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- W345145906 abstract "There is a persistent concern that programming is fragmented and students are offered an array of opportunities with relatively little and inconsistent guidance in availing themselves of the offerings or reflecting on the total experience which should be more than the sum of its parts. -proposal to the Integrative Learning Projecta In the summer of 2003, the Carnegie Foundation for the Advancement of Teaching and the Association of American Colleges and Universities (AACU the phrase has limited common meaning. Even familiar concepts like learning community, capstone, first-year experience, general education, interdisciplinary (or, variously, cross-disciplinary, multidisciplinary, or transdisciplinary) courses or studies have differing applications, and we had to be flexible in categorizing project information. Nevertheless, major lines of work are taking shape in the name of integrative learning, and the protocol allowed us to aggregate the data and observe themes across institutions in a meaningful way. With some caution about overstating findings, this survey could serve as a baseline for contributions to larger efforts to build coherent programs of integrated undergraduate experiences in classrooms, across disciplines, and on and off campuses. The protocol lists twenty-four primary and secondary focal points for campus projects, and single projects often had multiple foci. For example, a campus might propose assessment and faculty development as part of a new first-year learning community. The areas of activity with highest combined totals are assessment (70 percent), faculty development (63 percent), curriculum development (37 percent), capstones and first-year experiences (each 30 percent), student self-assessment and portfolios (29 percent), civic engagement (18 percent), and learning communities (16 percent). Interdisciplinary studies and courses, advising, middle years and bridging programs, honors programs, and programs for transfer students are identified in fewer than ten proposals. Assessment is the focus for 70 percent of the projects. The range of activity varies greatly, but involves some measurement of student learning, skills and attitudes, and program outcomes; the development of rubrics; use of data from the National Survey of Student Engagement; and portfolios. In fact, nearly 30 percent of proposals center on student, faculty, and program portfolios, and of those over half are e-portfolios. …" @default.
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- W345145906 date "2005-07-01" @default.
- W345145906 modified "2023-09-24" @default.
- W345145906 title "Integrative Learning Nationwide: Emerging Themes and Practices" @default.
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