Why integrated curriculum?

Changing workplace. The new world of work requires the use of holistic, integrated skills and competencies rather than discrete competencies and isolated skill sets. The emphasis is on the ability to solve problems that requires drawing on all competencies and applying them in ever-changing contexts. Competency or performance based curriculum that is informed by industry skill standards should improve the correspondence between workplace requirements and educational preparation.

Increases relevance for learners. Realistic applications increase motivation and enhances learning acquisition. Learners experience skills as related and applicable to many contexts. (In addition, a more explicit focus on foundation skills allows for greater accountability for learners and certification and portability of foundation skills.) Transfer of learning is higher when the competency-based program provides for realistic learning experiences based on solving real problems.

Infuses higher order skills into technical programs.

"One of the key aspects in the development of competency standards and in the skills and other attributes believed to be most needed in the workforce are those of critical thinking, problem solving and the ability to use and combine knowledge and skills to address new challenges."
CBE

Foundation skills such as problem solving, and critical thinking, have traditionally been taught in academic classes. Integration of technical content and foundation skills brings more related emphasis to the foundation skills and puts technical content in the context of solving work related problems.

More congruence between disciplines. Dividing knowledge into distinct categories of knowledge is artificial. Work, community, and personal experiences are integrated; providing knowledge and skills in separate educational experiences requires learners to work harder to integrate and make connections.

"People learn more by making connections between experiences, creating analogies, and recognizing similarities."
(*Getting to Work*)

Reduces redundancy in curriculum.
When technical content and foundation skills are integrated, there is likely to be less duplication of time and effort in the curriculum. Integration allows for greater efficiency of curriculum content and therefore, may provide opportunity to add additional courses or modules.

What is Integrated Curriculum?

The key to the development of curriculum informed by industry skill standards is integration. This means the explicit identification of both the technical knowledge and foundation skills appropriate for a particular program. They are both then integrated into learning activities that allow for the development of foundation skills within the context of solving real problems. The learner sees the context for learning foundation skills as well as the technical knowledge. Being an effective team member, problem solver, and self learner has a purpose, context and connection that provides motivation for holistic learning.

(*See the section on Model Process for further description and examples.*)

Implications of Industry Skill Standard-Based Curriculum

Changes in:	Traditional	Skill Standard-Based
Content	Technical content and foundation skills separated More emphasis on attainment of technical skills Foundation skills not explicit Content-focused Course-based	Infusion of math and science to strengthen problem solving Integration of technical content and foundation skills Foundation skills are explicit Competency-based Module-based
Student Outcomes Expected	General objectives Emphasis on inputs Students are exposed to content	Learner outcomes are explicit and measurable Emphasis on outputs
Methodology	Teacher as expert and provider of lectures, demonstrations Learner as receptacle Delayed feedback Narrow range of learning approaches	Teacher as resource and mentor; one of many resources Learner more self-directed and responsible for own learning Immediate feedback More flexible delivery approaches
Assessment Techniques	Subjective criteria, often unstated Emphasis on assessment of knowledge Norm-referenced assessment	Objective criteria tied to outcomes Emphasis on performance or competence Criterion-referenced assessment
Work-Based Experiences	Limited field experience	More emphasis Greater variety of field experiences
Professional Development	Everyone doing their own thing Emphasis on content	Faculty working more collaboratively More emphasis on process More inter-disciplinary emphasis

Adapted from Competency-Based Education and Training, Harris et al