The Eastern Integrative Learning Experience (ILE). What is Integrative Learning?.
Integrative learning entails providing students with coherent curricula, significant learning and life experiences outside of the traditional classroom context, and ample opportunity for guided reflection, enabling students to tie the disparate parts of their academic, personal, and professional lives into a holistic, transformative university experience.
•A concept with an existing body of literature
•Speaks directly to Eastern’s overarching goal -- being the “best”
•An umbrella for the academic initiatives which we have been pursuing for several years: Study Abroad, Undergraduate Scholarship, Honors, Service Learning
•Includes many elements of the educational experience we have offered for many years
Intentionally and purposefully including two activities in courses and in co-curricular activities:
1. Connecting (skills and knowledge from multiple sources and experiences)
2. Reflecting (on learning, experience, and the connections between them).
“One of the oddest things about the university is that it calls itself a ‘community of scholars,’ yet it organizes itself in a way that conceals the intellectual links of that community from those who don't already see them.”
--Gerald Graff. “Colleges Are Depriving Students of a Connected View of Scholarship.” Chronicle of Higher Education. 13 Feb. 1991
Adapted in part from SUNY Oswego catalyst project
•Include assignments that allow student to reflect upon her own learning process
• Include assignments that allow student to connect to other coursework
• Chosen to coincide with student’s academic and career goals
• Provide opportunities in each course to connect to material in other courses: e.g., literature connects to psychology, political science to ethics, sociology to history, fine arts to physics . . . .
• How often can personal/professional reflection be incorporated into coursework?
•Can students’ personal/professional aspirations be contextualized through their coursework?
•Can academic content be applied to out-of-class experiences?
• How coherent is the curriculum and is that coherence explicitly explained to students?
• How can Reflection be embedded in the curriculum and be required before and after all major integrative activities
• The Presidential Scholars Program has included several elements to promote integrated academic and personal development:
Required participation in student
Required high impact experience
• For all freshman Honors students, the new 1- credit required class
In the curricular development/approval process, what might be CAA’s role?
• Can College curriculum committees be asked to consider IL as they look at course proposals?
• Can there be particular expectations of General Ed. proposals for intentional inclusion of IL?
• Could there be a review of General Ed. with an eye on IL?