Teaching Educational Psychology in the Age of Integrative Learning and Redesigned Classrooms

• In Event: A 360 View of Learning: Educational Psychologists Grapple With the Contemporary Higher Education Landscape

Abstract

Inspired by Alexander’s (2017) discussion of interdisciplinary and cross-disciplinary inquiry as an important legacy of our field and learning with and without technological enhancements as one of the progenies, this presentation will draw from the literature and my own experiences to explore two current trends in higher education that influence the teaching of educational psychology. These include: (1) the pursuit of programs of study that foster students’ interdisciplinary and integrative learning; and (2) the redesigning of classroom spaces to support active learning. I examine these trends through the lens of Alexander’s (2017) essay on educational psychology’s legacies and progenies.

Alexander (2017) highlights the interdisciplinary nature of educational psychology as a hallmark of the field that has been present since its inception. Educational psychology is inherently interdisciplinary and it pairs well with other academic domains. In my presentation, I will discuss teaching educational psychology to students in Colleges of Arts and Sciences and Business to illustrate how the stand alone educational psychology course provides an interdisciplinary experience. Additionally, I will share my experience as an educational psychology professor co-teaching (with a business professor) a cross-college course called “The Design Thinking Process” to illustrate Alexander’s point that, as we consider the future of educational psychology, we can expect the contributing fields to evolve over time. For example, the unique dual emphasis of this course was on a problem-solving approach called design thinking (engineering, business) and the study of “why design thinking is hard” (cognitive/behavioral psychology).

Alexander’s (2017) discussion of interdisciplinary inquiry brings to mind the Association of American Colleges and Universities’ (AAC&U) call for college students to experience integrative learning. They suggest that “fostering students’ abilities to integrate learning—across courses, over time”—is an essential goal and challenge of higher education (Huber & Hutchings, 2004, p.13). Integrative learning relies upon foundational knowledge in multiple disciplines, but “goes beyond academic boundaries” (p.13). Integrative thinkers connect skills and knowledge from different domains, apply theory to practice, and solve real-world problems. Universities are increasingly developing interdisciplinary and cross-disciplinary courses and capstone experiences that promote integrative learning. The design thinking course that I co-taught is one example of how educational psychology can pair with another discipline to create a robust opportunity for integrative learning.

Colleges are investing in the redesign of classrooms to encourage integration, collaboration, and active learning (Harvey & Kenyon, 2013; Rands & Gansemer-Topf, 2017). This year, my university built a new academic building--the Academic Innovation Center-- complete with 23 breakout rooms and open classrooms with glass walls, 360-degree whiteboards, flexible furniture, digital screens, and wireless technology that allows students and teachers to seamlessly share content from their devices. Alexander (2017) predicts that technological enhancements in the learning environment will require “smarter use of smart technologies” by faculty and students. I will share my strategies for and reflections on teaching psychology in a contemporary college classroom with technological enhancements. I agree with Alexander (2017) that “it will fall to educational psychologists…to map the effects of these advancements on learning and performance” (p.11).

Author

• Allison Gelfuso Butler, Bryant University