Integrative and Applied Learning Outcome:
Synthesize and apply learning from multiple contexts including classroom and non-classroom experiences
Using this outcome to design a course
Courses in this category fulfill two major objectives--helping students see the relationship between the various disciplines in a liberal arts education, and helping students apply their learning in practical, real-world situations. Although a given course could fulfill both outcomes, discussing the two ideals separately may be instructive.
1. Integrative Learning
A joint statement from the AAC&U and the Carnegie Foundation for the Advancement of Teaching states that
The undergraduate experience can be a fragmented landscape of general education courses, preparation for the major, co-curricular activities, and 'the real world' beyond the campus. But an emphasis on integrative learning can help undergraduates put the pieces together and develop habits of mind that prepare them to make informed judgments in the conduct of personal, professional, and civic life.
A long-term goal of the GE program is to institute an e-Portfolio system that will enable students to reflect on their learning in a regular and systematic way. Beyond e-Portfolios, courses in this category will guide students in actively identifying connections between skills, knowledge, and methodologies that they have learned through various disciplines, the co-curriculum, and/or life experience. Courses that intentionally incorporate multiple disciplinary perspectives and utilize team-teaching would fulfill the goals of integrative learning.
2. Applied Learning
A culminating capstone-type course should include several major features, including:
George Kuh states:
Online Resources:
Senior Capstone as a Transformative Experience
Signature Work: A Survey of Current Practices
A Model for Applied Learning at Eastern Connecticut State University
The Integrative Learning Project
Capstones and Integrative Learning (entire issue of AAC&U's Peer Review publication devoted to capstone experiences)
Whether they’re called “senior capstones” or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. The project might be a research paper, a performance, a portfolio of “best work,” or an exhibit of artwork. . . . students who do a capstone seminar that requires a final product or performance gain more in desired areas compared with their peers whose capstones do not require a final product or performance (Kuh, High Impact Practices, 2008).
Here are some questions you should ask yourself to determine if your course is a good fit for the Integrative & Applied Learning category:
If you answered yes to several of these questions, your course is probably a good fit.
The article below, "How Do I Develop a High-Impact Capstone Course," is a good place to start. The rubric below will also aid you in designing your course.