The integrative learning ethos pervades modern higher education. Broadly speaking, this aims to
produce well-rounded, adaptable graduates suited to a range of working environments. In a more narrow
sense it should produce students that are able to make connections across learning experiences and
achieve learning at the highest cognitive level. Our study made use of field courses, which are uniquely
placed to offer students integrative learning experiences. Although cognitive gains for students on field
courses have been demonstrated previously, this study investigated whether students appreciate the integrative
learning gains that students may achieve and applied these findings to the design of a new field
course. This course specifically targeted integrative learning outcomes that we subsequently assessed.
We found undergraduate students surveyed across three departments at the University of Nottingham
recognised that field courses facilitated integrative learning in both the narrow and broad sense. Importantly,
students themselves realised the integrative learning gains associated with attending a field course.
We found this was also true for the newly designed field course. Overall, we found that field courses
offer valuable integrative learning gains, and that these are recognised and appreciated by students.
These findings provide strong support for continued offering and increased provision of field course
modules in the sciences.

• The Integrative Learning Value of Field Courses

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