1. Integrative Learning: Developing a Multi-Disciplinary Student Research Program at Albertus Magnus College Patty Compagnone-Post and Hilda Speicher Innovative Pedagogy and Course Redesign IX Conference Fairfield University June 3 – 5, 2009 1

2. 1. The term Integrative Learning was coined by Jerry Perez de Tagle [1] andJerry Perez de Tagle [1] "... comes in many varieties: connecting skills and knowledge from multiple sources and experiences; applying skills and practices in various settings; utilizing diverse and even contradictory points of view; and, understanding issues and positions contextually." 2. Haber, Hutchings, and Gale: "...making connections within a major, between fields, between curriculum, cocurriculum, or between academic knowledge and practice." [2] [2] 3. Arcadia University: “Integrative learning is about exploring real world issues… Connecting liberal arts learning and theory with professional skills and abilities...” 2

3. “The Apprenticeship Model for Undergraduate Research” according to NSF: Effective UR is defined as, “an inquiry or investigation conducted by an undergraduate that makes an original intellectual or creative contribution to the discipline” Useful Resource: University of Delaware Undergraduate Research Office (provides descriptions of research across all disciplines) 3

4.  Small liberal arts institution  Catholic College in the Dominican tradition  3 delivery systems, undergraduate & graduate  Traditional Day Program  Accelerated Degree Program (adult learners)  New Dimensions Program (adult cohorts)  Diverse student population  Race & Ethnicity  Age 4

5.  Need to educate faculty about:  Possibilities of research  Value of research  Need to change norms to a culture of research  Need to disseminate research information to the AMC community  Students  Faculty 5

6.  Formed a Student Research Council  Applied for a workshop sponsored by the Council on Undergraduate Research (CUR)  Sponsored annual Student Research Symposium  Presented workshop to AMC faculty on student research aimed at  Defining research across disciplines  Presenting models of existing AMC student-faculty collaborations 6

7.  Fosters engagement in learning  For students & faculty  Form of problem solving & application  Evidence leads to  Greater comprehension  Greater retention  Increases knowledge of most recent work in the field  For students & faculty  Is integrative learning – reinforces learning from multiple courses  Develops skills  Students more competitive for  Jobs  Graduate programs  Encourages relationships between faculty and students  Promotes academic & career advising  Mentoring  Is fun! Both students and faculty enjoy it 7

8. Undergraduate research opportunities often increase a student’s interest in science careers. Russell, Hancock, and McCullough, 2007 8

9. Increases understanding of the research process Builds confidence in research-related abilities Enhances awareness of academic and career options in Science, Technology, Engineering, and Math (STEM) NSF, 2005 9

10. Undergraduate research experiences positively effect a student’s attraction to graduate education. SRI International, 2003 10

11. Nature Chemical Biology, 2008 11

12. The mission of the AMC-SRC is to design and implement a curriculum that incorporates student-faculty research across all academic disciplines. This mode of scholarship is formulated to heighten engagement and creativity in the learning process for both students and faculty. 12

13. 1. Patricia Compagnone-Post, Biology and Chemistry 2. Hilda Speicher, Psychology 3. Stephen Joy, Psychology 4. Loel Tronsky, Psychology and Education 5. Donna Kaiser, Art Therapy (Master of Arts) 6. Evie Lindemann, Art Therapy (Master of Arts) 7. Karen Kendrick, Sociology 8. Robert Bourgoise, Anthropology 9. Deborah Frattini, English 10. Howard Fero, Leadership (Master of Arts) 11. Sean O’Connell, Dean for UG Day Program/Philosophy 13

14. 1. Identify AMC faculty with specific research interests who would participate in the program. 2. Develop a set of program objectives and assessment tools to monitor the pedagogical impact of a research- inclusive curriculum. 3. Disseminate the results of both undergraduate and graduate research projects by hosting on-campus annual symposiums and participating in local and national research meetings. 4. Establish liaisons at other academic institutions and organizations (public and private) to help develop research-based educational opportunities. 5. Identify sources of $$$$$$$$$$ to support student and faculty research agendas. 14

15.  1 st Symposium February 2008  Biology, psychology, art therapy, anthropology, education, chemistry  Undergraduates (accelerated and day programs)  MA Students (Art Therapy & Liberal Studies)  Students worked on AMC and Yale campuses  2 nd Symposium March 2009  Biology, psychology, art therapy, business, education  Undergraduates (accelerated and day programs)  MA Students (Art Therapy & Business Administration)  Students worked on AMC campus and at the CT Agricultural Experiment Station 15

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17.  Who?  Current Students (Day, ADP, ND, MA programs)  Former Students (alumni, students of alumni)  How Do Students Participate in Research?  In class as a project  As a Practicum or Internship (on or off campus)  As Master’s Thesis (possibly senior thesis?)  As volunteer 17

18. 1. Psychology of Intimacy Lab (H. Speicher) - library research (e.g., journal articles) - data entry & analysis using SPSS - design and conduct original studies - code data (videotapes, written text) - organize research files and research library - co-author conference presentations & manuscripts 2. Chromatin modification effects on gene expression (P. Compagnone-Post) - laboratory component of biology department courses (“continuum design”) - summer internship program - tours of off-campus research facilities - attendance at departmental seminars 18

19.  CUR Mission Statement – Learning Through Research The mission of the Council on Undergraduate Research is to support and promote high-quality undergraduate student-faculty collaborative research and scholarship.  “CUR believes that faculty members enhance their teaching and contribution to society by remaining active in research and by involving undergraduates in research.”  Programs offered: - Workshops - Support for faculty development - Outreach activities to share successful models - National poster session - Publications 19