Teaching and Assessing PUL 3: Integration and Application of Knowledge
This tip sheet focuses on the third of the six PULs. Descriptions of all six PULs can be located at http://due.iupui.edu/Undergraduate-Curricula/General-Education/Principles-of-Undergraduate-Learning. General planning considerations for incorporating and assessing PULs in your class can be found here.
Definition of PUL 3: Integration and Application of Knowledge
The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives.
Integration and application of knowledge are demonstrated by the students’ ability to
- Enhance their personal lives;
- Meet professional standards and competencies;
- Further the goals of society; and
- Work across traditional course and disciplinary boundaries.
Examples of Instructional Activities
- Problem solving
- Case studies that give students practice in applying professional skills or competencies or assist them in learning problem-solving or application skills
- Use an integrated case series family tree across the curriculum to enhance students’ cognitive, cultural, and ethical competence in preparation for clinical practice. (Loghmani & Bayliss, 2008)
- Mathematics assignments that apply mathematical tools to important issues and require written analysis to explain implications and limitations of the mathematical treatment (AACU Integrative Learning VALUE rubric)
- Product creation
- Artistic production or performance related to course concepts, theories, or information
- Putting together an exhibit of art work
- Developing a business plan
- Planning an event
- Planning and delivering a class presentation or speech
- Creating a fact sheet on “cost of clean”
- Developing an art history presentation that demonstrates aesthetic connections between selected paintings and novels (AACU Integrative Learning VALUE rubric)
- Group work
- Simulation activities, serious games
- Role plays
- Group project jigsaw
- Undergraduate research projects
- Reading a journal article, interpreting the results, analyzing limitations
- Presentation of research findings via PowerPoint lecture
- Reflection through writing
- Writing a review paper for a professional audience or a wider audience
- Composition papers that focus on topics from biology, economics, or history (AACU Integrative Learning VALUE rubric)
- Historical analysis of art or fiction
- Literary criticism, textual interpretations
- Experiential learning
- Local or regional field trips
- Applying didactic knowledge to clinical practice settings, clinical experiences, fieldwork, practical exams, and summative exams
- Applying knowledge of discipline in an internship or practicum
- Incorporating and applying cognitive and non-cognitive theory and affective and psychomotor skills in professional practice
- Service learning
- Project-based learning in service learning
- Service learning projects with reflective essays
- Capstone courses
- Capstone course that requires the integration of acquired knowledge and skills in a research or independent study application
- Capstone course that requires students to develop reflective portfolios organized around the PULs to support connections across educational experiences and to articulate skills, abilities, and dispositions that will serve them as professionals and lifelong learners. (Kahn & Hamilton, 2008)
Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.). San Francisco: Jossey-Bass.
Kahn, S., & Hamilton, S. (2008). Fostering integrative learning in a senior capstone seminar: A case study. Presentation at IUPUI Edward C. Moore Symposium, Indianapolis, IN.
Loghmani, T., & Bayliss, A. (2008). An integrated case family series as a curriculum strategy to enhance cognitive, cultural, and ethical competence in the classroom and clinic. Presentation at IUPUI Edward C. Moore Symposium, Indianapolis, IN.
Stevens, D. D. & Levi, A. J. (2005). Introduction to rubrics. Sterling, VA: Stylus.
Walvoord, B.E. & Anderson, V.J. (2009). Effective grading: A tool for learning and assessment in college. 2nd Ed. San Francisco: Jossey-Bass.
Authored by Terri Tarr (August, 2010)
Revised by Terri Tarr (August, 2015)