Endicott College offers this M.Ed. program that addresses the following questions:
- How does integrative and transformative learning prepare people for living full lives in an era of rapid change?
- What is a learning community and what capacities are evoked through participation?
- In what ways can we bring a sense of community - local, regional and global - to the learning process?
- How does systems thinking lead to eco-learning and the creation of integrative approaches?
- How can we foster learning experiences that express a unified view of humanity through nature?
This program is offered in conjunction with The Institute for Educational Studies (TIES), which developed and began the electronic delivery in 1995. It has attracted international attention and recruits students from around the globe. For more details visit the TIES web site.
What is Integrative Education?
The root word is from the Latin integratus, meaning to make whole, restored. Integrative learning is a process that transcends the boundaries of traditional education in a search for meaning beyond the separation of disciplines. It incorporates an ecological world view that is interdisciplinary and socially transformative. It compels each of us to develop a systemic approach to teaching and learning... one that meets the global environmental, social and political challenges that we are now facing.
The heart of the teaching and learning process relies on interactive distance learning accessible through state of the art conferencing software. Faculty and students meet in asynchronous classroom conferences, building upon one another's insights and understanding. Once signed-on to the network, students have an opportunity to become an active member of an enthusiastic learning community - exchanging ideas, problem-solving and responding to dialogue with students and faculty from diverse cultures and countries. There are formal and informal meetings in community journals that are relevant to current life. Faculty-practitioners advise and mentor students throughout the program. Most graduates and students will tell you that the on-line community becomes a second "home" for gathering with people who share a common vision.
On-line activities include: meaningful interaction through readings; pondering provocative questions posed by faculty and students; replying to postings of other students; and formal and informal dialogues.
Throughout the program, students develop practical strategies for designing learning environments which meet the needs of a culture in rapid transition.
Jeff Cummings '99,
M.Ed. in Integrative Education (TIES)
"I often feel as though I maneuver through the daily tangles of higher education and I am constantly relying on my TIES education. I post the 4 agreements that relate very closely, and frankly sometimes I just want and need more …sometimes I want to reaffirm the TIES principles, sometimes I long for an update and an opportunity to be involved or engaged somehow to make sure I’m on the right track.
I guess what I have realized now 13? years later is that the TIES educational experience is really more of a continuum than a terminal experience. Sometimes relying on the past is plenty and sometimes it would be very nice to get an update and reconnect with the power of TIES.
I have no real idea what that means but it is interesting that your program has had an immeasurable effect on my attitude, energy, perspective, and ability to be a visionary leader in higher education. These are extraordinary times especially in California and the demands of being an educator are increasing almost daily. Learning outcomes, assessment, achievement, accountability, all being mandated by federal policy and legislation.
I have no expectation that any of this
makes any sense but I do think about
you and TIES often and I feel very
fortunate to be a graduate of the program.”