1. Roben Torosyan, Fairfield University www.fairfield.edu/cae In Our Own Courses: How Will We Know Students Are Doing the Integrating? What Should It Look Like? Roben Torosyan, Ph.D. Philosophy Dept. and Curriculum & Instruction, Grad Ed. Associate Director, Center for Academic Excellence

2. Roben Torosyan, Fairfield University www.fairfield.edu/cae What connections do we want? Within a course of your own: What kinds of connections should students make? Should they see similarities, interactions and other connections: –Between theory and practice? –Within your course? –Across information, ideas, and perspectives of other disciplines? –To personal, work or civic life?

3. Roben Torosyan, Fairfield University www.fairfield.edu/cae What connections do we want? Within a course of your own: In what contexts? –a specific assignment, or just an aspect of one? –a series of staged assignments that are joined into a whole? –a service learning requirement or option in your course? –a capstone experience in your department? In what ways should connections be demonstrated?

4. Roben Torosyan, Fairfield University www.fairfield.edu/cae An Integrative Learning Rubric Basic: Creating Common Ground Presents a clear rationale for taking an interdisciplinary approach. Assumptions from more than one discipline are made explicit and compared. Compares and/or contrasts disciplinary perspectives. The problem is explicitly defined in neutral terms that encourage contributions from more than one discipline. Creates common vocabulary that can be applied to the object of study. Cf. Miller, Integrative Learning and Assessment, Peer Review, Summer/Fall 2005

5. Roben Torosyan, Fairfield University www.fairfield.edu/cae An Integrative Learning Rubric Intermediate: New Holistic Understanding One or more novel metaphors or models are presented. A preexisting metaphor or model is used or applied in a novel way. A new theoretical interpretation or understanding is presented which explicitly draws on more than one discipline.

6. Roben Torosyan, Fairfield University www.fairfield.edu/cae An Integrative Learning Rubric Advanced: Application of the New Holistic Understanding The new metaphor, interpretation, or model is applied to a new situation, context or phenomenon. The new metaphor, interpretation, or model is applied in a novel way to an established “text,” situation, context or phenomenon. The new metaphor, interpretation, or model is explicitly tested through observation, data collection, or lived experience and reflection. The new metaphor, interpretation, or model is used in a significant way to guide inquiry. The new metaphor, interpretation, or model is tested by using it to solve a problem. Interdisciplinary theory is used to assess the approach taken. (Note: If no intermediate competency is exhibited, only this item receives credit).

7. Roben Torosyan, Fairfield University www.fairfield.edu/cae How do you know students are making integrative connections? Take one of your courses and list: What should they be able to do to show they’re integrating? What attitudes should they exhibit as integrative learners? Describe behaviors, products or dispositions that can be captured by assignments.

8. Roben Torosyan, Fairfield University www.fairfield.edu/cae Example: PH150 Modern Philosophy Integration goals for course: Compare and contrast how frameworks and multicultural contexts affect how you answer key philosophical questions Make connections to how other subjects do thinking or knowing, such as: –How ethics gets applied to cheating in school or at work –How epistemology influences decisions about truth in politics or the news –How metaphysics affects thinking about abortion or stem cell research

9. Roben Torosyan, Fairfield University www.fairfield.edu/cae Example: PH150 Modern Philosophy Integration goals for course (cont’d): Make connections to overall paradigms, theoretical revolutions across subjects and thinking dimensions (“epistemes” or types of thinking, cf. Lauer; Torosyan): –1D: Sensory, impulsive, primary process –2D: Classifying, categorical –3D: Scientific, empirical, rational, skeptical –4D: Reflexive, deconstructive, “show me the meta” –5D: Unifying, paradoxical

10. Roben Torosyan, Fairfield University www.fairfield.edu/cae Describe levels of achievement for integration in one assignment To Show Integrative Thinking: Outstanding Also present a novel model, interpretation or framework for your position and show how you would apply it to a new situation. Acceptable Bring together how you answer what is right, what is true and what reality is, into a whole cohesive position. Show how your assumptions are influenced by other disciplinary perspectives. Unacceptable Fail to show the above in most of your writing. PH150: Write your own personal philosophy.

11. Roben Torosyan, Fairfield University www.fairfield.edu/cae Rough out a 3-point rubric for the integrative aspect of either the course or one assignment. Pay special attention to clarifying what’s acceptable integration.

12. Roben Torosyan, Fairfield University www.fairfield.edu/cae What are you taking away? Print on an index card and one thing you learned that you found most surprising. Stand and trade your card with someone standing near you, from another group. Read it. Then move across the room and trade again with someone from still another group (no taking back your original card) and read it. Do so until you’ve read at least three other cards. Return to your group and if you feel like it, share something you read that you found engaging or interesting. As a group, select or formulate one learning and put it up on an easel sheet.