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Journal article 135 views 6 downloads

‘Lift off!’: Employing an integrated curriculum design to increase student, faculty, and community engagement / Maggie Miller; Karla Boluk; Corey W. Johnson

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

Swansea University Author: Maggie, Miller

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
Online Access: Check full text

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: School of Management
Start Page: 100203