Integrated Learning
Variety of modes/pedagogies
Snapshots of integration
Because disciplinary integration varies greatly in student interdisciplinary work, a few core forms of integration are outlined below. The list is not exhaustive, and the forms of integration are not mutually exclusive.
(a) Aesthetic synthesis
(b) Crossover tool
(c) Resonance
(d) Complex explanation
(e) Pragmatic solution
(f) Embedding
(g) Embodying.
Travel abroad
Service learning
Debates
Socratic seminars--joint or single
inquiry-based projects/learning/undergraduate research
Simulations
two or more traditional courses sharing a capstone project
Problem-based learning
Degree Student-driven or Instructor-driven
Students sharing courses that are designed to relate; make own connections
Students sharing linked courses with lessons in how to make their own connections
full collaboration between faculty members in community/linked courses
full collaboration between students and faculty members in a community
Some Definitions
Cross-disciplinary analysis – examines an issue typically germane to one discipline through the lens of another discipline (i.e., how physicists explore music, sociological perspectives on the purpose of religion).
Multi-disciplinary analysis – examines an issue from multiple perspectives, without making a concerted effort to systemically integrate disciplinary perspectives.
Inter-disciplinary analysis – examines an issue from multiple perspectives, leading to a systematic effort to integrate the alternative perspectives into a unified or coherent framework of analysis.
(from http://serc.carleton.edu/sp/library/interdisciplinary/what.html)
Degree of structural formality
Coordinated Studies:
These programs are team-taught, with faculty teaching the number of students equivalent to their course load.
A cohort of students sign up for two or more classes together but the total number of students signing up for the learning community is equivalent to the number that would enroll in two or more sections of these courses.
Linked/Paired Classes:
Schedule options:
two courses in the same time blocks but on alternate days
back-to-back, or with a short study break between them
Faculty seek occasions to be present in each other’s classes so students see them work as a team.
Teachers meet to design integrative assignments.
Students in one course are also enrolled in a second course.
shared students in a learning community
informal consultation between independent courses
stand alone courses
Degree of collaboration or independence
Independently taught interdisciplinary courses or lessons
shared students in learning a community who make own connections [learning communities can extend well beyond shared students]
topically-linked lessons courses, mutual consultation
Coordinated development, shared lessons
Team-developed, team-taught
Degree of integration
Program
PLO level
Multiple courses
Course
Lesson
objective level for skill or knowledge
outcome level
multiple objectives
Topical
related by subject or reading
