How to Help Students Connect,
Apply, and Synthesize Learning
Jim Barber, Ph.D.
William & Mary
@JP_Barber
Dan Bureau, Ph.D.
University of Memphis @danbureau
Outcomes
Participants in this session will be able to:
• Explain the Integration of Learning Model
• Identify one strategy for using the model in
their work
• Describe approaches to assessing integrated
learning
Student Learning Emphasis in
Professional Development of Staff
• ACPA/NASPA Professional Competencies
• Functional Area Professional Competencies
• Value of Student Affairs profession
– Learning has become a primary outcome
rather than a hopeful byproduct of student
affairs work
• Perceptions of primary outcomes of
student affairs work not aligned with
traditional concepts of “learning” within
academy
What is Integration of Learning?
Integration of learning (IOL) is the
demonstrated ability to connect, apply, and/or
synthesize information coherently from
disparate contexts and perspectives, and make
use of these new insights in multiple contexts.
(Barber, 2012, p. 593)
Integration of Learning Categories
Category
Definition
Establishing a
Connection
Find a common thread between concepts or
experiences that remain distinct; identifying
similar elements, foundation or characteristics.
Application
Across Contexts
An idea or skill learned in one context is used in
a different context; similar conceptually to
transfer of learning. Often appears as use of a
high school skill or knowledge in college.
Synthesis
of New Whole
Two or more ideas or skills are brought together
to create a new whole; combining knowledge to
enhance understanding and gain new insights.
As students advance developmentally, they become
more adept at using all three approaches…
Synthesis
Connection
Application
(Barber, 2014)
How Can SA Pros Promote IOL?
Five Research-Based Practices:
1. Embrace Identity & Diversity
2. Create Hands-On Experiences
3. Encourage Juxtaposition
4. Writing as Praxis
5. Support Students through Mentoring
Ideas
vs.
Action
Identity & Diversity
• Open the door to invite students to bring their full
identities into the classroom, activity, or
organization
• Intentionally create diverse groups
• Acknowledge the robust experience that
students bring with them to college
• Review your reading/
resource lists…
who is absent?
Hands-On Experiences
• Challenge students to find solutions to dilemmas
or ill-structured problems
• 70% of college students work while enrolled; 25%
are both full-time students and full-time
employees (Georgetown CEW, 2015)
• Immersive experiences such as residence life,
living learning communities, fraternity/sorority,
services learning,
and study abroad
Juxtaposition
• Bringing contrasting ideas next to one another
• Engineering cognitive dissonance
• Experiences such as discussion-based courses,
first-year seminars, intergroup relations
• Developing reading/
resource lists that bring
together multiple
perspectives
Writing
• Writing is an essential skill to develop, no matter
what your career goal
• Continuum from public consumption to private
meaning making
• Experiences may include: written in-class
reflections, athlete workout journals, capstone
projects, portfolios, formal
academic papers, digital
writing such as Twitter,
and blogging
Mentoring
• No replacement for the impact of individuals
• “No one ever asked me that before”
• Mentoring experiences may include: formal and
informal mentoring, peer mentoring, faculty
engagement, academic advising, athletic
coaching, and fraternity/sorority
alumni advising.
Map Your Experiences
Connection
Diversity/Identity
Hands-On
Juxtaposition
Writing
Mentoring
Application
Synthesis
Audience Collaboration
• How does the concept of integrated learning
already play out in the work you do?
• What are the actions you can take that would
demonstrate an increasingly intentional
approach to integrated learning?
• What are the gaps you have in your skillset
that you will need to address to become more
strongly aligned with learning as a primary
focus of student affairs work?
https://assessment.gwu.edu/sites/assessment.gwu.edu/files/image/ONST-1314-58-Assessment-Drupal-Graphics_cycle_220.png
Assessing IOL
• Assessment Cycle (a natural complement to
actions of integrated learning)
• Questions drive the diverse methodologies
(more than surveys; portfolios, interviews)
• Use of CAS Standards for Student Learning
Domains and Dimensions
• Instruments of interest (i.e. AAC&U, Campus
Labs)
Selected Resources
•
•
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American College Personnel Association & National Association of Student Personnel Administrators. (2015). ACPA/NASPA
professional competency areas for student affairs practitioners. Washington, DC. Retrieved from
http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf
Barber, J. P. (2012). Integration of learning: A grounded theory analysis of college students’ learning. American Educational
Research Journal, 49(3), 590-617. doi:10.3102/0002831212437854
Barber, J. P. (2014). Integration of learning model: How college students integrate learning. In P. L. Eddy (Ed.), New Directions
for Higher Education: No. 165. Connecting learning across the institution (pp. 7-17). San Francisco, CA: Jossey-Bass.
doi:10.1002/he.20079
Barber, J. P. and Bureau, D. A. (2012). Coming into focus: Positioning student learning from the Student Personnel Point of
View to today. In K. M. Boyle, J. W. Lowery, & J. A. Mueller (Eds.) Reflections on the 75th anniversary of The Student
Personnel Point of View. (pp.35-40). Washington, D.C.: ACPA
Bureau, D. A. (2015, March). Learning to help students learn: Professional development focused on increased competence
as a student affairs educator. AFA Essentials. Retrieved from https://c.ymcdn.com/sites/afa1976.siteym.com/resource/collection/23C58E17-9CD4-41D5-ABF03EE0D0680E75/Bureau_March_2015_Administrator_FINAL_almost.pdf
Collins, K. M., & Roberts, D. M. (Eds.) (2012). Learning is not a sprint: Assessing and documenting student leader learning in
cocurricular involvement. Washington, DC: NASPA.
Council for the Advancement of Standards. (2015). CAS professional standards for higher education (9th ed.). Washington,
DC: Author.
Georgetown Center for Employment Welfare (2015, October 28). Seventy Percent of College Students Work While Enrolled,
New Georgetown University Research Finds. Retrieved from: https://cew.georgetown.edu/wp-content/uploads/Pressrelease-WorkingLearners__FINAL.pdf
Hart Research Associates. (2013). It’s more than a major: Employer priorities for college learning and student success.
Washington, DC: Association of American Colleges & Universities.
Questions and Comments
Jim Barber
[email protected]
@JP_Barber
Dan Bureau
[email protected]
@danbureau