Teaching Without a Checklist: Integrative Learning in Excess of Datafication

• In Event: Marriott Roundtable Session Five
  In Roundtable Session: Power(ful) Analyses: Redressing Political, Spatial, and Institutional Hegemony (Table 2)

Abstract

We use post qualitative inquiry and feminist poststructural theories to explore the research question what is integrative learning. Specifically, we think with theories of entanglement and affirmation in the study of integrative learning as a high-impact practice within learning communities. Affirmation produces integrative learning not as a concept that can be understood through datafication but as an unyielding series of convergent and divergent responses to our research question. Our study took place in a non-residential learning communities program at a public institution in the southeast United States. We conducted observations and interviews with faculty and staff and examined prior related research. Our findings map expressions of integrative learning at our field site that are variously legible and illegible to data.

Authors

• Laura Elizabeth Smithers, University of Nevada - Reno
  Presenting Author

• Minghui Hou, Southern Illinois University - Carbondale
  Presenting Author

• Faith Watrous, Old Dominion University
  Presenting Author