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For over a century, Bloom's hierarchical taxonomy has been the gold standard for writing objectives for curricula and courses in programs of nursing. Development of courses and curricula with demonstration of nursing competencies as the outcome requires a more robust taxonomy. The American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education requires nursing students to meet competencies in assertive leadership, personal development around adapting to ambiguity and change, and professional life-long learning. The purpose of this review was to compare Fink's taxonomy with the AACN basic principles and benefits of competency-based education. In conclusion, Fink's taxonomy of significant learning experiences provides an integrative framework to meet competencies of foundational knowledge, application, and integration of knowledge. Moreover, Fink's taxonomy includes additional areas of learning needed in nursing education such as learning how to learn , leadership and interpersonal skills such as in a human dimension of learning , caring about learning , and the ability to adapt to change. Educators should consider all kinds of learning for nursing practice and should reconsider the use of a hierarchical and content-centered teaching approach, with learning objectives written only at the cognitive level. • Teaching, assessing, and measuring competencies stipulate significant learning for students. • Beyond Bloom's taxonomy, Fink's taxonomy includes additional areas of learning needed in nursing • Backward course design begins with competency outcomes. • Backward course design limits the need to pack content into a course • A content-centered course design can be replaced with a learner-centered approach. [ABSTRACT FROM AUTHOR]

The education systems of today face the challenge of imparting skills that are suitable for the 21st century. Encouraging the ability to integrate and process data from different knowledge fields will bring educators closer to the goal. We have developed a model based on the integrative teaching of literature and science, in which a scientific topic is taught from a literary work. After being introduced to integrative teaching, 29 preservice teachers (PSTs) taught active integrative workshops in community schools. In this qualitative study, we examined the contribution of integrative learning and teaching of science and literature to the assimilation of 21st century skills, particularly self-, professional, social and emotional efficacy, teamwork, and creative thinking. We used multiple data collection tools to examine the effectiveness of the integrative model in imparting skills: reflective journals, a summative feedback questionnaire, and in-depth semi-structured interviews. Participation in the integrative course, significantly enhanced the PSTs' integrative thinking, creativity and teamwork skills, as well as their self- and professional efficacy. These findings show that the integrative model of literature and science is a promising way of assimilating 21st century skills.

In the era of industrial revolution, education is required to produce graduates who are in line with 21st century skills. One of the learning models that is considered suitable for the challenges of this century is integrative learning. Specifically, this research explores the concept of interdisciplinary integrative learning in Indonesian language learning, starting from the principles, steps, to the impact of learning for students. This research used the SLR (systematic literature review) method. Data was obtained through the Publish or Perish application. From 224 articles found, 5 articles were selected that were in line with this research. Based on the search results, it was found that the principles of learning with the integrative learning model are (1) student-centered learning; (2) integrating various disciplines; and (3) utilizing technology. The implementation of integrative learning in Indonesian language learning can be done by combining various learning methods or various disciplines in learning. Through this model, Indonesian language learning at school becomes more meaningful because students are able to master linguistic insights and can use them in everyday life. In addition, this model also helps students to understand knowledge holistically to solve problems in everyday life.

Engaged learning seeks to cultivate integrative approaches that require students to use multiple points of view or approaches in their coursework. Similarly, civically engaged courses ask students to consider public problems that involve multiple stakeholders, institutions, and policies. We are interested in whether courses designed to meet civic engagement goals might also improve student self-assessment of integrative learning at our institution and could serve as a developmental step toward more holistic strategies. To test our hypothesis that student participation in civic engagement would improve student self-assessment of integrative learning, we compared summative student survey scores from students enrolled in similar courses with and without a civic engagement component (n = 275). Boxplot and statistical analysis (unpaired two-sample Wilcoxon test) were used to determine if civic engagement pedagogy made any meaningful impact on integrative learning. Our results show strong overall improvement in survey scores after civic engagement courses. [ABSTRACT FROM AUTHOR]

ABSTRACT The ubiquity and ease with which microbial cells disperse over space is a key concept in microbiology, especially in microbial ecology. The phenomenon prompted Baas Becking’s famous “everything is everywhere” statement that now acts as the null hypothesis in studies that test the dispersal limitation of microbial taxa. Despite covering the content in lectures, exam performance indicated that the concepts of dispersal and biogeography challenged undergraduate students in an upper-level Microbial Ecology course. Therefore, we iteratively designed a hands-on classroom activity to supplement the lecture content and reinforce fundamental microbial dispersal and biogeography concepts while also building quantitative reasoning and teamwork skills. In a class period soon after the lecture, the students formed three-to-five-person teams to engage in the activity, which included a hands-on dispersal simulation and worksheet to guide discussion. The simulation involved stepwise neutral immigration or emigration and then environmental selection on a random community of microbial taxa represented by craft poms. The students recorded the results at each step as microbial community data. A field guide was provided to identify the taxonomy based on the pom phenotype and a reference to each taxon’s preferred environmental niches. The worksheet guided a reflection of student observations during the simulation. It also sharpened quantitative thinking by prompting the students to summarize and visualize their and other teams’ microbial community data and then to compare the observed community distributions to the idealized expectation given only selection without dispersal. We found that the activity improved student performance on exam questions and general student satisfaction and comfort with the biogeography concepts. Activity instructions and a list of needed materials are included for instructors to reproduce for their classrooms.

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This study focused on integrating energy-saving education within the realms of natural science and religious, aligning with Islamic environmental values. Specifically, the aim was to create a teaching framework for instilling energy-saving values in Islamic secondary schools, integrating with the boarding school system (pesantren) guided by Islamic ethical principles. This research employed a descriptive case study approach in two Islamic school locations within Bandung Regency. Qualitative data were collected and analyzed using NVivo 12. Initially, a rich picture was used to depict the program's setting, identify issues, and assimilate energy-saving Islamic values. The result was the synthesis of a triangular model, illustrating the internalization of Islamic ethical values related to energy conservation across science, religious subjects, and daily school activities. This model serves as a viable solution, particularly for Asian countries such as Indonesia, where the education system intertwines religious and scientific education in their curriculum, fostering students' ecological awareness. The findings emphasize the need for competent educational stakeholders capable of innovatively integrating religion and science, possessing a solid understanding of energy conservation, to effectively implement these programs. [ABSTRACT FROM AUTHOR]

Integrative learning and innovative teaching approach, Artificial intelligence-based teaching approaches, and virtual reality simulations have gained attention for exhibiting the ability to enhance the educational experience. The present study evaluated the impact of integrative learning and AI-based/VR methods on students' performance in biotechnology programs in Singapore. A sample of 228 biotechnology students in Singaporean universities was collected. The study employed the structural equation modeling technique to test the hypotheses. The findings showed that integrative learning and AI-based/VR methods significantly impact students' performance (p < 0.05). The results confirmed the importance of integrative learning to enhance students' active learning experience, communication, and teamwork skills. AI-based and VR simulations positively influence students' skills and motivation. The study provides practical implications for higher educational institutions, educators, and students. The study's limitations and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

This article presents the pedagogical framework for integrative teaching and learning, melding foreign language instruction with professional disciplines within the interdepartmental interaction. Through a comprehensive review of both foreign and domestic literature, the authors highlight the insufficient development of this concept in Ukraine, particularly in practical application. The study advocates for adapting and assimilating positive foreign experiences to the distinctive contours of Ukrainian higher education, underpinned by a robust theoretical and methodological foundation. The authors contend that the demands of modern life necessitate the active integration of interdisciplinary links into higher education curricula, leveraging foreign languages to develop foreign language professional communicative competence as an integral component of professional competence. They emphasize the pivotal role of interdepartmental collaboration in fostering such interdisciplinary convergence. Considering the unresolved nature of this issue in Ukraine, the significance and imperative for establishing an integrative teaching and learning concept in the context of interdepartmental interaction are undeniable. The article delineates the concept's goals and objectives, scrutinizes the pivotal preconditions and rationale for its development, and furnishes a comprehensive algorithm for the seamless integration of professional subjects and foreign language instruction. Two main stages of integrative training, preparatory and organizational-procedural, are distinguished, with their characteristics outlined. Additionally, the article underscores the need for designing specialized transitional courses to harmonize profession-oriented content in foreign languages with specific disciplines. [ABSTRACT FROM AUTHOR]

Currently, the world is facing the phenomenon of disruption in all fields that encourage digitalization, including the education system. Humans are required to be able to excel in competition and comparison in order to survive in competition. This causes complex problems in life that can no longer be solved with a monodisciplinary approach. So that in education it is necessary to integrate various fields of science so that students have useful knowledge and skills to face the era of disruption. Disruption encourages the digitalization of the education system. This can be seen from the shift in print literacy to multiliteracy. One of the consequences of these changes in relation to the education system is that students are required to be able to read and produce multimedia texts. It is not to be avoided but used for the advancement of education. The purpose of this study was to develop a model of Multiliteracy Integrative Learning (MULGRANING) in language learning. This type of research is development research using the Plomp (1997) Model which consists of three phases, namely the preliminary research phase; design phase; and assessment phase. This article will discuss the model design stage. The results of the study precised that the Multiliteracy Integrative Learning (MULGRANING) model consists of eight steps, namely experiencing, conceptualizing, analyzing, producing & creating, networking, applying, comparing, synthesizing. [ABSTRACT FROM AUTHOR]

Political science is ideally positioned to advance integrative learning, an initiative in higher education that fosters students' abilities to integrate different fields of study in exploring complex real world problems. This essay focuses on ways integrative learning can be incorporated into undergraduate political science classes by developing a narrative of revisions to the curriculum of an introductory European government and politics course. Center the position of the Muslim immigrant experience in Europe while promoting an integrative form of political science that crosses subfields within the discipline, and integrates differing modes of inquiry invites students to think critically about immigration, the rise of the populist right, Liberalism and its limits, and the future of European integration. While this redesigned focus, I suggest, provides a useful model for rethinking approaches to the teaching of European politics, the main focus of the article is on promoting the foregrounding of integrative learning course design practices that can be adapted to other introductory undergraduate political science classes. [ABSTRACT FROM AUTHOR]

The relevance of the research. One of the most urgent problems of modern vocational education is the intensive development of professional competencies of future specialists.Formulation of the problem. The existing models of intensive foreign language teaching do not fully meet the current requirements of a non-linguistic university, and do not take into account the professional content of teaching a foreign language. The problem is to identify ways to adapt intensive methods to the requirements of educational standards of a non-linguistic university, to the professional content of education.The goal is to identify opportunities for the development of integrated professional and communicative competence using the means of a foreign language.The research methods used are analysis, generalization, observation, forecasting. The provisions on intensive teaching of a foreign language by G.A. Kitaygorodskaya make up the methodological basis. In the course of the research, the literature on the topic of the study has been analyzed, targeted observations made over the course of intensive classes, written works and creative projects of students studied. The obtained results have been verified in the process of experimental work at Maikop State Technological University.The results and key findings. As a result of the research, a model of intensive teaching of a foreign language in a non-linguistic university has been formed, it has been proved that teaching a professional foreign language in a non-linguistic university will be rational if the goals, methods and means of the intensive method are adapted to the professional content of education.

Doctoral studies are changing worldwide, with growing concerns about doctoral graduates' employability and ability to develop relevant links with industrial challenges. The present study aims examine the impact of Design Thinking skills on PhD students on their future academic and professional performance. Drawing on 7 years of pedagogical experimentation, we conducted a mixed methods longitudinal study to investigate the perceptions of students who attended a two-day Design Thinking workshop. Two questionnaires, with a total of 40 items measuring the quality and course impact dimensions, were given to 415 and 41 students, respectively. Finally, 12 students were chosen for in-depth interviews to learn more about how they applied their newly acquired design thinking skills in their research and work. Our findings show that developing Design Thinking skills impacts the professional lives of students of all fields of knowledge, ages, and stages of their PhD. The primary outcomes mentioned are associated with increased creative confidence and collaboration abilities. This study focuses on relevant dimensions for designing and delivering Design Thinking skills within doctoral programmes, as well as the impact of design thinking on the quality of PhD education and student employability opportunities. Doi: 10.28991/ESJ-2023-SIED2-02 Full Text: PDF

In our experience, university students enrolling in health science and forensic science degrees show difficulty in retaining and integrating basic scientific knowledge learned in their first academic year. Furthermore, in the forensic sciences case, many students have oversimplified and unrealistic expectations as a result of the exposure to crime TV shows, internet blogs, and other social media platforms. Our pedagogical proposal is focused on second-year university students, aiming at promoting effective learning and the integration of scientific knowledge from previous courses, in this particular example, molecular and cell biology and biochemistry, with more advanced forensic courses, such as forensic anthropology and odontology. Teams composed of students and tutors from the teaching staff, with the help of dichotomous keys, are challenged to analyze a crime scene and choose the relevant evidence to further investigate, determine the scientific approach, execute the experimental work, interpret the results and, finally, resolve the case. To assess the pedagogical advantages and the receptivity of this project, a survey is to be carried out among students, and respective statistical analysis is also proposed. Finally, we hope this project outline may be adapted to other subjects, and, therefore, be used to address different pedagogical questions in forensic studies.

Integrative learning of multiple datasets has the potential to mitigate the challenge of small n$$ n $$ and large p$$ p $$ that is often encountered in analysis of big biomedical data such as genomics data. Detection of weak yet important signals can be enhanced by jointly selecting features for all datasets. However, the set of important features may not always be the same across all datasets. Although some existing integrative learning methods allow heterogeneous sparsity structure where a subset of datasets can have zero coefficients for some selected features, they tend to yield reduced efficiency, reinstating the problem of losing weak important signals. We propose a new integrative learning approach which can not only aggregate important signals well in homogeneous sparsity structure, but also substantially alleviate the problem of losing weak important signals in heterogeneous sparsity structure. Our approach exploits a priori known graphical structure of features and encourages joint selection of features that are connected in the graph. Integrating such prior information over multiple datasets enhances the power, while also accounting for the heterogeneity across datasets. Theoretical properties of the proposed method are investigated. We also demonstrate the limitations of existing approaches and the superiority of our method using a simulation study and analysis of gene expression data from ADNI. [ABSTRACT FROM AUTHOR]

Background: We had previously advanced the concept of “Integrative Learning”, that is, “under the role of ‘meta-learning self’, learners actively integrate learning materials to achieve rapid and in-depth understanding of knowledge”, and designed an animal behavioral model to compare the effects of “Integrative Learning” (IL) vs. “Progressive Learning” (PL) in young rats. It was found that IL is more advantageous than PL. Here, we aim to examine whether the same phenomenon persist in older rats. Methods: Fifteen 12-month-old male Sprague-Dawley (SD) rats were selected as subjects and randomly divided into the IL group and the PL group, and a 14-unit integrative T-maze was constructed for the study. Training and testing procedures contained three stages: the learning stage, the memory retention test stage and the Gestalt transfer learning stage. Data on young rats (1-month-old) from the previous study were also drawn here for comparisons on learning performance. Results: (1) The 12-session learning stage can be divided into three sub-stages as each sub-stage represented the new opening of one third of the whole path in the PL group. There were significant interactions in total errors made between groups and sessions: the PL group had significantly fewer errors during Sub-stage One due to a much shorter path to be learned, however, the IL group’s errors made sharply dropped as learning progressed into Sub-stage Two and Three, and were maintained at a significantly lower level than the PL group during Sub-stage Three. (2) When compared with young rats, age had a main effect on the number of errors made—the 1-month-old groups learned overall better and faster than the older groups, whereas the pattern of group differences between the IL and PL learning modes remained consistent across young and older groups. (3) Unlike young rats, during the memory retention test stage and the Gestalt transfer learning stage, the IL group did not perform better than the PL group in older rats. Conclusions: (1) “Integrative Learning” promotes learning but not memory in older rats. (2) Higher-order cognitive abilities that support meta-cognition, long-term retention and knowledge transfer might be deteriorating in older rats. [ABSTRACT FROM AUTHOR]

In our experience, university students enrolling in health science and forensic science degrees show difficulty in retaining and integrating basic scientific knowledge learned in their first academic year. Furthermore, in the forensic sciences case, many students have oversimplified and unrealistic expectations as a result of the exposure to crime TV shows, internet blogs, and other social media platforms. Our pedagogical proposal is focused on second-year university students, aiming at promoting effective learning and the integration of scientific knowledge from previous courses, in this particular example, molecular and cell biology and biochemistry, with more advanced forensic courses, such as forensic anthropology and odontology. Teams composed of students and tutors from the teaching staff, with the help of dichotomous keys, are challenged to analyze a crime scene and choose the relevant evidence to further investigate, determine the scientific approach, execute the experimental work, interpret the results and, finally, resolve the case. To assess the pedagogical advantages and the receptivity of this project, a survey is to be carried out among students, and respective statistical analysis is also proposed. Finally, we hope this project outline may be adapted to other subjects, and, therefore, be used to address different pedagogical questions in forensic studies. [ABSTRACT FROM AUTHOR]

Can a collaborative converged media approach rescue an integrative learning, studentrun agency and radio station during the COVID-19 shutdown crisis? Case study discusses novel converged media approaches and shared efforts toward integrative learning in a situational crisis environment using trusted messenger/communicator techniques. Mixedmethod analysis highlights flexibility, disruptive change, collaboration and offers solutions for future student-run media entities. [ABSTRACT FROM AUTHOR]

Articulating the combined experiences of 14 graduate students who concurrently took a methods course and a design studio, this study explores the pedagogical peculiarities of bottom-up rather than typical top-down urban design thinking. This experience operationalizes an abductive case study approach in three scales (macro, meso, and micro) and two phases, namely, value and frame creation. Interpreting and synthesizing nine research methods led to value creation by outlining problematics at the urban, neighborhood, and building scales. Frame creation translated these values into challenges and opportunities, categorizing the potential target areas through place-shaping criteria and site design. This study concludes with pedagogical takeaways from this rite of passage as part of the students' urban design inculturation process. • Tying an urban design methods and a design studio course broadened students' design thinking. • The methods course helped students towards value creation. • The urban design studio enhanced students' frame creation competencies. • Integrating value creation and frame creation episodes concurrently trained students to inculturate. • Inculturation adapts students to internalize the values and beliefs shared by urban designers. [ABSTRACT FROM AUTHOR]

Social work practice education should be designed for sustainability and relevance in emerging and future work contexts. Changes influencing the emerging world of work including transformations in services, communication technologies, distributed working patterns, and new priorities and identities should inform the design of the integrated learning components of the curriculum. Changes influencing the future delivery of education include increased demand for flexible, collaborative, networked and digital learning; pre-existing but rapidly accelerated because of COVID-19. Together, these drivers compel us to innovate to ensure graduates are practice ready and resilient in these evolving contexts. In this analysis of social work, nursing, and allied health literature diverse approaches to integrative learning are examined, generating an evidence base for informing decision making when innovating in the design of integrative learning. This article advocates an orientation towards the future world of work and education, as a lens for reimagining integrative learning in social work. [ABSTRACT FROM AUTHOR]

The question of how to engage undergraduate students in global learning is even more imperative given recent shifts in the global landscape and in higher education. Utilizing the value rubrics established by the American Association of Colleges and Universities, this analysis considers the importance of the humanities in realizing integrative, global learning in a domestic classroom. Intentionally underscoring global and integrative perspectives on race and ethnicity beyond the domestic sphere produces graduates with proficiencies in intercultural knowledge and competence who are capable of creating and applying solutions to complex global issues. Assessment data reveals growth in student worldviews, perspectives, empathy, and noteworthy internal changes in the learner. The humanistic focus on the human condition results in students meaningfully engaging on individual and community levels, and with heightened insight into the roles they play in the world. As such, they emerge transformed and prepared to thoughtfully engage with the global community. [ABSTRACT FROM AUTHOR]

Societal Impact Statement Solutions to many of society's major challenges currently relate to plants, for example, feeding a growing global population, reducing crop water use, minimising pesticide use, and mitigating climate change, to name just a few. Solving global challenges requires high‐calibre plant science graduates with a fundamental understanding of plant evolution and the impacts of past climate change on extinction and speciation events, along with the knowledge required for sustainable global plant production, especially for food, under current and future climate change. Equipping these graduates for the future is a responsibility of university educators who must adopt innovative education methods to achieve this challenging goal. Summary The concept of land plant evolution is difficult for botany and biology undergraduates to grasp because it spans half a billion years, a timeline that cannot be easily visualised. We established the University College Dublin (UCD) Evolution of Land Plants Garden to improve student understanding, knowledge, and engagement in a purpose‐built ‘living’ outdoor classroom in which they can ‘walk’ through land plant history. We focus on the concept, configuration, and planting, how the garden has improved student learning, and how it could be adapted for other learning outcomes. The garden is divided into five sections depicting key innovations in land plant evolution, beginning with ‘Before land plants’, followed by ‘Cuticle’ where the Bryophyta appear, ‘Vascular tissue’ with the Pteridophyta; ‘Seed’ with the gymnosperms; and ‘Flower’ with the angiosperms. Analysis of quantitative student feedback and performance indicates that students' understanding of the subject was improved significantly by ‘walking through’ a living evolutionary history in practical classes, supported by lectures, laboratory work, and online quizzes. We present a template that could be adopted widely to engage students with plant evolution, in the context of decreasing engagement with plant sciences among young people.

This article examines how students' subject knowledge acquired in short-term international courses (SICs) developed while engaging in university studies in the year following their SICs. It also explores factors associated with their engagement and disengagement. Two interviews with a 1-year interval with 25 students revealed their transformations in their SIC subject matter knowledge. Some students' engagement in continuing studies of the SIC-related subject matter was supported in a multifaceted manner by their personal motivation, teaching-learning environment, educational structure, and wider social relationships. However, the analysis demonstrated that many students discontinued deepening their knowledge of the subject matter. Students' personal factors and certain dimensions of the institutional educational system explained their disengagement in continuing studies. Concerning the continuing SIC impacts on students in interdisciplinary liberal arts programs, the study discusses some suggestions drawing on the concepts of integrative learning and formative assessment. [ABSTRACT FROM AUTHOR]

This article describes curricular challenges an undergraduate, interdisciplinary program at Texas Tech University faced and how the utilization of two textbooks--Interdisciplinary Research (Repko & Szostak, 2017) and Introduction to Integrative Studies (Tanner, 2021) helped us reshape the program to meet those challenges. The department of University Studies at Texas Tech University is an undergraduate interdisciplinary program. Students choose three 18-hour areas of concentration (54 hours total) to comprise their major coursework and take 9 hours of Integrative Studies (INTS) to help them synthesize their areas in ways that make sense for their career and future plans. These 9 hours are comprised of INTS 2310 Foundations of Integrative Studies, INTS 4300 Perspectives of Integrative Studies, and INTS 4350 Capstone in Integrative Studies. Since its 2007 inception the curriculum has improved because of the program's involvement with the Association of Interdisciplinary Studies and alignment with the American Association of Colleges and Universities LEAP initiative, helping us to identify and create important resources for teaching interdisciplinarity. For example, in 2012, we changed the textbook used for INTS 4300 from Research Methods: A Process of Inquiry (Graziano & Raulin, 1993) to the second edition of Interdisciplinary Research: Process and Theory (Repko, 2012). The primary text for INTS 2310 has changed several times but has used Introduction to Integrative Studies since the first edition in 2015. This text provides an introduction to and overview of interdisciplinarity and integrative learning as a precursor to the more advanced handling of these concepts and practices provided in Interdisciplinary Research: Process and Theory. It offers useful scaffolding to students struggling to understand concepts basic to interdisciplinarity and integrative learning. In University Studies, students are now able to transfer knowledge from INTS 2310 to our more advanced courses INTS 4300 and INTS 4350, which improves their success and graduation rates and their capacity to apply what they have learned to their career and future plans. [ABSTRACT FROM AUTHOR]

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab. [ABSTRACT FROM AUTHOR]

The National Leadership Council for Liberal Education, America's Promise (2007) proposed integrative learning as one of four areas of essential learning outcomes students should develop during their collegiate experience. Traditional assessment of integrative learning has focused on the evaluation of student work. In this study, we designed a pre- and post-test tool based on the Association of American Colleges and Universities Integrative Learning VALUE Rubric introducing integrative learning to students while measuring prior student experiences connected to this topic. This instrument helps to provide a comparative analysis of students' integration of learning throughout their participation in a learning community. [ABSTRACT FROM AUTHOR]

Integrative learning and competency-based education are both evolving as major themes in education. Integrative learning emphasizes that knowledge from different domains and contexts are brought together to enhance the learner's experience. The emphasis on integrated learning has sparked the development of integrative curriculum, which methodically brings knowledge and skills together in ways that reinforce learning. Competency-based medical education (CBME) is an educational method that assumes integrative learning by relying on defined competencies for learners to master during their education. CBME is an illustration of both integrated learning and integrated curricula. In CBME, learners progress through their program by demonstrating acquisition of competencies, which are often integrative statements in themselves. In integrative learning, the question of how to assess a learner's progress through their program remains a challenge. Entrustable Professional Activities (EPAs) are one tool utilized to assess learning in CBME. EPAs are defined, observable tasks that learners should be able to demonstrate upon entering their profession. Understanding EPAs and how they are used in CBME may provide a framework for assessing integrative learning in diverse educational contexts. [ABSTRACT FROM AUTHOR]

This article describes the use of mapping strategies in an interdisciplinary course using Interdisciplinary Research: Process and Theory (Repko & Szostak, 2021). The use of interdisciplinary mapping took place in a 300-level undergraduate course and focused on maps presented in the textbook, including the system map (and systems thinking), the research map, the concept or principle map, and the theory map. Mapping strategies guided students in developing a specific complex problem for the senior research project. This article emphasizes systems thinking and system mapping as a strategy to better understand qualitatively oriented complex problems. This discussion also includes examples of student work and an analysis of the impact of the mapping experience on students' experience of interdisciplinary learning. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship between two recent currents in postsecondary education – integrative learning and undergraduate innovation. We located the rationale for this study in postsecondary educational practices and policies (e.g., inclusive makerspaces, transdisciplinary courses) which have theorized the connection between these two areas yet have not scrutinized this relationship through robust quantitative study. Drawing on a sample of 5,503 undergraduate students attending one of four Universities in the United States, we employed structural equation modeling (SEM) to test the uniqueness of measured constructs as well as examined associations between variables and overall fit in a structural setting. Results indicated the appropriateness of measuring each construct distinctively and provided evidence of a robust relationship between integrative learning and innovation intentions. Additionally, we identified consistent major-specific and identity-based patterns of realizing effects on innovation in association with integrative learning. The study concludes with discussion of findings and implications for educators and academic leaders working to equitably support efforts across these areas. [ABSTRACT FROM AUTHOR]

Despite nearly ubiquitous general education requirements for students to take courses across disciplines, disciplinarity itself is often invisible to students and taken for granted by professors. We argue that surfacing these divisions and demystifying academic structures is, paradoxically, a key step in educating students toward the crossing of intellectual borders. In this article, we engage current Scholarship of Teaching and Learning to discuss the challenges both faculty and students face in navigating multidisciplinary general education programs, and we offer a practical resource for facilitating such integrative learning and pedagogy. This resource, a two-page handout outlining the disciplinary values behind the research processes and citation practices across several academic domains, can be used in a variety of settings—including classrooms and professional development workshops—for both student and faculty audiences, to achieve multiple purposes, including teaching and learning disciplinarity; demystifying disciplinary writing conventions; and assignment-, course-, or curricular redesign. [ABSTRACT FROM AUTHOR]

The video game play provides meaningful social interactions through which the participants' vocabulary can frequently benefit because it utilizes both implicit and explicit learning occasions. The play carries phrases, necessity of communication and task completion where there is an emerging opportunity of integrative learning. Grammar may be deduced from practicing sentence patterns which thus can be anchored into one's lexicon. Following the latest research data, we attempt to find an answer to which type of video game presents an effective environment for vocabulary acquisition. In our study, we compared 646 video gamer students from five Hungarian secondary schools who completed a receptive vocabulary levels test. It was proven that the action video games have the most significant effect on the participant's lexical advancement. [ABSTRACT FROM AUTHOR]

In English for Specific Purposes (ESP), Integrative Learning has been used in many contexts as a conceptual and structural framework for designing holistic and authentic learning experiences. This approach encompasses many intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary perspectives. Given the prominent role of English for Legal Purposes (ELP) or Legal English (LE) in legal education, this article explores the theoretical framework of Integrative Learning approach to ELP/LE curriculum design for academic and professional purposes in tertiary education. The first part of the paper presents the conceptual framework of Integrative Learning in contemporary education, legal education and ESP/ELP instruction. The second part examines the conceptual framework and tenets of different (intra/multi/inter/transdisciplinary) approaches to curriculum design. The third part reviews the tenets of the integrated curriculum, as a structural framework for integration of these diverse perspectives, focusing on the major challenges and multidimensional alignments in ELP/LE course design. As integrative learning offers viable solutions for authentic learning in various academic/professional contexts, the paper aims to encourage cooperation in developing integrated law-andlanguage programs and promoting interdisciplinary and transdisciplinary legal education.

The ubiquity and ease with which microbial cells disperse over space is a key concept in microbiology, especially in microbial ecology. The phenomenon prompted Baas Becking's famous "everything is everywhere" statement that now acts as the null hypothesis in studies that test the dispersal limitation of microbial taxa. Despite covering the content in lectures, exam performance indicated that the concepts of dispersal and biogeography challenged undergraduate students in an upper-level Microbial Ecology course. Therefore, we iteratively designed a hands-on classroom activity to supplement the lecture content and reinforce fundamental microbial dispersal and biogeography concepts while also building quantitative reasoning and teamwork skills. In a class period soon after the lecture, the students formed three-to-five-person teams to engage in the activity, which included a hands-on dispersal simulation and worksheet to guide discussion. The simulation involved stepwise neutral immigration or emigration and then environmental selection on a random community of microbial taxa represented by craft poms. The students recorded the results at each step as microbial community data. A field guide was provided to identify the taxonomy based on the pom phenotype and a reference to each taxon's preferred environmental niches. The worksheet guided a reflection of student observations during the simulation. It also sharpened quantitative thinking by prompting the students to summarize and visualize their and other teams' microbial community data and then to compare the observed community distributions to the idealized expectation given only selection without dispersal. We found that the activity improved student performance on exam questions and general student satisfaction and comfort with the biogeography concepts. Activity instructions and a list of needed materials are included for instructors to reproduce for their classrooms., Competing Interests: The authors declare no conflict of interest.

Societal Impact Statement Solutions to many of society's major challenges currently relate to plants, for example, feeding a growing global population, reducing crop water use, minimising pesticide use, and mitigating climate change, to name just a few. Solving global challenges requires high‐calibre plant science graduates with a fundamental understanding of plant evolution and the impacts of past climate change on extinction and speciation events, along with the knowledge required for sustainable global plant production, especially for food, under current and future climate change. Equipping these graduates for the future is a responsibility of university educators who must adopt innovative education methods to achieve this challenging goal. Summary: The concept of land plant evolution is difficult for botany and biology undergraduates to grasp because it spans half a billion years, a timeline that cannot be easily visualised. We established the University College Dublin (UCD) Evolution of Land Plants Garden to improve student understanding, knowledge, and engagement in a purpose‐built 'living' outdoor classroom in which they can 'walk' through land plant history. We focus on the concept, configuration, and planting, how the garden has improved student learning, and how it could be adapted for other learning outcomes. The garden is divided into five sections depicting key innovations in land plant evolution, beginning with 'Before land plants', followed by 'Cuticle' where the Bryophyta appear, 'Vascular tissue' with the Pteridophyta; 'Seed' with the gymnosperms; and 'Flower' with the angiosperms. Analysis of quantitative student feedback and performance indicates that students' understanding of the subject was improved significantly by 'walking through' a living evolutionary history in practical classes, supported by lectures, laboratory work, and online quizzes. We present a template that could be adopted widely to engage students with plant evolution, in the context of decreasing engagement with plant sciences among young people. [ABSTRACT FROM AUTHOR]

Although there is a rapidly growing literature on dynamic connectivity methods, the primary focus has been on separate network estimation for each individual, which fails to leverage common patterns of information. We propose novel graph-theoretic approaches for estimating a population of dynamic networks that are able to borrow information across multiple heterogeneous samples in an unsupervised manner and guided by covariate information. Specifically, we develop a Bayesian product mixture model that imposes independent mixture priors at each time scan and uses covariates to model the mixture weights, which results in time-varying clusters of samples designed to pool information. The computation is carried out using an efficient Expectation-Maximization algorithm. Extensive simulation studies illustrate sharp gains in recovering the true dynamic network over existing dynamic connectivity methods. An analysis of fMRI block task data with behavioral interventions reveal sub-groups of individuals having similar dynamic connectivity, and identifies intervention-related dynamic network changes that are concentrated in biologically interpretable brain regions. In contrast, existing dynamic connectivity approaches are able to detect minimal or no changes in connectivity over time, which seems biologically unrealistic and highlights the challenges resulting from the inability to systematically borrow information across samples.

Integrative learning is the ability to connect, apply, and/or synthesize. A highly valued skill for the knowledge economy and combating false narratives, integrative learning represents the cognitive heart of the liberal arts, demonstrating students' ability to make interdisciplinary connections and apply their learning to their lives and the outside world. But integrative learning has not been successfully measured. This study piloted the 7-item Integrative Learning Scale. Data from 1,919 college students at three institutions were analyzed using Rasch modeling. The results of this study suggest that integrative learning can be measured and the Integrative Learning Scale has strong psychometric properties for doing so. [ABSTRACT FROM AUTHOR]

• Integrative learning facilitates thinking beyond disciplinary boundaries. • Integrative learning pedagogy influences life outside the classroom. • Integrative learning fosters a broad perspective, which promotes cultural tolerance. • PSTs are an important target group for inculcating openness and acceptance of others. Integrative learning crosses the formal boundaries between academic disciplines, allowing learners to form a comprehensive and holistic understanding of subjects. This pedagogy encourages integrative thinking, which has the potential to influence life outside the classroom and to transcend cultural and social boundaries. In this study, we examined whether an integrative learning pedagogy of literature and science can improve communication and understanding across cultural boundaries to create tolerance toward the other, in the experience of 15 Bedouin Arab preservice teachers (PSTs) who taught in Jewish schools in Israel. The study was based on several qualitative tools: reflective diaries, semi-structured interviews, and questionnaires answered by the PSTs. The collected data show that integrative learning of literature and science had an impact beyond the academic content. The integrative learning pedagogy influenced the PSTs' perceptions, causing them to reevaluate prejudices, lower their anxiety level, and increase their tolerance toward the other. These feelings enabled the creation of interpersonal relationships between the Bedouin PSTs and their Jewish students. The uniqueness of this study is in the examination of the effect of the integrative learning of literature and science on an everyday life challenge―the degree of tolerance in multicultural learning groups―and in the conclusion that this pedagogy has the potential to promote tolerance. [Display omitted] [ABSTRACT FROM AUTHOR]

Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes that make up an integrative learning experience are not understood fully. This mixed-methods study was designed to help understand how students perceive, navigate, and resolve challenges that require them to integrate knowledge of one “wicked” subject (sustainability) with the skills of a practice rooted in mathematical logic (computer programming); how they express their integrative learning through reflective writing; and how we gain a stronger understanding of this process through linguistic analysis. The findings suggest that some students demonstrated the ability to integrate computational reasoning skills into socially relevant contexts more successfully, confidently, and in more well-rounded ways than others, though success required ways of thinking that extended beyond programming. The findings also underscore the potential need for reconceptualizing integrative teaching and learning in fields that have problem-solving traditions rooted in less “wicked” solutions.

Integrative learning and competency-based education are both evolving as major themes in education. Integrative learning emphasizes that knowledge from different domains and contexts are brought together to enhance the learner’s experience. The emphasis on integrated learning has sparked the development of integrative curriculum, which methodically brings knowledge and skills together in ways that reinforce learning. Competency-based medical education (CBME) is an educational method that assumes integrative learning by relying on defined competencies for learners to master during their education. CBME is an illustration of both integrated learning and integrated curricula. In CBME, learners progress through their program by demonstrating acquisition of competencies, which are often integrative statements in themselves. In integrative learning, the question of how to assess a learner’s progress through their program remains a challenge. Entrustable Professional Activities (EPAs) are one tool utilized to assess learning in CBME. EPAs are defined, observable tasks that learners should be able to demonstrate upon entering their profession. Understanding EPAs and how they are used in CBME may provide a framework for assessing integrative learning in diverse educational contexts.

The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve selfunderstanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond. [ABSTRACT FROM AUTHOR]

To enable students to navigate the "wicked" problems of the world, many universities have introduced integrative learning as a significant component of their general education programs. Despite recognition of the value of teaching students to make connections, apply, and synthesize information from multiple sources, relatively few studies exist that explore how students experience this form of thinking across the curriculum. The present study analyzes the open-ended responses to a student survey (n = 1,967) to gain insight into how students at a large, public research university perceive the integrative learning that takes place in their general education classes. Through the application of three methods of discourse analysis, our findings suggest that the majority of students were able to make connections across disciplines. By looking at the language they used to describe these connections, we were able to identify linkages between integrative learning, course attributes (such as size), and gender. Based on these linkages, we suggest potential new lines of inquiry and practice related to the development of a shared language for integrative learning and thinking. [ABSTRACT FROM AUTHOR]