Integrative Learning Experiences : Benchmark Achievements, Connotations, & Preferences

dc.contributor.advisor	Schultz, Nicole J.
dc.contributor.author	Hanson, Erin
dc.contributor.author	Benjamin, Alexis
dc.date.accessioned	2014-10-01T18:48:50Z
dc.date.available	2014-10-01T18:48:50Z
dc.date.issued	2014-04
dc.description	Color poster with text and charts.	en
dc.description.abstract	Research shows that creating and evaluating strategies that encourage students to engage in integrative learning (IL) promotes advancement of personal, educational, and professional development (Newell, 2010; Flower & Rhodes, 2005). Studies illustrate that the commitment to providing students with higher education IL opportunities should be practiced intentionally to maximize student connections to course material and across disciplines (Werdner, 2013; Miller, 2005). The purpose of this study was to examine the extent to which students engaged in IL and the extent to which students were aware of such.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs.	en
dc.identifier.uri	http://digital.library.wisc.edu/1793/69779
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589	en
dc.subject	Integrative learning	en
dc.subject	College students	en
dc.subject	Posters	en
dc.title	Integrative Learning Experiences : Benchmark Achievements, Connotations, & Preferences	en
dc.type	Presentation	en

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