Integrative Learning Workshop

Integrative Learning

Workshop Held Thursday, April 21, 2011 and Friday, April 22, 2011 from 9 a.m.-3 p.m.
Center for Meeting and Learning, Room 102, Lane Community College

Post-it notes and an assignmentPeople sitting around a table the woman in the middle has her back turned and is wearing a yellow jacketTwo Women sitting at a table

(Click on a picture to see a gallery of photos from the workshop)


Dimensions of Disciplinary Understanding

Interdisciplinary Understanding: What Counts as Quality Work?

"Titan Ed Talk" on Integrative Learning

Create Your Own Integrated Learning Assignment for a Learning Community

Follow-Up Curriculum Development Application


Materials and Handouts

Faculty Artifacts, Ideas, Posters, Integrative Assignments

Faculty Integrative Assignment Presentations

Workshop Facilitators:

Gillies Malnarich, Ph.D. and Emily Lardner, Ph.D., Co-directors of The Washington Center for Improving the Quality of Higher Education

View a relevant presentation by Gillies Malnarich

Workshop Themes:

Meeting Our Students Where They Are:
Course Design, Student Learning and Success

  • Teaching for understanding--the role of "real world" context in building students' learning confidence

  • Leveraging the key concepts of a discipline to foster development of college readiness and college success skills

  • Building student agency and autonomy

Using Research on the Three Learning Principles from How People Learn to Improve Student Learning

  • Engaging Resilient Preconceptions

  • Organizing Knowledge Around Core Concepts

  • Supporting Metacognition

  • Click here to view a pdf of How Students Learn

Essential Learning Across the Disciplines:
Developing Students' Metacognitive Abilities and Intellectual Identity

  • Helping students to understand the interrelatedness of the essential learning outcomes of their degree and helping them to apply this learning to new settings

  • Beginning with students' current understandings and helping students to move beyond them

  • Helping students understand academic discourse as distinct from their own communities' discourses

  • Helping students learn the "Big Ideas" of a discipline and how their daily work connects to itHelping students to apply knowledge and use it in new contexts

    • helping students to transition from informal to formal ideas
    • pedagogical implications of replacing superficial "coverage" with key concepts in a discipline
  • Assessment: evidence of student learning and success: "the framework for accountability should be students' demonstrated ability to apply their learning to complex problems" (C. Schneider, 2007).

Goals for this Workshop:

  • A hands-on professional development opportunity for faculty to apply research on student learning and college readiness to their course and assignment design.

  • An opportunity for discipline-based teams to address curricular trouble spots with assignments that help students overcome obstacles to learning, including uneven preparedness.

  • An opportunity to learn how to help students connect their learning across disciplines and in their lives. This connection is at the core of integrative learning.

  • A chance for faculty to develop pedagogical expertise at the instructional design phase on teaching and learning activities geared toward achieving student learning outcomes.

  • Stipend Schedule for Part-Time Faculty Attending