ABSTRACT
This chapter focuses on the seminar as a vehicle for building students' capacity for integrative learning. The evolving process of embedding the seminar into a first year science curriculum is the central theme. The chapter shows that, in attempting to do this, integrating pedagogies for integrative learning is what actually happens. Pedagogies and teaching strategies known to provide rich opportunities for integrative learning include seminars, problem-based learning, undergraduate research, capstone courses, the building of learning communities. Wiggins and McTighe stress the need to challenge unthinking teaching habits that can undermine the discussion, questioning, enquiry, and performance needed to develop understanding. They say the purpose of the teaching activity should be made clear to the students. This is a key characteristic of intentional teaching for integrative learning. Levels of integrative learning can be recognized in any group of students. The Association of American Colleges and Universities (AAC&U) rubric for assessing how well students integrate their learning is particularly useful.
