Integrative Pedagogy and Evaluation PracticesKamden K. Strunk, Ph.D.Oklahoma State UniversitySchool of Educational StudiesCenter for Research on STEM Teaching and Learning

Integrative Model

The Data Students in courses using integrative

pedagogy: Have higher test scores than their

counterparts. Report higher subject enjoyment of the

course than other students. Show improvement on “skills-based”

assessment versus other students.

And… A Bonus Instructors using integrative pedagogy

receive significantly higher course evaluation scores.

AND students are significantly more likely to enroll in more courses in the subject area.

AND courses using integrative pedagogy show higher retention levels.

Skills for Career A recent survey of employers suggested

that employers value: Social Skills Teamwork Ability Ability to innovate Problem-solving skills Creativity

These skills are cited higher in importance than things like “job-specific knowledge”.

Other Outcomes Increased subjective task value for the

course and content area. Better progress toward completion of

degree. Increases in student retention of content

across academic terms.

Teaching and Evaluating Thinking

We’re usually pretty good at this in college.

We might ask students to analyze a theory, make decisions about a project, remember information and synthesize it, and provide lecture/discussion.

Evaluation is fairly straightforward, too: Tests, essays, writing assignments, and projects.

Teaching and Evaluating Sensing

At ITT, this is stronger than at many colleges. We might ask someone to build something,

do a protocol required for jobs in the field, physically manipulate objects, or provide concrete and hands-on learning opportunities.

We can evaluate “sensing” by grading activity completion/correctness, and grading on mastery of skills.

Teaching and Evaluating Feeling

There are many ways to integrate this: Reflecting on moral/ethical issues in the

field, working in cooperative groups, and even class discussions may provide some development in this area.

We can grade on whether students have effectively integrated reflection and cooperation into their work.

Teaching and Evaluating Intuition

Although it seems vague and undefined, it is easy to incorporate intuitive learning.

Asking students to create a new product, to solve a problem in a novel manner, and to improve procedures used in the field.

These products can be evaluated based on their Usefulness and Creativity.

Examples from Social Science A community-based project A multi-part class project

Involves stages: Research & Understanding, Application, Innovation, and Reflection.

Cooperative Learning Creativity Challenges

Examples from STEM Fields Engineering challenges

Given limited supplies, address the problem.

Cooperative Learning Improving a procedure Community-based learning

Creativity in STEM: A Note In most areas we have conducted

research with, Creativity in the classroom is associated with better outcomes.

In Science and Math courses, we have not found this to be the case.

Anecdotal evidence suggests for these courses, creativity must be incorporated more carefully so as to be course-relevant and not feel like “fluff”.