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About 10,000 papers for “interdisciplinary learning”

Learning Interdisciplinary Pedagogies

Alison J. Friedow, Erin E. Blankenship, Jennifer L. Green et al. · Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture · 2012

This article argues for a more complex understanding of interdisciplinary pedagogy in English studies. Drawing on the authors’ experience designing and coteaching a graduate-level interdisciplinary course in “statistical literacy,” the article forwards a view of interdisciplinary pedagogy as a complex relational process of faculty and student learning.

Cited by 15

Assessing interdisciplinary learning

Michael Field, Russell Lee, Mary Lee Field · New Directions for Teaching and Learning · 1994

Abstract Assessment procedures vary widely from local to national models. This chapter surveys and evaluates recent developments in the assessment of interdisciplinary studies.

Cited by 70

Interdisciplinary Learning Project

Bagley, MD, Demetrius H., Sonzogni, RN, BSN, Maryann, Weissinger, CST, Bridget et al. · The Medicine Forum · 2017

Description With a 20 year history, we have implemented a multifaceted IPE program for members of the urology team. These include urologists, both faculty and community, residents, medical students, nurses, nurse practitioners, physician assistants, medical technicians/assistants and administrative/ clerical personnel with patient contact. The program was designed with three components: a yearly symposium for all, and journal club(JC) and lectures for non-physicians. Participation is on a voluntary, noncompensatory basis. Outcome measures include routine anonymous participant feedback via questionnaire. Results The programs were very positively received. Limiting obstacles were also observed. Initially too many papers were assigned in the Journal club. Timing of lectures became impossible because of the demands of office and OR schedules. The lecture and JC portions were merged. The symposium has been most successful and enduring. The major difficulty has been for the speakers to present on levels for all participants. Conclusion A program for education of individuals at different levels of learning, experience and practice can be designed and may require modifications to suit all participants. Poster presented at Annual Faculty Day at Thomas Jefferson University.

Cited by 0Open access

Enhancing Interdisciplinary Learning

Advances in educational marketing, administration, and leadership book series · 2024

This chapter delves into interdisciplinary learning in education, particularly focusing on integrating advanced concepts like Business Analytics, Artificial Intelligence (AI), and Systems Thinking into high school curricula. It defines interdisciplinary learning, highlighting its significance in preparing students for modern challenges, and explores strategies for seamless integration across subjects, emphasizing holistic learning. Through case studies, successful approaches and best practices are elucidated, alongside discussions on educator roles in facilitating interdisciplinary learning and fostering critical thinking through project-based initiatives. The chapter underscores the benefits of interdisciplinary learning for real-world readiness, identifies associated challenges, and suggests ways to overcome them, emphasizing the importance of continuous improvement and adaptation in education systems.

Cited by 0

Interdisciplinary Learning Activities

Nancy Christoph, T. van Gorp, Melanie Hayes et al. · UvA-DARE (University of Amsterdam) · 2015

Interdisciplinary learning activities is a handbook for faculties that want to incorporate interdisciplinary learning goals into their education practice. It is based on almost 20 years of experience with interdisciplinary teaching and learning. Academics are expected to cross the boundaries of traditional disciplines in order to contribute to addressing fundamental issues and social challenges. Both a deep disciplinary knowledge and expertise at the interdisciplinary level are needed to address the fundamental questions that pertain to human reality. Although there are strong arguments for developing interdisciplinary skills, there are few resources that faculty staff in higher education can rely on when they want to know more about how to teach and foster interdisciplinary skills. This handbook contains examples of learning activities that will help to develop interdisciplinarity in students. It suggests activities to use in your classroom and assignments to give your students to promote their development as interdisciplinary academics. Our intention is not to provide an exhaustive set of interdisciplinary learning activities, but to furnish an initial series of inspiring education tools that cover the most important aspects of interdisciplinary learning. The interdisciplinary learning activities in this handbook have been trialled and tested. You can be confident that they will help both you and your students. We hope that the incorporation of these interdisciplinary learning activities into your educational design and teaching will contribute to creating a successful interdisciplinary learning environment.

Cited by 3Open access

Interdisciplinary Learning Activities

Hannah Edelbroek, Myrte Mijnders, Ger Post · 2018

As the complex societal and technological challenges of the 21st century cannot be addressed by solutions from just one field of expertise, academics are increasingly expected to cross the disciplinary boundaries. Interdisciplinary Learning Activities contains concrete suggestions in the form of examples of learning activities that university teachers can use to teach and foster interdisciplinary skills in graduate and undergraduate students. These skills for interdisciplinary understanding include critical thinking, collaboration, and reflection. Socratic style questioning, Breaking news, The Walt Disney strategy, and The interdisciplinary shuttle are just four examples of the 32 interdisciplinary learning activities for workshops, courses and curricula that are shared by university teachers in this handbook. Incorporating these activities into education will contribute to creating a challenging, engaging and successful learning environment.

Cited by 3Open access

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Mirjam Braßler, Jan Dettmers · Interdisciplinary Journal of Problem-based Learning · 2017

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students participating in iPjBL. As expected, multilevel models on students’ development in (a) interdisciplinary skills, (b) reflective behavior, and (c) recognizing disciplinary perspectives show that iPBL enhances students’ interdisciplinary competence more than iPjBL.

Cited by 203Open access

Design for Interdisciplinary Learning

Mia Thyrre Sørensen, Maria Hvid Stenalt · VBN Forskningsportal (Aalborg Universitet) · 2024

Higher education institutions have increasingly focused on providing their students with interdisciplinary learning opportunities in recent years. It is widely agreed that developing skills to think and collaborate across disciplinary boundaries is essential for students. However, there is still much debate and limited empirical evidence on how best to develop pedagogy and design learning activities that focus on interdisciplinary competencies. <br/>The lack of clarity and empirical evidence makes it challenging for teachers to design effective interdisciplinary learning experiences without prior experience. To address this issue, we conducted a systematic review of empirical studies published from 2018 to 2023 that examined interdisciplinary learning activities across educational programs. We reviewed 80 studies and used Bigg's model for constructive alignment as an analytical framework. Our presentation will provide an overview of the intended learning goals, learning activities, and forms of assessment included in the studies. Additionally, we will present helpful advice and guidelines for designing effective interdisciplinary learning experiences.<br/>

Cited by 0Open access

Interdisciplinary Teaching and Learning

DeZure, Deborah · Insecta mundi · 1999

Interdisciplinary initiatives are proliferating throughout higher education at an unprecedented rate (Edwards, 1996; Gaff and Ratcliff, 1997; Klein, 1996). They can be found in general education, replacing and augmenting distribution requirements; in emerging disciplines, such as cultural and gender studies, environmental studies, and neuroscience; in new curricular designs, such as learning communities, capstone courses, and service learning; and in the new pedagogies, such as collaborative learning, discovery and problembased learning, and the use of technology, particularly the Internet for instruction. If we want our students to engage in complex intellectual tasks to integrate the insights of different disciplines, then lets join them in that task, modeling it and sharing the difficulties and the richness of its possibilities. Interdisciplinarity is not a rejection of the disciplines. It is firmly rooted in them but offers a corrective to the dominance of disciplinary ways of knowing and specialization. As Newell (1998) points out, we need the depth and focus of disciplinary ways of knowing, but we also need interdisciplinarity to broaden the context and establish links to other ways of constructing knowledge. It is this dialectic between analysis and synthesis that provides the creative tension from which we will all benefit in a world in which crossing intellectual boundaries is increasingly the norm.

Cited by 14

Assessing Interdisciplinary Learning Styles

Greve, Adrienne, Leithner, Anika, Neveu, Marc J. et al. · DigitalCommons@CalPoly · 2009

The interdependent world we live in is increasingly reflected in the interdisciplinary nature of our professions. As professors, we are frequently required to teach students from various disciplines in our courses and to engage in interdisciplinary research and teaching efforts. This is perhaps even more the case when teaching at a polytechnic university. While it is indisputable that such endeavors enrich our understanding of complex issues and benefit the learning experience of students and faculty alike, they also bring with them new challenges that need to be met. One such challenge is the diversity of learning styles that students bring to the classroom. Many of us are well aware of the vast literature on students’ learning styles (e.g. Myers, 1962; Schroder et. al., 1967; Paivio, 1971; Kolb, 1976; Messick, 1976; Dunn & Dunn, 1978; Keefe, 1979; Riding & Sadler-Smith, 1992; Larsen, 1992; Jonassen & Grabowski, 1993; Biggs, 1993; Vermunt, 1996). Far less research has been done on the distribution of learning styles across the disciplines and how they affect the learning behavior of students in different majors and their response to various teaching and assessment strategies. In order to derive the maximum benefit from interdisciplinary teaching, it is essential that we understand such differences. In a collaborative project that involves scholars from five different disciplines, we are asking the following research questions: 1) How are learning styles distributed across different majors? 2) Is there a tendency for students to self-select into different majors based on their learning styles, or are certain learning styles influenced by departmental and cultural pressures? 3) How do students in different majors perform in different learning environments? 4) Is there a correlation between students’ learning styles and how they respond to various assessment techniques? At the conference, we present preliminary findings from the survey that offers insight into the research questions listed above. In order to answer these questions, we will conduct a survey that measures learning styles and various aspects of learning and assessment both across learning styles and across disciplines. The survey will be administered to majors from architecture, engineering, political science, the social sciences, and urban planning. In order to fully answer our questions, we plan to conduct a four-year panel study that will allow us to observe students in a diversity of majors throughout their career at Cal Poly.

Cited by 0Open access

Interdisciplinary learning in pharmacology

P L Andrus, C E Fasser, L Yeoman · Academic Medicine · 1981

Log in or Register Subscribe to journalSubscribe Get new issue alertsGet alerts Enter your Email address: Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our Privacy Policy. Subscribe to eTOC Secondary Logo Journal Logo All Articles Images Videos Podcasts Blogs Advanced Search Toggle navigation Subscribe Register Login Articles & Issues Current IssuePrevious IssuesPublished Ahead-of-Print Collections Editorials of Laura Weiss Roberts, MD, MAAM Last PageCOVID-19 and Medical EducationAddressing Race and Racism in Medical EducationeBooksView All For Authors Submit a ManuscriptInformation for AuthorsLanguage Editing ServicesAuthor Permissions Journal Info About the JournalAbout the AAMCJournal MastheadSubmit a ManuscriptAdvertising InformationSubscription ServicesReprints and Back IssuesClassified AdsRights and PermissionsFor ReviewersFor MediaFor Trainees All Articles Images Videos Podcasts Blogs Advanced Search

Cited by 0

Interdisciplinary &amp; collaborative learning

Fisher, Sandie, Wilson, Susie, Tate, Susie · Insight (University of Cumbria) · 2019

dealing guidelines (available here) for educational and not-for-profit activities

Cited by 0Open access