and document your impressions. Compare the two recordings. What specific differences do you notice in both the music and the lyrics? What do you think your grandmother would have thought about these songs when she was your age? Why?” (MUSC 3030, Dr. Kevin Olson)

These examples were used with permissions.

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Considerations

While helping students integrate learning from various courses, there are some potential issues that can arise in doing so. Ambrose and colleagues encourage instructors to explicitly communicate field-specific practices and acceptable approaches so students don’t mistakenly use more familiar strategies that would be inappropriate in another context. For example, when writing a research article it is inappropriate to use the word “valid” to discuss something as being acceptable since validity carries a statistically significant connotation would cause readers to be confused with the meaning.

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Resource

The AAC&U has involved faculty experts to create an Integrative Learning VALUE (Valid Assessment of Learning in Undergraduate Education) Rubric to allow universities to assess students on the essential learning outcomes. (Association of American Colleges and Universities, 2024) The rubric includes the following outcomes: Connections to experience, connections to discipline, transfer, integrated communication, and reflection and self-assessment. These outcomes are achieved through meaningful synthesis in formal and life experiences, solving difficult problems, using visual representations to enhance meaning, and contextualizing one’s future based on a variety of historic contexts. The full rubric may be downloaded from the AAC&U website: https://www.aacu.org/value/rubrics/integrative-learning

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References