8-9 a.m. |
Breakfast |
9-10:30 a.m. |
Welcome
Keynote address - Integrative Learning: Where Might We Be Going and How Might We Get There?
The vast majority of college students today face a general education curriculum consisting of isolated courses from pull-down menus, with no explicit effort to help them integrate what they learn. A number of university leaders conclude that we can and ought to do better; hence the growing interest in Integrative Learning. However, as we do this, we face choices and decisions. Dee will describe different perceptions of what Integrative Learning might mean, and review some of the curricular and pedagogical options for achieving this kind of learning.
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L. Dee Fink, Ph.D., is National Project Director: Teaching & Curriculum Improvement (TCI) Project, Former President of the Professional Organizational Development (POD) Network in Higher Education (2004-2005), and author of one of the most popular teaching guides, Creating Significant Learning Experiences (Jossey-Bass, 2003).
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10:30-10:45 a.m. |
Break |
10:45 a.m.-noon |
Concurrent Session A
Travel Learning Communities as a Catalyst for Integrative Learning
Linking two proven methods of liberal education, the learning community and short-term travel courses, a team of three panelists will provide a framework for integrative learning in an interactive format providing examples from ecology, organizational behavior and international business in Cape Cod, the Everglades, Belgium, France, Malta and Tunisia, and will provide "take-away" guidelines for course design.
- Jenn Swanson, Business Administration, Stonehill College (MA)
- Jim Lee, Business Administration, Stonehill College (MA)
Two Perspectives on Integrative Learning and Quantitative Reasoning
The classroom topic for exploration is world population, treated in an interdisciplinary way: How would a composition instructor incorporate quantitative reasoning into her assignment or a mathematics instructor engage his students in a thoughtful written analysis? We hope to offer a compelling example illustrating both integrative learning and quantitative reasoning.
Concurrent Session B
Two Professors, One Student, and a Newspaper: A Strategy for Student Engagement and Critical Thinking Across Courses and Disciplines
This panel presents a collaborative assignment strategy designed by two professors for an interdisciplinary freshman seminar. This panel presents the genesis, goals, implementation, and outcomes of the assignment. A student from the course will discuss the transferability of the assignment across disciplines and how it enhanced her critical thinking skills.
- Hillary Haldane, Assistant Professor of Anthropology, Quinnipiac University (CT)
- Mark Hoffman, Professor of Computer Science, Quinnipiac University (CT)
- Meghan Parmentier, Freshman Student, Quinnipiac University (CT)
Integrative Learning: Developing a Student Research Program at Albertus Magnus College
Albertus Magnus College has recently expanded its long and successful history of student-centered teaching and advising by developing a research-based curriculum. This form of integrative learning has transformed both student and institutional attitudes and expectations concerning the educational process. Models of faculty-student research collaborations will be discussed.
- Patricia Compagnone-Post, Biology, Albertus Magnus College (CT)
- Hilda Speicher, Psychology, Albertus Magnus College (CT)
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Noon-1 p.m. |
Lunch |
1-2:15 p.m. |
Plenary
Use, Misuse, and Missed Use of Quantitative Reasoning in Student Writing
Quantitative reasoning involves much more than mastery of math skills - it demands that students be able to apply these skills in the context of arguments relevant to their own lives. Participants will examine the rhetorical use of quantitative evidence in the popular press and in student papers. - Nathan Grawe, Ph.D., Director of the Quantitative Inquiry, Reasoning, & Knowledge (QuIRK) Initiative and Associate Professor of Economics, at Carleton College (MN) |
2:15-2:30 p.m. |
Break |
2:30-3:15 p.m. |
Concurrent Session A
Integrating Life and Writing: Re-Narration
This presentation addresses how to assist students in personal growth and integration while teaching a precise academic discourse. Participants practice constructing narratives through insight-building prompts that connect writing skills to personal stories. Layers of narrative left out of initial drafts emerge in re-narrations which engage the whole story and self.
Innovative Ignatian Pedagogy in the Classroom
This panel will discuss Jesuit pedagogical approaches (derived from Ignatius of Loyola), and share concrete examples from classes in English, History and Accounting - to help participants develop their own approaches to incorporating Ignatian methods themselves. Presented by several participants from a 2008-2009 Faculty & Professional Learning Community on Ignatian Pedagogy at Fairfield.
- Joe Defeo, Ignatian Residential College, Fairfield University (CT)
- Kim Bridgford, English, Fairfield University (CT)
- David McFadden, History, Fairfield University (CT)
- Joan vanHise, Accounting, Fairfield University (CT)
Concurrent Session B
Crossing the Disciplinary Divide: Using Spreadsheet Modeling to Integrate Information Literacy, Applied Mathematics and Presentation Skills in a First-Year Course
Succeeding where you never thought you could: Integrating research skills, presentation skills, and reviews of fundamental concepts in math and algebra using applied spreadsheet modeling. This presentation outlines the pedagogy behind the design and delivery of a new, integrative approach toward teaching key academic skills to a challenging student demographic.
Integrating Experience and Research in Psychology: Fieldwork Courses and Social Service for Undergraduates
To graduate in psychology, Ramapo undergraduates volunteer with clients in mental health or social service agencies. Fieldwork courses integrate this practicum learning with library research. Read the handouts developed over 36 years of teaching in fieldwork and experiential courses. Come discuss how to extend a social service requirement to younger undergraduate students.
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3:45-4 p.m. |
Break |
4-5:15 p.m. |
Concurrent Session A
Family & Love: Integrating General Studies
Integrative learning faces obstacles. Disciplines are internally fragmented andthere are often epistemological divisionsbetween them. The interdisciplinary research process confronts these difficulties. This presentation shows how integrative learning can be addressed;participants in the session will be asked to engage in creating an interdisciplinary definition oflove.
- Kenneth Fuchsman, Center for Continuing Studies, University of Connecticut
- Jennifer Parker, Distance Education, University of Connecticut
Strategies for Teaching Ethics - in Accounting & other Disciplines
In this panel, we discuss how differences in learning styles impact the delivery of ethics instruction and provide attendees with hands-on experience in three different ethics assignments they can use in their own courses that emphasize Ignatian pedagogy. Faculty from any discipline will practice using three different ethics assignments for incorporation into their own courses.
- Patrick Kelly, Accountancy, Providence College (RI)
- Dawn Massey, Accounting, Fairfield University (CT)
- Joan Van Hise, Accounting, Fairfield University (CT)
Concurrent Session B
Student and Faculty Perceptions of Clicker Value in Cross-Disciplinary Course Settings
The value of clickers to student engagement was compared in three science classes. Students were surveyed at the beginning and end of the semester. Survey data will be presented along with goals for anyone thinking about using clicker technology to enhance learning, engagement, formative, and summative feedback in their courses.
- Harry M. Pylypiw, Jr., Chemistry, Quinnipiac University (CT)
- James F. Kirby, Chemistry, Quinnipiac University (CT)
- Deborah J. Clark, Biology, Quinnipiac University (CT)
The Use of Active Learning Methods for Promoting Engagement and Integration in a Fieldwork Course
Presents learner-centered techniques for use specifically in fieldwork and service learning courses. Undergraduates in such courses often need support in developing their abilities to integrate acquired knowledge and skills with their field experiences. Learning activities and assignments need to promote these integration abilities. Come take-away techniques for promoting integration of knowledge and skills with experience.
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5:15-6:15 p.m. |
Reception |
6:15-7:30 p.m. |
Dinner |
8-9 a.m. |
Breakfast |
9-10:15 a.m. |
Plenary
A Model of General Education: Interdisciplinary, Multileveled, and Integrative
Current best practice and thinking about undergraduate education underscore the importance of crossing intellectual boundaries and integrative learning. Faculty and administrators from Bates will demonstrate and discuss their new general education model begun in 2007, the process by which it was developed and overwhelmingly approved by the faculty, strategic points for implementation, and assessment of outcomes.
- Jill Reich, Vice President for Academic Affairs & Dean of the Faculty, Bates College (ME)
- Kathy Low, Psychology, Bates College (ME)
- Judy Head, Associate Dean of the Faculty, Bates College (ME)
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10:15-10:30 a.m. |
Break |
10:30 a.m.-
11:45 a.m. |
Concurrent Session A
Indigenizing a Student Learning Community at UConn Avery Point
Faculty and staff at the University of Connecticut Avery Point campus have designed a new learning community, titled "Looking for Indians: Indigenous People and the Environment." This initiative aims to enhance interdisciplinary connections, raise awareness of indigenous issues, and shape the growth of educational kinship networks to enhance student-centered learning.
- Margaret Bruchac, Anthropology, Native American Studies Coordinator, University of Connecticut Avery Point
- Diane Barcelo, Art, University of Connecticut Avery Point
- Joseph Comprone, Avery Point Campus Director, University of Connecticut Avery Point
- Syma Ebbin, Agriculture and Resource Economics, University of Connecticut Avery Point
- Christine Green, Biology, University of Connecticut Avery Point
- Susan Lyons, Director of Academic Services, University of Connecticut Avery Point
- Nancy Parent, Anthropology and Women's Studies, University of Connecticut Avery Point
- Dale Tuller, History, University of Connecticut Avery Point
- Laurie Wolfley, English, University of Connecticut Avery Point
Concurrent Session A
The Eyes & Ears of Engagement: Using RAs to Assess Student Engagement
To assess residents' engagement at Fairfield University, Residence Life staff developed a nine trait resident engagement rubric to be used by each RA to assess each of their residents. We will present the rubric used, show how we got 30+ RA's to assess over 1700 students and show some striking results.
- Curt Naser, Academic Assessment, Fairfield University (CT)
- Karen Donoghue, Residence Life, Fairfield University (CT)
- Stephanie Burrell, Academic Assessment, Fairfield University (CT
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11:45 a.m.-
12:45 p.m. |
Lunch |
12:45-2 p.m. |
Plenary
College-wide Integration Initiatives: The Case of Three Schools
Meeting in the Middle - Augustana College
Following revision of general education aimed at integration, Augustana also committed itself to integration in a capstone program in the majors termed Senior Inquiry. The centerpiece of this program, beyond the capstone experience itself, was the expectation that students would integrate their work with the general education program (and much more). Integration is occurring from two directions - from Senior Inquiry down and from general education up. How will they meet?
What Was, What Is, What Will Be? Revising Integrative Studies at Otterbein College
Unlike many institutions struggling to transform a general education curriculum based on distribution requirements into an integrated core, Otterbein College faces the challenges inherent in revitalizing its forty-year-old Integrative Studies curriculum. Sharing our story-in-progress will involve retracing where we have been, where we are, and where we hope to go from here.
Integrated Learning - At the Core of the Fairfield Experience
The core curriculum makes up half of a Fairfield student's college experience. Until now, little attention has been paid to finding connections among core courses or between the core and a student's major. One goal of this project is to improve student learning such that skills, content, and ways of thinking are integrated throughout the curriculum. The university is engaged in a unique faculty development program that engages faculty in learning communities committed to finding interdisciplinary connections across courses.
- Bob Haak, Augustana College
- Leslie Ortquist-Ahrens, Otterbein College (OH)
- Larry Miners, Kathy Nantz, Roben Torosyan, Fairfield University (CT)
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2-3 p.m. |
Plenary: Wrap-up activity and raffle give-aways
Books and other gifts; integration of session take-aways by participants |
