Developing the self in economics: The role of developmental space in an integrated undergraduate education

This chapter asserts that high-impact educational practices correlate with higher levels of student performance-irrespective of age, level, or socioeconomic circumstances. It also emphasizes a need to transform the teacher mindset from one fixed on behavior to a 'relentless focus on student learning'. The chapter illustrates through two case studies how a through line of intentionality toward learning can be fostered in students. The snapshot of the classroom is reflective of a cohesive and integrative learning community. Both teacher and student expectations are raised high, and there is a buzz about learning within a very relaxed atmosphere. It encapsulates integrative learning's aspiration to develop the 'whole student', not just their intellectual capacity, to maximize their personal growth, by creating a through line of intentionality in the students toward their learning. It further exemplifies the importance of deliberately structured educational practices to scaffold such high-level student performance.