“To participate responsibly as local
citizens, then, people must also be citizens
of the world, aware of complex
interdependences and able to synthesize
information from a wide array of sources,
learn from experience, and make
connections between theory and
practice.”
Huber, Hutchings and Gale (2005)
FROM THEORY TO PRACTICE: CASE STUDIES OF
INTEGRATIVE LEARNING
Jann H. Adams, Professor
Morehouse College
July 11, 2014
IMPLEMENTING INTEGRATIVE LEARNING:
INSTITUTIONAL PRIORITIES/READINESS
„ Factors that Encourage/Support Innovation:
„ Perceived Need (institutional, faculty, student)/Tied
to a Strategic Vision/Mission AND Learning
Outcomes
IDENTIFYING THE PROBLEM AND
SOLUTIONS
„ Identify the Challenge
„ Identify the Solutions through a collaborative process
„ Root Cause Analysis
„  State the Problem
„  Identify the Causes for the Problem (brainstorming)
„  Create a Goal (measurable outcome) to Address the Problem
(“AIM”)
„  Identify Primary Drivers (What will be addressed – based on the
causes)
„  Identify Secondary Drivers (Interventions/Activities that address
Primary Drivers)
ARE THE CONDITIONS RIGHT FOR
CHANGE?
IMPLEMENTING INTEGRATIVE LEARNING:
INSTITUTIONAL PRIORITIES/READINESS
„ Factors that Encourage/Support Innovation:
„ Perceived Need (institutional, faculty, student)/Tied to a Strategic
Vision/Mission AND Learning Outcomes
„  Identify the Problem and Potential Solutions
„ Commitment to Enhance the Outcome
„ Commitment to Evaluation and Integrate
„ Commitment to Disseminate
Is there sufficient capacity and are
necessary resources in place to build a
successful intervention?
INSTITUTIONAL PRIORITIES/READINESS
„ Factors that Encourage/Support Innovation:
„ Perceived Need (institutional, faculty, student)/Tied to a Strategic
Vision/Mission AND Learning Outcomes
„ Commitment to Enhance the Outcome (framed positively)
„ Commitment to Evaluation and Dissemination of Findings
„ Commitment to INTEGRATE Evaluation Findings into Model
„ Expertise/Resources to Implement
„ Well-designed plan to Institutionalize the Program;
Potential to create a Sustainable Model
„ Capacity to test hypotheses and modify programs
IS YOUR INSTITUTION READY/
PREPARED TO IMPLEMENT CHANGE?
IMPLEMENTATION ISSUES
„ Leadership: “Bottom Up” and “Top Down” – Make your Case!
„ Tie to Strategic Vision/Institutional Priorities/Learning Outcomes
„ Use Collaborative process to identify Causes, Goals & Outcomes
„ Build Your Team/Gain Buy-in from Stakeholders/Understand Roles
„ Create Action Plan: Set Short-term, Intermediate & Long-term
Goals; Implementation Plan is aligned with Evaluation
„ Design/Implement Training for Administrators/Faculty/Students
„ Assess Outcomes/Integrate Findings into Implementation
„ Disseminate Findings
„ Publicize Successes/Highlight Contributors
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
THREE INTEGRATIVE LEARNING MODELS
#1 Lack of Opportunities for Majors to Demonstrate
Proficiency in Targeted Learning Outcomes
Capstone Project in Psychology
------#2 Retention in the Sciences
Peer Led Team Learning (PLTL)
------#3 Lack of Integrated Science Coursework for Science Majors
Transdisciplinary Science Course
MOREHOUSE COLLEGE
„ Morehouse College is an Historically Black College (HBCU)
serving approximately 2000 male students
„ The Academic Program is divided into three major divisions:
„ Division of Business and Economics
„ Division of Humanities and Social Sciences
„ Division of Science and Mathematics
„ Approximately 750 Students and 80 Faculty comprise the
Division of Science and Mathematics
ALIGNMENT WITH INSTITUTIONAL AND
DIVISION STRATEGIC PLAN
„ Institutional Strategic Aims
„ Fostering Learning Everywhere
„ Nurturing Discover and Active Learning
„ Engaging Communities for impact
„ Divisional Strategic Aims
„ Advancing Interdisciplinary Science
„ Engaging Students in Active/High Impact Learning
„ Integrating Research into Coursework
Creating Opportunities for Interdisciplinary Studies in the
sciences is an Institutional and Divisional Priority
CASE #1: MAJORS DO NOT DEMONSTRATE
PROFICIENCY IN TARGETED LEARNING
OUTCOMES
„ Psychology Majors do not have the opportunity to demonstrate
targeted Learning Outcomes, including:
„  Critical and Analytical Thinking
„  Writing (especially in APA style)
„  Understanding of Statistics and Research Methodologies
„  Ability to identify relevant information and critically evaluate knowledge
sources
„  Think and Act Ethically
„  Understanding of the contributions of African Americans as well as the
circumstances of underrepresented minorities
„  Ability to implement research and present findings
ROOT CAUSE ANALYSIS
„ The Goals/Aims
„ The Root Causes
„ The AIM (OUTCOME SOUGHT)
„ The Measurable Outcomes
„ Primary Drivers (Things you want to change)
„ Secondary Drivers (Interventions: Integrative
Learning Approach)
CLARIFY THE PROBLEM AND GOALS
„ Goals and Objectives
„  What skills do Psychology Department faculty value?
„  What are the Learning Outcomes that we strive to meet?
„ Courses and Activities
„  Which courses contribute to the development of targeted skills?
„  In what specific ways do courses develop skills?
„  What are the specific activities that will help students to meet these
learning outcomes?
„  What are the specific outputs demonstrating required outcomes?
„  How do we hold faculty accountable for providing opportunities for
students to develop these skills? Are students knowledgeable of the
Learning Outcomes?
SOLUTION: CURRICULUM REVISION &
A PSYCHOLOGY CAPSTONE PROJECT
„ Project integrates curricular Learning Outcomes to allow
students to demonstrate multiple proficiencies
„ Demonstrates effectiveness of departmental curriculum in
preparing students to successfully achieve Outcomes
„ Starts with a review of Institutional/Divisional Goals and
Departmental Curricular Learning Outcomes
„ Includes Faculty Consensus on Modification of Curriculum
and Project Design
THE PROCESS: REVISING THE
CURRICULUM & DEVELOPING A
CAPSTONE PROJECT IN PSYCHOLOGY
„ Review Divisional and Departmental
Learning Outcomes
„ Expected Outcomes of Project align with division
and departmental curricular Learning Outcomes
THE PROCESS: BUILD THE CURRICULUM
WITH CAPSTONE EXPERIENCES
„ “Map” the degree to which and method by which each
required course achieves (or partially achieves) each
Learning Outcome
„ Identify the specific activities in each class that help to
achieve each Learning Outcome
„ Modify the curriculum to ensure that classes work together
to prepare students to achieve each goal
„ Develop the Capstone Project that will allow students to
demonstrate their mastery of the skills needed to achieve
each goal
THE SOLUTION:
THE PSYCHOLOGY CAPSTONE PROJECT
„ Developing, implementing, and presenting a research project
over a two-year period
„  Students encouraged to design projects in community-based research and
research on underrepresented populations
„  Students work in small teams (collaboratively; 2-3) or individually with the
SRM II professor (junior year)
„  Students Complete Ethics Training during SRM II
„  Research Topic identified in SRM II; Students provided with opportunities to
identify, develop and reflect on purpose and meaning of the project
„  Faculty mentors (senior project committee) identified during the junior year
„  Senior Project Committee monitors/supports “independent” work
during the senior year
THE CAPSTONE PROJECT
„  The final project (and portfolio) includes multiple assignments from the SRM
II course (e.g. ethics evaluation, project development), as well as assignments,
an APA style paper, poster and Powerpoint for an oral presentation
completed during the senior year. Planned next step: E-portfolio Project
„  The Psychology Capstone Project:
„  Addresses the majority of departmental Goals and Objectives
„  Provides critical feedback throughout,
„  Provides multiple assessment opportunities,
„  Utilizes faculty mentoring and teams to create support for students
„  Builds skills through integrated curriculum
„  Allows students to develop a portfolio based on work in three courses as
evidence of multiple outcomes
ASSESSING OUTCOMES
„  Courses will be assessed through:
„  Student Surveys and Focus Groups evaluating instruction, course design
and research mentors’ performance
„  Assessment of Student Outputs in the following areas:
„  Development of Research Project (SRM II)
„  Performance on Ethics Training (SRM II)
„  Performance in the Research Environment
„  Quality of Literature Review
„  Research Methodology Developed and Implemented
„  Oral Presentation at Midterm
„  Oral Presentation at Final Colloquium
„  Poster Presentation in Departmental/Divisional Symposium
„  Portfolio (including APA-style paper)
CASE #2: RETENTION IN THE SCIENCES
„  Fewer than 30 percent of freshmen with declared science
majors complete science degrees
„  The overwhelming majority of students who change majors do
so after poor performance in an introductory level science
course
„  Division’s 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.
„  WHAT ARE POTENTIAL THE 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
„  Multiple training opportunities for faculty and peer leaders
„  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/learning pedagogical approaches
„  Peer Leaders guide weekly small group problem solving sessions in
PLTL workshops using appropriate pedagogies
PEER LED TEAM LEARNING
TRAINING AND IMPLEMENTATION
„  Bi-annual Pedagogical Training for PLTL Faculty; Multiple training sessions
for peer leaders each semester
„  2009 establishment of “super leaders” to serve as apprentices to faculty
and provide expert supervision of peer leaders involved in the program
„  2009 establishment of PLTL faculty planning group to work closely with
associate dean, make recommendations to faculty and the division dean,
and provide oversight of all program activities, including evaluation,
implementation and training
„  Associate Dean had responsibility for all aspects of program
implementation
PEER LED TEAM LEARNING
MODULE 2: BIOLOGICAL MOLECULES
„  Abstract
Living things build medium to large-sized organic molecules constructed of
a carbon skeleton to which are attached other atoms, especially hydrogen,
oxygen and nitrogen. These include familiar names like carbohydrates, lipids
and proteins. These larger molecules are organized into cell parts, carry
information and control the rate of chemical reactions in the cells (ex.
Enzymes). A working knowledge of these organic molecules is essential for
mastering biology.
PEER LED TEAM LEARNING
MODULE 2: BIOLOGICAL MOLECULES
„  Activities
„  The pre-workshop activities in this module focus on terminology,
drawing and interpreting structural formulae, identifying functional
groups, and basic structure of the major classes of biological
molecules.
„  At the beginning of the workshop, a “bingo” game is used to review
the important concepts from the pre-workshop.
„  Students do drawings of simple molecules using a round-robin
approach, and then pairs of students convert word descriptions into
drawings of more complex molecules.
„  Finally, students engage in pair problem-solving on a series of
questions that are presented to their peers for discussion.
PEER LED TEAM LEARNING
EVALUATION
„ Peer Leader Focus Groups
„ Peer Leader/Student Participant Surveys
„ Faculty Interviews
„ Observation of subsample of Workshops
„ Evaluation 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
PLTL EVALUATION FINDINGS
„  For most disciplines, there is s strong linear relationship between PLTL workshop
attendance and rates of successful course completion and grade achieved
„  Student participants believe: 1) PLTL as helpful in improving course performance,
and 2) PLTL enhances their ability to independently problem-solve difficult science
and mathematics concepts
„  Peer leaders believe: 1) PLTL is an effective strategy to support student success in
the sciences, 2) PLTL training and implementation have strengthened their
leadership skills and increased their self-confidence, and 3) implementing PLTL has
enhanced their knowledge of important science concepts
„  Peer Leaders/Participants report need for greater alignment between course
content and modules
„  Peer Leaders believe that their efforts are not adequately recognized: 1) through
amount or timeliness of compensation, and 2) recognition of Leadership
„  Faculty believe that PLTL is an effective approach for enhancing learning outcomes
in the sciences
CASE #3: LACK OF INTERDISCIPLINARY
SCIENCE COURSEWORK FOR SCIENCE
MAJORS
„  The study, application and clinical practice of science requires
interdisciplinary and transdisciplinary approaches
„  The Division of Science and Mathematics did not offer
Interdisciplinary Science Courses
„  Previous efforts (in the sciences) to create interdisciplinary, team
taught courses have been unsuccessful and/or unsustainable
„  THE GOAL: INTERDISCIPLINARY and TRANSLATIONAL
SCIENCE COURSES
MOREHOUSE COLLEGE
TRANSDISCIPLINARY SCIENCE COURSE
„ Transdisciplinary science course
„ Provides an integrated, transdisciplinary examination of a real
world problem
„ Integrates Active Learning, Collaborative Approaches
„ One topic explored each semester, including research questions
from a holistic perspective using multiple disciplines
„ Cross-listed in 3 science departments
„ Pilot Funded by the Grant Support; Later “institutionalized”,
offered by Psychology and Biology Departments
TRANSLDISCIPLINARY SCIENCE COURSE
STUDENT OUTCOMES/OUTPUTS
„ Engage in higher level critical thinking
„ Understand and discuss biomedical topics in a holistic manner
„ Enhance capacity to communicate/problem-solve across
disciplines
„ Demonstrate proficiency in accessing resources in multiple
disciplines
„ Use multiple strategies of inquiry in different disciplines
„ Apply the scientific process in different biomedical disciplines
„ Construct a high caliber manuscript/presentation using a
transdisciplinary approach
COURSE DESCRIPTION
„  One semester course open to all upper-level science majors
„  Course Topic Determined by Class Consensus (e.g. traumatic head trauma,
HIV)
„  Collaborative: Students placed into rotating teams of 2-3 persons
„  Part 1: Exploration of Etiology, including exploration of causal pathways,
subsequent conditions and recent findings
„  Students will assign readings and lead discussions
„  Part 2: Movement from Basic Science (Bench) to Applied Clinical solutions
(Bedside)
„  Assignments: concept and reaction papers, introductions, research briefs,
annotated bibliographies, and end-of-semester presentations, including
transdisciplinary clinical solutions
„  Presentations by expert speakers
COURSE EVALUATION
„  Pre Test/Post Test Assessment - reflecting understanding of the value,
contributions and characteristics of transdisciplinary approaches to scientific
research
„  Reflective Journal: What is transdisciplinary research? How is transdisciplinary
research different from multidisciplinary or interdisciplinary research? Give
some examples of how transdisciplinary research is conducted in the
biomedical sciences.
„  Evaluation of Course Assignments:
„  Research Presentation (translational solutions to biomedical problems)
„  Research Paper
„  Research Briefs
DOES THE TRANSDISCIPLINARY SCIENCE
COURSE ACHIEVE THE VALUE OUTCOMES?
Integrative Learning VALUE Rubric Outcomes:
„ Connections to Experience
„ Connections to Discipline
„ Transfer
„ Integrative Communication
„ Reflective and Self-Assessment
CHALLENGES/OPPORTUNITIES
„  Effectively
Demonstrate Program Outcomes/Success to Divisional
Science Faculty
„ Address institutional challenges to effective implementation
(e.g. timely compensation, course scheduling challenges, faculty release
time/”credit” toward promotion/tenure)
„ Address Long-Term Opportunities:
„  Institutionalize the course such that Morehouse assumes costs of long-
term implementation (departmental requirement or elective?)
„  Maximize potential for “Bench to Bedside” course to serve as catalyst
for or other integrative learning experiences/courses in the Division
„  Increase faculty presentation/publication of course evaluation findings
„  Increase accessibility and allow replication of the “Bench to Bedside”
course through publications/internet
THE TRANSDISCIPLINARY SCIENCE COURSE:
WHY IT WORKS AT MOREHOUSE COLLEGE
„ Alignment with Institutional and Divisional Goals
„ Funding to Support Course Development and Faculty
Release Time
„ Faculty Expertise and Commitment
„ Collaborative Course Implementation
„ Strong Evaluation used to modify Course and generate data
„ Opportunities for Faculty to gain recognition/present/
publish Findings
THE END