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‘Lift off!’: Employing an integrated curriculum design to increase student, faculty, and community engagement

Maggie Miller Orcid Logo, Karla Boluk, Corey W. Johnson

Journal of Hospitality, Leisure, Sport & Tourism Education, Volume: 25, Start page: 100203

Swansea University Author: Maggie Miller Orcid Logo

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DOI (Published version): 10.1016/j.jhlste.2019.100203

Abstract

Integrating curriculum can foster engaging teaching and learning experiences, thereby challenging the structure of traditional pedagogy. The aim of this analysis is to appraise the value of employing an Integrated Curriculum Design (ICD) across two core-curriculum courses in a tourism program. Drawi...

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Published in: Journal of Hospitality, Leisure, Sport & Tourism Education
ISSN: 14738376
Published: 2019
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URI: https://cronfa.swan.ac.uk/Record/cronfa39852
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Abstract: Integrating curriculum can foster engaging teaching and learning experiences, thereby challenging the structure of traditional pedagogy. The aim of this analysis is to appraise the value of employing an Integrated Curriculum Design (ICD) across two core-curriculum courses in a tourism program. Drawing on data collected from undergraduate students, course instructors, and teaching assistants, we outline the opportunities and challenges that may accompany ICDs, as well as offer recommendations for educators who may wish to use an ICD within their classrooms. We contend that an ICD may unite courses and shift traditional teaching and learning relationships that transpire within the classroom. Moreover, analysis of findings revealed that integration across courses fosters deep learning through peer-to-peer knowledge sharing, community engagement, and real world application. Such insights lead us to believe that ICDs may support students in becoming better collaborators and empower them to make a difference in the classroom, their communities, and society.
Keywords: pedagogy; integrated curriculum; deep learning; student engagement; collaboration
College: Faculty of Humanities and Social Sciences
Start Page: 100203

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