Two Central Challenges That Arise in an Introduction to Interdisciplinarity Module (and Responses to Them)

Autor/in	Scott, Simon
Titel	Two Central Challenges That Arise in an Introduction to Interdisciplinarity Module (and Responses to Them)
Quelle	In: Issues in Interdisciplinary Studies, 40 (2022) 2, S.69-80 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4760
Schlagwörter	Interdisciplinary Approach; Teaching Methods; Introductory Courses; Student Centered Learning; Undergraduate Students; Foreign Countries; Skill Development; Transfer of Training; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Training; Transfer; Ausbildung
Abstract	Interdisciplinarity involves the integration of insights from different disciplines, which is made possible by a number of variables that are unique to each example of integration. The challenge for an instructor introducing undergraduates to interdisciplinarity is to help them learn what is transferable and relevant beyond a singular example of integration, and an interdisciplinary research process is excellent for this. Repko and Szostak's (2021) seminal text, "Interdisciplinary Research: Process and Theory," is one of the most popular methodologies used in teaching interdisciplinary studies. However, in an introductory module, it presents two key challenges: (1) the burden the process places on students to familiarize themselves with disciplines that might be new to them, in addition to learning a research process and practicing integration; and (2) the late appearance, in the process, of creating the common ground. In this article, I set out each challenge in turn and how I have responded to them. I conclude that the most important lesson students learn in an introductory module is the unsettling experience of the interdisciplinarian, who practices higher-order skills and relates in new ways to disciplines with which they are familiar. (As Provided).
Anmerkungen	Association for Interdisciplinary Studies. Oakland University, Macomb County, 44575 Garfield Road Building UC2 Suite 103, Clinton Township, MI 48038. Tel: 586-263-6098; Fax: 586-263-6261; e-mail: ais@interdisciplinarystuides.org; Web site: https://interdisciplinarystudies.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01