Examining the Psychometric Properties of a New Integrative Learning Scale

Youngerman, Ethan; Dahl, Laura S.; Mayhew, Matthew J.

doi:10.1007/s11162-021-09623-1

Cited by 5 publications

(4 citation statements)

References 35 publications

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“…The primary variables for this study consist of a four-item index of students’ intention to innovate (Mayhew et al, 2012 , 2016 ; Selznick & Mayhew, 2018 ) 2 and a nine-item index of integrative learning (see Youngerman et al, 2021 ). The exogenous variable intention to innovate provides one item associated with each of the reduced dimensions of Shane’s ( 2003 ) model, which moves from opportunity recognition (e.g., “Identifying new opportunities (such as a new product or service, a more effective way of accomplishing tasks, or a new way to solve a common problem)”) to creation (e.g., “Creating a new entity to take advantage of new opportunities (for example, a team organization, a business/non-profit, or a club devoted to the new opportunity)”).…”

Section: Methodsmentioning

confidence: 99%

“…The AAC&U’s ( 2010 ) VALUE rubric for integrative learning has proven influential (Rhodes & Finley, 2013 ) and has fueled an understanding that integrative learning involves, in particular, students “adapt[ing] and apply[ing] skills, abilities, theories, or methodologies gained in one situation to new situations” (p.2). Drawing on previous efforts, Youngerman et al ( 2021 ) developed a measure of integrative learning with robust psychometric properties, including validity and reliability; the measure highlights student demonstrations of reflecting, applying, contextualizing, and extrapolating (Youngerman et al, 2021 ).…”

Section: Conceptual and Literature Foundationsmentioning

confidence: 99%

“…The literature proposes several typologies of transfer which are useful for understanding integrative learning, which progress from how much adaptation is required to bring existing skills into new settings (i.e., “near” and “far” transfer; see Perkins & Salomon, 1992 ) to higher-order forms of relational transfer which involves independently and contextually “seeing the same structure between two things” (Haskell, 2001 , p. 32) not obviously in relation. Youngerman et al ( 2021 ) hypothesize that such higher-order and far transfers may be among the more difficult aspects of integrative learning for students. Such a theoretical linkage between transfer of learning, difficult problems, and higher-order cognition is another hinge connecting integrative learning and innovation.…”

Section: Conceptual and Literature Foundationsmentioning

confidence: 99%

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Equitably Linking Integrative Learning and Students’ Innovation Capacities

et al. 2021

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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. Keywords Integrative learning • Innovation • College students • SEMDuring the past decade, postsecondary education has witnessed a substantial shift toward understanding the mechanisms by which students learn to effectively

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Section: Methodsmentioning

confidence: 99%

Section: Conceptual and Literature Foundationsmentioning

confidence: 99%

Section: Conceptual and Literature Foundationsmentioning

confidence: 99%

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Equitably Linking Integrative Learning and Students’ Innovation Capacities

et al. 2021

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“…While both types of measures are important in SoTL research, future research on the AMP could include student work within the evaluation (e.g., reflections, final projects, exams). Using existing measures related to IL (e.g., Integrated Learning Scale; Youngerman, Dahl, & Mayhew, 2021) and student collaboration (e.g., Collaborative Knowledge Practices Questionnaire; Karlgren et al, 2020), or developing new valid measures related to student agency would also be helpful to future evaluative research comparing the impact of teaching interventions across various adolescent development courses (e.g., comparing the AMP and an alternative teaching approach in another adolescent development course).…”

Section: Limitations and Conclusionmentioning

confidence: 99%

TV Clubs as a Pedagogical Approach in an Undergraduate Adolescent Development Course: A Qualitative Evaluation During the COVID-19 Pandemic

Vaterlaus¹,

Wanago²,

Martin³

2020

FSR

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Using a Scholarship of Teaching and Learning (SoTL) approach, the current study evaluated use of the Adolescent Media Project (AMP) as a pedagogical approach within an undergraduate adolescent development course. The AMP divided students into smaller groups (n = 8) in relation to an adolescent themed TV show. Students viewed the first season (or more) of the program throughout the semester. Students analyzed developmental accuracies and inaccuracies depicted in their assigned shows through completing individual written reflections, group meetings, and final individual projects. Implementation of the AMP occurred during the Spring 2020 semester, which allowed for understanding student experiences in transitioning the AMP to remote learning during the COVID-19 pandemic. A longitudinal qualitative approach was implemented with 16 randomly selected students in one course. Three themes emerged: (1) embeddedness, (2) collaboration, and (3) agency. Implications for future implementation of the AMP and active learning during the pandemic are discussed.

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Transdisciplinary Learning Opportunities: Exploring Differences in Complex Thinking Skill Development Between STEM and Non-STEM Majors

Amelink,

Grote,

Norris

et al. 2023

Innov High Educ

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As higher education institutions look to educate and graduate degree earners that have the skills and knowledge necessary to design, communicate, and collaborate in ways that allow for innovative solutions to complex socio-technical challenges, new approaches to educational efforts are being considered and implemented. Institutional responses have included new courses that have a transdisciplinary focus and embedded course experiences that use problem-based approaches coupled with cross-disciplinary team exposure. Often these initiatives have a singular thematic focus (i.e., sustainability). Little is known about the efficacy of transdisciplinary learning initiatives, especially those that encompass a breadth of thematic areas, as it relates to development of complex thinking skills and whether these learning environments provide for similar benefits across student majors. This study, conducted at a Research I university, was designed to address this gap in the literature by examining whether a university level learning initiative using transdisciplinary approaches was achieving desired goals to advance undergraduate students’ complex thinking skills. Findings among the respondents (n = 592) indicate that the initiative is advancing fundamental complex thinking skills in that specific courses allow students to learn about other disciplines and provide exposure to different disciplinary perspectives. However, results reveal that across all majors courses would benefit from increased real-world problem-based exposure and opportunities to interact with community stakeholders. Additionally, results suggest that undergraduates may need opportunities to develop a deeper understanding of the complexities that exist in cross-disciplinary collaboration, including how to develop integrated solutions that leverage the strengths of technical and non-technical approaches.

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Examining the Psychometric Properties of a New Integrative Learning Scale

Cited by 5 publications

References 35 publications

Equitably Linking Integrative Learning and Students’ Innovation Capacities

Equitably Linking Integrative Learning and Students’ Innovation Capacities

TV Clubs as a Pedagogical Approach in an Undergraduate Adolescent Development Course: A Qualitative Evaluation During the COVID-19 Pandemic

Transdisciplinary Learning Opportunities: Exploring Differences in Complex Thinking Skill Development Between STEM and Non-STEM Majors

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