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Course Outline Integrative Learning W 2025

Vanier College 

Faculty of Arts, Business and Social Sciences 

Integration of learning

300-410-VA/ Ponderation 1-2-3

Prerequisites: Quantitative Methods and Analysis (300-310-VA)

 Section(s) 12

WINTER, 2025

Theme of our course: The Next Generation Leaders: Challenges and Impact.


Instructor Dr. Samie Li Shang Ly  
Office  N-225
Phone/E-mail lys@vaniercollege.qc.ca 
Office Hours By appointment, please feel free to Mio me

 Assigned Times to the Course: 

Day Time Location 
Monday 8:30 AM to 10:00 AM  A - 312 
Thursday  8:30 AM to 10:00 AM N - 232 

1. Course Description 

Students will apply knowledge from the Social Science disciplines to produce a comprehensive essay on a topic that integrates at least three disciplinary perspectives. The course complements and reinforces acquired skills in the program, such as formulating a thesis, sourcing academic literature, applying academic language, and disseminating their work. Throughout the semester, students will critically engage with their learning by receiving and incorporating feedback and reflecting on their progress. The course culminates in a final paper and an oral presentation, both part of the Program Comprehensive Assessment.

1.1 Course Level Learning Outcomes 

Demonstrate the acquisition of what one has learned in the social sciences (OME4)

1.2 Durable Skills In this Course

1.2.1 Manage tasks and deadlines
1.2.2 Build positive relationships 

1.3. Program Relevance

This is the last of four mandatory methodology competencies in the program.
The Program Comprehensive Assessment (PCA) is nested in the course.
The Learning Integrative Assessment (LIA) of this course is part of the PCA.
PCA SSP.docx

2. Teaching Methodology and Resources 

2.1 Compulsory Resources (Includes textbooks & softwares) 

IP_Instructor_Manual_2009.pdf

The Social Science and Commerce Student Success Guide and The APA Style Manual: 
The Vanier College Learning Commons makes available to all Vanier students an electronic version of the Vanier Social Science and Success Guide and the APA Style Manual. Students should access these resources on a regular basis in order to find helpful tips to make various aspects of their experiences more successful and fulfilling. Here is the address to the web page: https://www.vaniercollege.qc.ca/learning-commons/tasc/

2.3 Teaching Approach 

The modality of this course will be based on in-class theoretical lectures complemented with practical learning sessions and work sessions. Teaching strategies include group work, individual work and experiential activities aligned with the learning objectives of this course. 


3. Learning Competencies & Objectives 

3.1 Course-Level Learning Outcome

Integrate key learning acquired in the program by presenting research on a social science issue or topic that covers at least three different disciplines (in this course psychology, sociology, economics). 

  • Psychology

    • The study of the human mind and behavior, focusing on understanding how individuals think, feel, and act in various contexts.
    • Example topics: Cognitive processes, emotional regulation, human development, and social interactions.

  • Sociology

    • The study of society, social relationships, and social institutions. It examines how societies are structured and how people interact within these structures.
    • Example topics: Social norms, class systems, cultural practices, and institutions like family and education.

  • Economics

    • The study of the production, distribution, and consumption of goods and services. It explores how individuals, groups, and societies allocate resources and make decisions.
    • Example topics: Market behavior, economic policies, and the factors influencing wealth and poverty.

3.2 Key Learning Outcomes (KLO)

  1. Prepare to write an original, interdisciplinary research paper that integrates program learning
    1. Choosing a topic
    2. Selecting key learning from previous courses relevant to the topic
    3. Formulating a thesis statement
    4. Choosing relevant academic sources
    5. Writing a detailed outline of the research paper
  2. Incorporate formative feedback from the teacher
  3. Write a final paper
  4. Reflect critically on
    1. The project’s strengths and weaknesses
    2. Their learning in the program
    3. Their strengths and weaknesses as a social science student
    4. The impact of one’s role as a student and citizen
  5. Communicate using appropriate academic language appropriate to the social sciences
  6. Use an appropriate presentation medium to disseminate the project to the class.
  7. Respect academic integrity, employing APA 

4. Academic Integrity 

4.1 Plagiarism 

Teachers reserve the right to make use of plagiarism detection software to help deter and detect plagiarism, students might be required to submit assignments to a plagiarism detection service. 


5. Institutional Policies & Guidelines 

5.1 Familiarity with and adherence to Vanier College course level policies

It is the student’s responsibility to be familiar with and adhere to the Vanier College Academic Policies. The complete policies can be found on the Vanier College website, under Policies. Students should pay particular attention to the Institutional Policy on the Evaluation of Student Achievement (IPESA). The IPESA aims to clarify the structures and means that ensure the fair and equitable evaluation of student achievement, including the conditions for learning, assessment, and certification.

Section 11.4 of IPESA provides details on Academic Integrity, which is an essential component of any educational institution and all students are expected to uphold the highest standards of academic integrity during their college studies. Failure to do so may result in serious consequences – please see section 11.4.2 on Academic Misconduct. There are many resources available to support academic integrity in your courses. If you have a problem that you have been unable to resolve by talking with your teacher, please reach out to the Student Advocate or to a Faculty Dean’s office (A-286, B-208, N-301).  For Continuing Education courses, students can visit E-115.

Academic Complaints may be defined as grievances related to any matter covered in the IPESA (chapter 19). It is the College’s responsibility to offer a fair and equitable hearing of student complaints. To do so, the College provides students who perceive that there have been mistakes, errors, or breaches of procedure involving any aspect of this policy with clear complaint and recourse processes. Complaint and recourse processes may be informal or formal. Students are always encouraged to approach their teacher before seeking help from any outside person or body, but other courses of action may be followed depending on the situation. In the case of Academic Complaints, after having discussed with your teacher, if you are still dissatisfied, you may contact the following, in the specified order:

  1. Department Coordinator: Marc-André René, renem@vaniercollege.qc.ca (for Business Administration courses)
  2. Faculty Dean: Alena Perout, perouta@vaniercollege.qc.ca
  3. Student Advocate, Student Services: General Email to Student Services, studentservices@vaniercollege.qc.ca

5.2 R-Score Information 

Students often ask their teachers about the calculation of their R-score. Please note that the computation of the R-score depends on information teachers do not have access to, for instance the high school averages of students in the class. Also, R-scores may be calculated for a single section or can combine students across several sections of the same course. This means that class averages, as they appear on LEA, are not necessarily the ones used to determine your R-score. For more information on the R-score, please visit this website: https://www.vaniercollege.qc.ca/advising/r-score/ 

6. Assessments 

Type of Assessment Weight Tentative Dates
1. Formative stages  48%
Topic Discussions (Case Notes)  18% See detailed schedule
Topic Essays -  contribution based (LIA) 30%
2. Summative Assessments  32%
Final Paper Stages (3 check points (5%-5%-12%)  22% See detailed schedule
Final Presentation 10%
3. Experiential Activities 20%
2 Minute Thesis Competition (2MT)  10%
Peer Collaboration - Feedback Based (multiple events) 10%
Total Score

6.1 Assessment Notes 

All stages of the research project must be submitted in the proper sequence (see the LIA description).  Each must be returned to the student, marked and with feedback, before the next can be submitted. Please note that students are required to hand in the final qualitative research paper to pass the course. 

Notification about minor assessments 
Students will be notified of minor assessments ideally one week prior, but minimally the class before.
Special conditions of this course
If the following explicit requirements are not met, a grade of 0% will be assigned to the final paper (LIA of the course): 

1.    The use of 3 Social Science disciplines 
2.    A minimum 1750-word count. 
3.    A minimum of 8 sources, of which 6 must be scholarly articles or academic books  
4.    At least two books. 
5.    At least 1 source in French 
6.    Each preparatory document must be submitted and feedback from the teacher given before the next required document is handed in, up to, and including the final paper. 

6.2 Minor Assessments 

All assessments have been scheduled in the detailed schedule at the end of this document. Be sure to note them down in your agenda as submission times are strict. However, some assessments may be subject to date change to accommodate student learning progressed and will be communicated 1 week prior of any changes.

Section 8.1.3 of IPESA

6.3 Learning Integration Assessment (LIA)

Learning Integrative Assessment (LIA)
The final assignment is an APA-style paper that integrates key program learning by addressing a social science issue or topic through the lens of at least three social science disciplines.

Explicit Requirements
Failure to meet any of the following requirements will result in a grade of 0% for the final paper:

  1. Use of at least three distinct social science disciplines.
  2. A minimum word count of 1,750 words.
  3. A minimum of eight sources, including:
    • At least six scholarly articles or academic books.
    • At least two books.
  4. Inclusion of at least one source in French.
  5. Timely submission of all preparatory documents, with feedback from the teacher incorporated before subsequent submissions, up to and including the final paper.

The LIA of the course in the Integrative Learning Project is divided into stages progressively submitted through out the semester and consolidated in a final paper. The final paper must be submitted in a proper presentation format (based on APA style) and include the following sections, typical of an academic peer-reviewed article: 

Abstract/Executive Summary: A concise overview of your project providing background information, research question, methods used, major results, and conclusions.

Introduction: Define and justify the research problem or objective(s) pursued. Then formulate an argumentative question. *This section addresses the following questions: What will be studied? Why will it be studied? Two opposing positions taken.

Literature Review: Incorporate key points from each academic article as well as your own insights that culminated in formulating your argumentative question, thereby suggesting how your study will add value to the existing body of knowledge under review. Ensure a comprehensive review by analyzing a minimum of four peer-reviewed academic papers (or six if collaborating with a partner). 

Methodology/Debate Form: Justify in detail your two (three) opposing sides and begin defining how you can collect opinions or data points (primary, or secondary sources) to strengthen your arguments/views. 

Analysis: Synthesize your information according to the themes trends via a matrix - argumentative - two view points - 3 disciplines (psychology, sociology, economics).

Conclusion/Discussion: The results in the previous section are: i) examined to interpret the findings in relation to the research question and contribution to the existing body of knowledge; ii) contextualized by recognizing the strengths and limitations of the research design and execution; iii) used to provide some suggestions for further research.

References: As in any other academic work, all sources of information used in the paper must be listed (not only the peer-reviewed papers) using APA style. 

6.4 Student Proficiency in the Language of Instruction (SPLI)

Student proficiency in the language of instruction is the ability to write, read, speak, and listen in order to communicate effectively at the college level, within and across disciplines.  SPLI may also require discipline-specific vocabulary, documentation, and communication skills. An assessment of language skills must account for a minimum of 10% of any take-home written assignments or oral presentations in which English is the language of expression. 

7. Student Resources & Expectations 

7.1 Peer Tutoring

Free Drop-in Peer Tutoring Service for Social Science and Commerce Students
Get help with your Social Science, Commerce and Methodology courses. Whether it be to understand course content, search and read scholarly texts, write academic papers, cite your sources properly or any other questions you may have, the Peer Tutors are here to help. To see the schedule and connect with a Peer Tutor go to: https://www.vaniercollege.qc.ca/social-science/resource-center/ 

7.2 TASC Writing Centre

Teacher Provided Resource Service for RM/IP Students 
The Writing Centre's writing consultants (Vanier teachers) are available for online assistance with and feedback on all of your written assignments or essays.  For information on how to work with a writing consultant or to see the schedule, visit: 
https://www.vaniercollege.qc.ca/learning-commons/writing-centre/ 
You can access a series of short PowerPoint videos explaining different aspects of APA with examples (plagiarism, in-text citations, references, paraphrasing and quoting), along with some other information about referencing here: 
https://www.vaniercollege.qc.ca/learning-commons/plagarism-citing-sources/ 
For more information about Academic Integrity in general: 
https://www.vaniercollege.qc.ca/learning-commons/academic-integrity/

8. Detailed Schedule 

You can view the detailed class schedule via this live link. The core is fixes, smaller details may change to accommodate student learning. Check often. 

9. ANNEX

Difference between Qualitative Methods vs. Integrative Learning 

The primary difference between QL and IL lies in their respective Learning Integrative Assessments (LIAs) and purposes. QL focuses on guiding students in writing a research report, while IL emphasizes the Program Comprehensive Assessment (PCA), which takes the form of an argumentative essay. The key distinction between these assignments is their approach to evidence and structure. In an argumentative essay, students use academic sources to support their arguments and defend a thesis statement. Conversely, a research report requires students to collect and analyze data to address a valid and novel research question that is both socially and academically relevant.

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