Engagement in two interdisciplinary graduate programs.

Autor/inn/en	Newswander, Lynita K.; Borrego, Maura
Titel	Engagement in two interdisciplinary graduate programs.
Quelle	In: Higher education, 58 (2009) 4, S. 551-562Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-009-9215-z
Schlagwörter	Lehre; Studium; Wissenschaft; Hochschule; Interdisziplinarität; Student; Ausland; USA
Abstract	This qualitative study examines two US interdisciplinary graduate programs which involve faculty and students from different disciplines. Haworth and Conrad's engagement theory of quality graduate education was applied. It was found that when interdisciplinary programs facilitate engagement by supporting diversity, participation, connections, and interactive teaching and learning, students report positive experiences. Engagement is particularly achievable when an interdisciplinary administrative unit (e.g., a school or center) grants degrees and serves as a tenure home for faculty. Students earning degrees in traditional departments had more difficulty connecting interdisciplinary requirements to their disciplinary work, and were often faced with incompatible program requirements or advice from faculty members. Although they desire to do interdisciplinary work, the students and faculty in traditional departments are required to meet additional and often conflicting requirements. Engagement may further be complicated because these participants feel divided between collaborations, social networks, and expectations that pull them in different directions. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2010/1