ABSTRACT
Integrative learning involves connection making between the knowledge and practical skills a student gains while engaging in his/her third-level studies. Capstone courses, final-year projects, seminars, learning journals, portfolios, structured reflective exercises, and learning communities are some of the approaches that can be employed to enable students to bring the various parts of their learning together (Higgs et al., 2010; Huber & Hutchings, 2004). Moving from the descriptive to the analytical, this chapter looks specifically at community-based research (CBR) as a pedagogy that promotes integrative learning, examining the potential of this approach to enhance students’ learning experiences. CBR requires students to move their focus outside the gates of the university and ask broader questions about who is included and excluded in the research process. In this approach, students use their disciplinary-based research skills to address questions raised by community groups. Evidence shows that this can result in a transformative learning experience for the student (Hoy & Johnson, 2013; Kiely, 2005).
