Going Beyond the Outcome Assessment Minimum: Toward a Framework to Assess Students' Integrative Learning in a University General Education Program

dc.contributor.authorLi, Mengyunen
dc.contributor.committeechairKniola, David J.en
dc.contributor.committeememberBiscotte, Stephen Michaelen
dc.contributor.committeememberMiyazaki, Yasuoen
dc.contributor.committeememberSkaggs, Gary E.en
dc.contributor.departmentEducational Research and Evaluationen
dc.date.accessioned2023-01-18T09:01:01Zen
dc.date.available2023-01-18T09:01:01Zen
dc.date.issued2023-01-17en
dc.description.abstractPrior research has demonstrated the efficacy of general education coursework among American college students (Ball, 2012; Rosenzweig, 2009). Traditional models of general education programs are predicated on the understanding that exposure to a broad set of educational experiences creates well-rounded graduates (Roche, 2010). However, emerging research shows the importance of integrative learning experiences including general education programs (Lowenstein, 2015). These programs are just now at the initial stages of development and implementation at colleges and universities making it possible to study direct effects on student learning. What remains, however, is limited ways to measure such learning in emerging programs. One large, research university in a mid-Atlantic state provides opportunity to construct a measure of integrated learning. This study addressed the salient literature on general education in higher education today and then used quantitative methods and qualitative methods to investigate an empirically based measure of integrative learning. Findings revealed the continuous process of integrative learning from disciplinary knowledge to application to real world and established an initial framework for assessing students learning outcomes of integration. Finally, the research provided implications for researchers and practitioners to utilize the instrument and extend it to a wider range of students and academic programs.en
dc.description.abstractgeneralThe general education framework has deep roots and is quintessential to American higher education (Ball, 2012; Rosenzweig, 2009). While general education models have evolved over time, traditional expectations are cultivating students with broad knowledge in courses that span a broad range of academic subjects (Roche, 2010). Recent research show that general education program has an impact on student development (Lowenstein, 2015). Emerging programs are beginning to shift the focus of general education from a menu-style curriculum to one that focuses on integrative learning. Currently, there is limited ways to measure and evaluate students' learning outcomes, particularly with complex learning concepts such as integration. This study was designed to develop a new measure of integrative learning. The study occurred at a large, research university in a mid-Atlantic state that implemented a novel general education program designed to focus on integrated learning in general education. The study first explored the existing literature on general education in higher education. Next, the study designed and tested a new instrument to measure integrative learning. Finally, the research provided implications for researchers and practitioners to utilize the survey. Further, it calls for additional research with different types of students across a broader range of institutions, and enhancements to the instrument that include new items to strengthen the measure.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:35828en
dc.identifier.urihttp://hdl.handle.net/10919/113219en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectGeneral Educationen
dc.subjectInterdisciplinary Programen
dc.subjectInstrumenten
dc.titleGoing Beyond the Outcome Assessment Minimum: Toward a Framework to Assess Students' Integrative Learning in a University General Education Programen
dc.typeDissertationen
thesis.degree.disciplineEducational Research and Evaluationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen
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