Equitably Linking Integrative Learning and Students' Innovation Capacities

Autor/inn/en	Selznick, Benjamin S.; Dahl, Laura S.; Youngerman, Ethan; Mayhew, Matthew J.
Titel	Equitably Linking Integrative Learning and Students' Innovation Capacities
Quelle	In: Innovative Higher Education, 47 (2022) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-021-09570-w
Schlagwörter	Undergraduate Students; Learning Processes; Interdisciplinary Approach; Educational Innovation; Majors (Students); Equal Education + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Instructional innovation; Bildungsinnovation
Abstract	The purpose of this study was to examine the relationship between two recent currents in postsecondary education -- integrative learning and undergraduate innovation. We located the rationale for this study in postsecondary educational practices and policies (e.g., inclusive makerspaces, transdisciplinary courses) which have theorized the connection between these two areas yet have not scrutinized this relationship through robust quantitative study. Drawing on a sample of 5,503 undergraduate students attending one of four Universities in the United States, we employed structural equation modeling (SEM) to test the uniqueness of measured constructs as well as examined associations between variables and overall fit in a structural setting. Results indicated the appropriateness of measuring each construct distinctively and provided evidence of a robust relationship between integrative learning and innovation intentions. Additionally, we identified consistent major-specific and identity-based patterns of realizing effects on innovation in association with integrative learning. The study concludes with discussion of findings and implications for educators and academic leaders working to equitably support efforts across these areas. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01