IMPLEMENTING INTEGRATIVE LEARNING: EFFECTIVE FACULTY AND ADMINISTRATIVE LEADERSHIP

Jann H. Adams, Professor Morehouse College July 10, 2014

INSTITUTIONAL CHALLENGES

What are your institutional goals/strategic aims that can be met through the application of

integrative learning approaches?

THE OPPORTUNITY OF INTEGRATIVE LEARNING (GOALS)

Develop competencies that can be applied to lifelong learning and problem-solving: �  Reduce the fragmentation of the undergraduate academic experience �  Facilitate students’ ability to integrate learning across disciplines, across

time and apply to campus and “real” life �  Teach students to approach learning and skill development in an intentional

and connected way �  Encourage students to apply ideas/skills to multiple problems and to

understand the importance of using multiple perspectives/approaches/disciplines to problem-solving

�  Allow integration of core values/themes in the undergraduate experience

(AAC&U, www.aacu.org)

BENEFITS OF INTEGRATIVE LEARNING

Engagement: Integrative Approaches require students to engage collaboratively with learning materials and each other in new ways with outcomes that can include:

�  Enhancement of Intellectual and Practical Skills �  Increased opportunities to engage in activities that promote personal and

social responsibility �  Increased opportunities to Synthesize Knowledge across disciplines and

areas of interest �  Increased opportunities to experience the benefits of collaborative

engagement in problem-solving � Analytic Reasoning and Problem-Solving that translates to the

Real World: Ability to address complex, novel problems in collaborative, translational way

(AAC&U, www.aacu.org)

BENEFITS: ACHIEVING ESSENTIAL LEARNING OUTCOMES

� Knowledge of Human Cultures and the Physical/Natural World

� Intellectual and Practical Skills Inquiry and Analysis Critical and Creative Thinking

Written and Oral Communication Quantitative Literacy

Teamwork and Problem Solving Information Literacy

� Personal and Social Responsibility Civic Knowledge and Engagement

Intercultural Knowledge and Competence

Ethical Reasoning and Action

Foundations and Skills for Lifelong Learning

�  Integrative and Applied Learning (AAC&U, Liberal Education and America’s Promise)

INTEGRATIVE LEARNING APPROACHES ADDRESS INSTITUTIONAL GOALS

MAKING THE CASE AT YOUR INSTITUTION: � Enhanced Writing, Critical Thinking, etc. � Demonstration of Competencies within a Major � Demonstration of Competencies across disciplines � Interdisciplinary Learning � Retention � Graduation Rates

INTEGRATIVE LEARNING MODELS �  First Year Undergraduate Experiences: Classes, Seminars, Mentoring,

Readings, etc.

�  Learning Communities: Living/Learning Centers, etc.

�  Interdisciplinary Studies Programs: Interdisciplinary majors and minors

�  Interdisciplinary Courses

�  Internships

�  Service Learning, Community Based Learning

�  Undergraduate Research

�  Capstone Courses

�  Individual Portfolios including interdisciplinary learning outcomes

(AAC&U/The Carnegie Foundation, Statement on Integrative Learning)

What are your INSTITUTIONAL GOALS/CHALLENGES that can be addressed through an

Integrative Learning Model?

IDENTIFYING GOALS AND BUILDING INTEGRATIVE LEARNING EXPERIENCES

�  Identify the Problem �  Identify the Solutions through a collaborative process � Root Cause Analysis: Encourages engagement of all stakeholders

to identify problems and potential solutions �  State the Problem �  Identify the Causes for the Problem (brainstorming) �  Create a Goal or Aim to Address the Problem �  Identify Primary Drivers (What will be addressed – based on the

causes) �  Identify Secondary Drivers (Interventions/Activities that address

Primary Drivers)

IS YOUR INSTITUTION READY TO IMPLEMENT?

� Factors that Support Innovation:

�  Perceived Need (institutional goals/challenges/needs)

�  Commitment to Solve the Problem

�  Expertise to Implement the Proposed Solution

�  Resources to Implement the Model

�  Commitment to Evaluation and Dissemination of Findings

�  Commitment to INTEGRATE Evaluation Findings into Model

�  Institutional Support to TEST HYPOTHESES and MODIFY STRONG PROGRAMS

CASE STUDY: MOREHOUSE COLLEGE

RETENTION IN THE SCIENCES Fewer than 30 percent of freshmen with declare science majors complete

science degrees

The overwhelming majority of students who change majors do so after poor performance in an introductory level science course

Our strategic plan mandates development of programs that increase achievement in science and mathematics courses.

Retention of students, generally, and in the sciences, is an institutional priority. Introductory courses in the sciences are a critical point of attrition for science majors.

ROOT CAUSE ANALYSIS: Identify Solutions

PEER LED TEAM LEARNING (PLTL) AT MOREHOUSE

PLTL - implemented to address these goals: �  Increase performance in introductory science courses

�  Improve grades of students completing courses

�  Improve percentage of students passing introductory courses

�  Increase retention in the sciences by improving student success

�  Improve student strategies/approaches to enhance success in upper-level science courses

�  Improve retention and graduation rates among students in the sciences

PEER LED TEAM LEARNING (PLTL) PROGRAM DESCRIPTION

� Highly Collaborative facilitated learning approach � Designed to teach students problem solving and critical thinking

skills that will enhance success in introductory and upper-level science courses

� Faculty members develop and provide learning “modules” for courses: modules are tied to relevant course content

� Student “Peer Leaders” receive extensive training and meet weekly with faculty supervisors

� Peer Leaders guide weekly small group problem solving sessions in PLTL workshops using appropriate pedagogies

PLTL EVALUATION �  Peer Leader Focus Groups �  Peer Leader/Student Participant Surveys �  Faculty Interviews �  Observation of subsample of Workshops �  Assessing of Student Learning Outcomes:

�  Attendance �  Number and percentage of A/B/C’s achieved �  Number and percentage of passing grades �  Number and percentage of withdrawals from each course �  Attendance and success in subsequent workshops �  Comparison of Participants vs. Non-participants

�  Assessing Retention Outcomes �  Comparison of graduation rates of Participants vs. Non-participants �  Comparison of graduation rates of Participants vs. Historical Performances

Using an identified Institutional Challenge/Goal and Root Cause Analysis, what are the

potential Integrative Learning solutions?

Root Cause Analysis Exercise

ROOT CAUSE ANALYSIS: REPORT-OUT RESULTS

� The Goal/Aim � The Root Causes � The AIM (OUTCOME SOUGHT) � The Measurable Outcomes � Primary Drivers (Things you want to change) � Secondary Drivers (Interventions: Integrative

Learning Approach)

IMPLEMENTATION � Tie to a Strategic Vision/Institutional Commitment � Leadership: “Bottom Up” and “Top Down” � Use Collaborative process to identify Causes, Goals & Outcomes � Build Your Team/Gain Buy-in from Stakeholders � Create Action Plan: Set Short-term, Intermediate & Long-term

Goals; Implementation Plan is aligned with evaluation � Design/Implement Training for Administrators/Faculty/Students � Continually Assess Outcomes/Integrate Findings into

Implementation � Disseminate Findings � Publicize Successes/Highlight Contributors

ADVANCED IMPLEMENTATION ISSUES BUILDING A COMPREHENSIVE PROGRAM

� Create a community of implementers � Connect Multiple Interventions that are functioning in

isolation � Use Learning Outcomes to determine goals (outputs) of

individual and collective interventions � Curriculum Mapping to enhance/define interventions � Assess the interventions/learning outcomes to determine:

� Are learning outcomes achieved? � Which interventions impact specific learning outcomes? � What are the critical components of the interventions?

CHALLENGES FOR FACULTY AND ADMINISTRATORS WHO LEAD

IMPLEMENTATION EFFORTS

CHALLENGES OF INTEGRATIVE LEARNING FACULTY CHALLENGES

� Assist in the identification of institutional resources to facilitate implementation

� Build Effective Collaborations with other Faculty and Administrators

� Learn and Continually Modify Effective Implementation Approaches

� Create and Implement effective Evaluations � Identify Key Components of implementations that bring VALUE � Disseminate Findings � Serve as Ambassadors to Demonstrate VALUE of interventions

CHALLENGES OF INTEGRATIVE LEARNING ADMINISTRATIVE CHALLENGES

�  Create effective/comprehensive Evaluations of interventions

�  Provide EVIDENCE that supports investment of institutional resources (financial/human) to Integrative Learning initiatives

�  Identify Resources to Support Interventions/Pilots

�  Incentivize Faculty to participate

�  Train Faculty to: �  Think and work collaboratively

�  Develop and implement innovate integrative learning models

�  Create Systems of Accountability and Support for Faculty/Students

�  Encourage/Facilitate Faculty Opportunities to Disseminate Findings

ASSESSING INTERVENTIONS � Learning Outcomes are the Focus:

�  Curriculum Mapping and Curriculum Reform to build connected and integrated learning opportunities

�  Use student outputs tied to/based on learning outcomes �  Assessment embedded in coursework

� Create a Comprehensive Assessment Plan: �  How well are we achieving outcomes? �  Based on Learning Outcomes Rubric �  Define Outputs (evidence) that will be used

� Assessment Strategies: �  Are Outcomes being Achieved? �  What are the Critical Components of Implementation?

�  Establish a reasonable (incremental) assessment approach �  Assess Learning Outcomes and Program Components �  Learning Outcomes assessed on rotating basis

ASSESSING OUTCOMES

� Evaluation designed with development of Program Goals/Outcomes

� Evaluation Expert INFORMS Program Development � Evaluation must:

� Include a detailed Implementation Plan � Have buy-in of Faculty/Administrators � Provide formative feedback that is used to enhance the

Program Implementation � Respond to anticipated questions that demonstrate a unique

contribution

THE VALUE OF ASSESSING OUTCOMES �  Builds the CASE for Program Efficacy:

�  Identify Best Practices

�  Identify Critical Program Components (that can be replicated in other programs/at other institutions)

�  Gain Institutional Support

�  Gain Recognition for the Institution (your institution becomes the “flagship” for implementation

�  Generates data that support efforts to FUND the implementation

�  Highlights the Contributions of Key Faculty

�  Creates OPPORTUNITIES for Faculty/Administrators to Present/Publish Findings