Evaluating Intentional Integration

1. Evaluating Intentional Integration The AAC&U VALUE Integrative Learning Rubric & ePortfolios J. Elizabeth Clark, Ph.D. LaGuardia Community College, CUNY

2. Positioning Integration in the Student’s Experience One of the great challenges in higher education is to foster students’ abilities to integrate their learning across contexts and over time. Learning that helps develop integrative capacities is important because it builds habits of mind that prepare students to make informed judgments in the conduct of personal, professional, and civic life; such learning is, we believe, at the very heart of liberal education. ~Mary Taylor Huber and Pat Hutchings Integrative Learning: Mapping the Terrain (2005)

5. Integrative learning is… (Rubric Definition) • an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.

6. Hallmarks of Integrative Learning(Rubric Framing Language) • Connects previous learning to new learning • Occurs as learners address real-world problems, unscripted and sufficiently broad, to require multiple areas of knowledge and multiple modes of inquiry, offering multiple solutions from multiple perspectives • Creates confident, life-long learners • Provides learners with the ability to adapt • Helps learners make connections • …this learning may not be as evident…unless the student…is prompted to draw implications for practice • Connections often surface…in reflective work, self assessment, or creative endeavors of all kinds • Artificial barriers between formal study and informal or tacit learning becomes permeable. • Connects theory & practice towards a greater understanding

7. Growth over time

8. 5 Domains

9. Growth Over Time: e.g. Connections to Discipline

10. Karen Glass, Virginia Tech Fast Facts: • End of first year at VT (Spring 2009) • Major: Architecture • Double Minor: Leadership & Social Change and Industrial Design • ePortfolio features: Personal Profile, Professional Profile, Core Competencies, Project Showcase, Reflections & Relevant Work • Uses text, images, evaluations, links to social media

12. Connections to Experience: 2

13. Connection to Experience & Discipline: 2

14. Transfer/Integrated Communication: 3

15. Reflection & Self Assessment: 2

19. Karen’s Full ePortfolio https://scholar.vt.edu/access/content/group/97b91a99-7258-44a2-8002-9b7c83a84bd5/WebDev/Website/Gallery/RLC/ePGalleryKarenG/index.html

20. Pablo Avila, LaGuardia & Hunter Fast Facts: • ePortfolio (end of Fall 2008)// Website (current) • Major: Psychology, B. A. • ePortfolio features: Welcome, About Me, Classes, Goals, Resume, Links • Uses text, images, personal photography, links to social media • Website: demonstrates continued professional growth & life-long learning

23. Initial ePortfolio • Connections to experience: 2 • Connections to discipline: 2 • Transfer: 2 • Integrated Communication: 2 • Reflection & Self-Assessment: 2

27. Pablo’s WebsiteHallmarks of Integrative Learning • Connects previous learning to new learning • Occurs as learners address real-world problems, unscripted and sufficiently broad, to require multiple areas of knowledge and multiple modes of inquiry, offering multiple solutions from multiple perspectives • Creates confident, life-long learners • Provides learners with the ability to adapt • Helps learners make connections • …this learning may not be as evident…unless the student…is prompted to draw implications for practice • Connections often surface…in reflective work, self assessment, or creative endeavors of all kinds • Artificial barriers between formal study and informal or tacit learning becomes permeable. • Connects theory & practice towards a greater understanding

28. Pablo’s Full ePortfolio • http://www.eportfolio.lagcc.cuny.edu/scholars/doc_fa08/eP_Fa08/Pablo.Avila/welcome.html

29. Pablo’s Website • http://pabloavila.com/

30. Working on 2 Levels • What kinds of integration do we want to see in our students’ ePortfolios? Why is this particularly important as a key feature of ePortfolios? • Is the VALUE rubric useful for seeing integration more clearly?

31. References • AAC&U and Carnegie Foundation for Teaching & Learning’s Integrative Learning Project. Campus snapshots and essays on integrative learning. http://gallery.carnegiefoundation.org/ilp/ • AAC&U’s Project Value. Valid Assessment of Learning in Undergraduate Education. Project information & rubrics: http://www.aacu.org/value/project_description.cfm • Huber, Mary Taylor and Pat Hutchings. Integrative Learning: Mapping the Terrain. Washington, DC: Association of American Colleges and Universities, 2005.