Prelims
Integrative Curricula: A Multi-Dimensional Approach to Pedagogy
ISBN: 978-1-80071-463-2, eISBN: 978-1-80071-462-5
ISSN: 2055-3641
Publication date: 26 July 2023
Citation
(2023), "Prelims", Sengupta, E. (Ed.) Integrative Curricula: A Multi-Dimensional Approach to Pedagogy (Innovations in Higher Education Teaching and Learning, Vol. 50), Emerald Publishing Limited, Leeds, pp. i-viii. https://doi.org/10.1108/S2055-364120230000050012
Publisher
:Emerald Publishing Limited
Copyright © 2023 Emerald Publishing Limited
Half Title Page
Integrative Curricula
Series Page
Innovations in Higher Education Teaching and Learning
Senior Series Editor: Patrick Blessinger, St John’s University and Higher Education Teaching and Learning Association, USA
Associate Series Editor: Enakshi Sengupta, Higher Education Teaching and Learning Association, USA
Published volumes:
Volume 33 | International Perspectives on the Role of Technology in Humanizing Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla S. Makhanya |
Volume 34 | Humanizing Higher Education Through Innovative Approaches for Teaching and Learning – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla S. Makhanya |
Volume 35 | Humanizing Higher Education Through Innovative Approaches for Teaching and Learning – Edited by Enakshi Sengupta, Patrick Blessinger and Mandla S. Makhanya |
Volume 36 | Integrating Research-based Learning Across the Curriculum – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 37 | International Perspectives in Social Justice Programs at the Institutional and Community Level – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 38 | The Role of External Examining in Higher Education: Challenges and Best Practices – Edited by Enakshi Sengupta, Patrick Blessinger, Andrew Ssemwanga and Barbara Cozza |
Volume 39 | International Perspectives on Supporting and Engaging Online Learners – Edited by Jaimie Hoffman and Patrick Blessinger |
Volume 40 | International Perspectives in Online Instruction – Edited by Jaimie Hoffman and Patrick Blessinger |
Volume 41 | New Student Literacies amid COVID-19: International Case Studies – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 42 | Innovative Approaches in Pedagogy for Higher Education in Classrooms – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 43 | Governance and Management in Higher Education – Edited by Enakshi Sengupta, Patrick Blessinger and Nasiruddin Nezaami |
Volume 44 | Changing the Conventional University Classroom – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 45 | ICT and Innovation in Teaching Learning Methods in Higher Education – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 46 | Role of Education and Pedagogical Approach in Service Learning – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 47 | International Case Studies in Service Learning – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 48 | Role of Leaders in Managing Higher Education – Edited by Enakshi Sengupta and Patrick Blessinger |
Volume 49 | Pandemic Pedagogy: Preparedness in Uncertain Times – Edited by Enakshi Sengupta |
Title Page
Innovations in Higher Education Teaching and Learning - Volume 50
Integrative Curricula: A Multi-Dimensional Approach to Pedagogy
Edited by
Enakshi Sengupta
Independent Researcher & Scholar, India
Created in partnership with the International Higher Education Teaching and Learning Association
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2023
Copyright © 2023 Emerald Publishing Limited.
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-80071-463-2 (Print)
ISBN: 978-1-80071-462-5 (Online)
ISBN: 978-1-80071-464-9 (Epub)
ISSN: 2055-3641 (Series)
Contents
Series Editor’s Introduction | vii |
Part I: Integrating Student's Experience | |
Chapter 1: Introduction to Integrative Curricula: A Multidimensional Approach to Pedagogy | |
Enakshi Sengupta | 3 |
Chapter 2: The Peer Support Program: A Case Study of Peer Mentoring and Tutoring Across Freshman Calculus Courses | |
Ahmad Samarji | 11 |
Chapter 3: Education for Social Justice: An Integrative Framework for Inclusive Curriculum Redesign to Enable Fair Outcomes and Promote Social Change | |
Digby Warren and Zainab Khan | 25 |
Chapter 4: Designing, Implementing, and Assessing Learning Within an Integrated Pharmacy Course | |
Kimberly B. Garza, Channing R. Ford, Lindsey E. Moseley, and Bradley M. Wright | 47 |
Part II: Designing Integrative Curricula | |
Chapter 5: The Integrative Curriculum in EAP Programs: Design and Instructional Considerations | |
Alanna Carter | 83 |
Chapter 6: Teaching Three Courses Like One: A Case for Integrated Teaching | |
Heather A. Ranson, Christian D. Van Buskirk, and Richard D. Cotton | 101 |
Chapter 7: Tracing “Symbolic” Policy Ideas About an Integrative Curriculum in the Bologna Process Post-2020 International Agenda | |
Iryna Kushnir | 115 |
Chapter 8: Competence-based HE: Future Proofing Curricula | |
Rebecca Huxley-Binns, Jenny Lawrence, and Graham Scott | 131 |
Chapter 9: Designing an Integrative Curriculum Using CLIL for Medical English Courses in the Faculty of Health Sciences During COVID-19 | |
Neslihan Onder-Ozdemir | 149 |
About the Authors | 169 |
Name Index | 175 |
Subject Index | 183 |
Series Editor's Introduction
The purpose of this series is to publish current research and scholarship on innovative teaching and learning practices in higher education. The series is developed around the premise that teaching and learning are more effective when instructors and students are actively and meaningfully engaged in the teaching–learning process.
The main objectives of this series are to:
- 1)
present how innovative teaching and learning practices are being used in higher education institutions around the world across a wide variety of disciplines and countries;
- 2)
present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating innovative teaching and learning practices; and
- 3)
consider the implications of theory and practice on policy, strategy, and leadership.
This series will appeal to anyone in higher education who is involved in the teaching and learning process from any discipline, institutional type, or nationality. The volumes in this series will focus on a variety of authentic case studies and other empirical research that illustrate how educators from around the world are using innovative approaches to create more effective and meaningful learning environments.
Innovation teaching and learning is an approach, strategy, method, practice, or means that has been shown to improve, enhance, or transform the teaching–learning environment. Innovation involves doing things differently or in a novel way in order to improve outcomes. In short, innovation is a positive change. With respect to teaching and learning, innovation is the implementation of new or improved educational practices that result in improved educational and learning outcomes. This innovation can be any positive change related to teaching, curriculum, assessment, technology, or other tools, programs, policies, or processes that leads to improved educational and learning outcomes. Innovation can occur in institutional development, program development, professional development, or learning development.
The volumes in this series will not only highlight the benefits and theoretical frameworks of such innovations through authentic case studies and other empirical research but also look at the challenges and contexts associated with implementing and assessing innovative teaching and learning practices. The volumes represent all disciplines from a wide range of national, cultural, and organizational contexts. The volumes in this series will explore a wide variety of teaching and learning topics such as active learning, integrative learning, transformative learning, inquiry-based learning, problem-based learning, meaningful learning, blended learning, creative learning, experiential learning, lifelong and lifewide learning, global learning, learning assessment and analytics, student research, faculty, and student learning communities, as well as other topics.
This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on innovative teaching and learning scholarship and practices. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming teaching and learning.
Patrick Blessinger
Founder, Executive Director, and Chief Research Scientist, International HETL Association
Enakshi Sengupta
Independent Researcher & Scholar
- Prelims
- Part I: Integrating Student's Experience
- Chapter 1: Introduction to Integrative Curricula: A Multidimensional Approach to Pedagogy
- Chapter 2: The Peer Support Program: A Case Study of Peer Mentoring and Tutoring Across Freshman Calculus Courses
- Chapter 3: Education for Social Justice: An Integrative Framework for Inclusive Curriculum Redesign to Enable Fair Outcomes and Promote Social Change
- Chapter 4: Designing, Implementing, and Assessing Learning within an Integrated Pharmacy Course
- Part II: Designing Integrative Curricula
- Chapter 5: The Integrative Curriculum in EAP Programs: Design and Instructional Considerations
- Chapter 6: Teaching Three Courses Like One: A Case for Integrated Teaching
- Chapter 7: Tracing “Symbolic” Policy Ideas About an Integrative Curriculum in the Bologna Process Post-2020 International Agenda
- Chapter 8: Competence-Based HE: Future Proofing Curricula
- Chapter 9: Designing an Integrative Curriculum Using CLIL for Medical English Courses in the Faculty of Health Sciences During COVID-19
- About the Authors
- Name Index
- Subject Index