General Education, Advising, and Integrative Learning

Lowenstein, Marc

doi:10.1353/jge.2015.0010

Cited by 12 publications

(14 citation statements)

References 1 publication

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“…Indeed, scholars and academic leaders alike have argued that similar forms of dexterity apply across multiple disciplines, so that integrative thinking has risen to become a leading framework for higher education in the United States. That said, as interest in integrative learning has spread so has recognition that it is a complex, multi-stage process (Kinzie 2013;Lowenstein 2015;Niehaus et al 2017). As a researcher, this complexity presents challenges as to what vantage point from which to view it.…”

Section: Discussionmentioning

confidence: 99%

The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

Stone

Cruz

2021

TLI

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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.

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Section: Discussionmentioning

confidence: 99%

The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

Stone

Cruz

2021

TLI

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“…Here, we can find parallels with experiences of faculty and staff advisers working in integrated learning environments and with students in individualized major programs. They often serve as a guide to help students find parallels across their curriculum and knowledge they have amassed, the tie‐in with their overarching career goals, and synthetizing and reflecting on how what they have done fit in into their global model (Egan, ; Lowenstein, ).…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, these faculty members may be actively engaged in recruitment and onboarding students into the program (Baker, ; Cleary, ; Tucker et al., ). This approach has already been found successful in integrative learning programs, where a faculty member helps not only with an academic career advice, but also build connections across discipline domains (Egan, ; Lowenstein, ). For example, Egan () describes the process and purpose of advising as three I's: interdisciplinarity, integrative, and intentional learning that can help students develop dispositions and skills to make their learning experiences intentional and meaningful.…”

Section: Literature Reviewmentioning

confidence: 99%

Evolving roles of faculty at an emerging hybrid competency‐based transdisciplinary program

Ashby

Caskurlu

Exter

2018

J of Competency-Based Ed

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Background Faculty is inseparable from the design and implementation of competency‐based programs. Yet prior research on competency‐based education (CBE) has mainly focused on program design and implementation, paying less attention to the faculty roles and perception of their involvement. Aims This paper explores faculty perceptions of their own roles relating to the design and the pilot semester implementation of a new competency‐based transdisciplinary program at a large Midwest research‐intensive university. Methods Using a phenomenological approach, we conducted semistructured interviews with faculty involved in the program design and implementation of the pilot semester in this program (n = 7) to gain an understanding of the varied demands and expectations, as well as their perceptions of such roles in the context of the program. Results Our findings showed a variety of faculty functions pertaining to their roles within our CBE environment. The faculty interviewed also tended to be actively engaged in terms of student onboarding, motivation, and encouragement, particularly earlier in the semester. Facilitation of students’ learning and competency attainment at the prescribed level of mastery led to the need for ongoing review and feedback of students’ work, and a higher workload than a traditional course. Yet, the faculty had positive responses to the program and their work, which in part may relate to their early buy‐in into the program as part of their collaboration on the program design. Implications, limitations, and future research are discussed.

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“…Some UAP students may continue their studies with one goal in mind, namely the successful completion of a qualification, and fail to find a connection between what they study and their purpose in life. Through academic advising, UAP students can understand what they are studying and why, enhancing their engagement in the general education environment (Egan, 2015;Kirk-Kuwaye & Sano-Franchini, 2015;& Lowenstein, 2015). Aguilar, Lonn, and Teasley (2014) evaluated the use of the Early Warning System (EWS) by academic advisors in the United States.…”

Section: Academic Advisingmentioning

confidence: 99%

Student Challenges with the University Access Program in South Africa

Sekonyela

2021

J Ethn Cult Stud

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This paper reflects on experienced challenges by registered University Access Programme (UAP) students in South Africa. South African learners continue to face challenges in accessing institutions of higher education due to school performance. Therefore, to address this issue, the University of the Free State (UFS) in South Africa introduced UAP in 1993 to assist deserving students who did not meet university admission requirements due to underperformance at the school level. The UAP seemed to address the issue of access to higher education institution(s). However, once students gained access, they have faced several challenges. A Free-Attitude Interview (FAI) technique was used to identify the challenges that students experienced in UAP. Students indicated the need to improve academic support.

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General Education, Advising, and Integrative Learning

Cited by 12 publications

References 1 publication

The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

Evolving roles of faculty at an emerging hybrid competency‐based transdisciplinary program

Student Challenges with the University Access Program in South Africa

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