{"id":483,"date":"2019-06-25T15:23:17","date_gmt":"2019-06-25T22:23:17","guid":{"rendered":"https:\/\/sites.evergreen.edu\/nsilc2019\/?page_id=483"},"modified":"2019-07-11T08:58:50","modified_gmt":"2019-07-11T15:58:50","slug":"concurrent-iii-b","status":"publish","type":"page","link":"https:\/\/sites.evergreen.edu\/nsilc2019\/concurrent-iii-b\/","title":{"rendered":"III-B: Integrating content when it\u2019s challenging"},"content":{"rendered":"

Laurette Foster (Prairie View A&M University) and Matt Scammell (Skagit Valley College)<\/em><\/p>\n

Sem II-B 2105<\/strong><\/p>\n

While some courses seem to lend themselves to learning communities and other forms of integration, other courses present challenges given the content being covered. More specifically, the sequential nature of content in math, natural science, economics, and other courses in which there is often a lack of time to fully meet course outcomes can create an initial resistance to learning communities and other opportunities for integration. The good news is that there are a number of approaches that allow integration to take place in a manner that is beneficial to both students and faculty members in these more challenging situations! In this session, various approaches to integrating when it’s challenging will be introduced, and participants will be given time to consider and discuss options that would likely work well at their institutions.<\/p>\n

Handouts<\/strong><\/p>\n

PowerPoint<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Laurette Foster (Prairie View A&M University) and Matt Scammell (Skagit Valley College) Sem II-B 2105 While some courses seem to lend themselves to learning communities and other forms of integration, other courses present challenges given the content being covered. 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