Designing Transdisciplinarity: Exploring Institutional Drivers and Barriers to Collaborative Transdisciplinary Teaching

Autor/inn/en	Velez, Anne-Lise; Hall, R. P.; Lewis, S. N.
Titel	Designing Transdisciplinarity: Exploring Institutional Drivers and Barriers to Collaborative Transdisciplinary Teaching
Quelle	In: Journal of Public Affairs Education, 28 (2022) 2, S.138-155 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Velez, Anne-Lise) ORCID (Hall, R. P.) ORCID (Lewis, S. N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-6803
DOI	10.1080/15236803.2021.1992196
Schlagwörter	Teaching Methods; Interdisciplinary Approach; Undergraduate Students; Majors (Students); Capstone Experiences; Public Administration; Teamwork; Barriers; Team Teaching; Teacher Collaboration; Decision Making; Problem Based Learning; Administrator Attitudes; Department Heads; Counselor Attitudes; Academic Advising; Honors Curriculum; Social Problems; Public Policy; Land Grant Universities; Registrars (School); Outcomes of Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Öffentliche Verwaltung; Teamteaching; Lehrerkooperation; Decision-making; Entscheidungsfindung; Problem-based learning; Problemorientiertes Lernen; Akademischer Rat; Social problem; Soziales Problem; Öffentliche Ordnung; Registrars; Registrar; Registrierung; Lernleistung; Schulerfolg
Abstract	Employers increasingly desire new graduates to work across boundaries, in teams, and with developed soft skills, especially in public affairs. Likewise, students increasingly seek academic experiences for learning, practicing, and honing transferable, competency-based skills. This suggests instructors should explore alternative pedagogy engaging problem definition and transdisciplinary teamwork. We describe institutional drivers and barriers to collaborative transdisciplinarity in undergraduate teaching and the structure and processes involved in developing a co-taught studio-based capstone involving public affairs students and varied other unrelated majors. We describe the structure through which the "SuperStudio" (1) combines topic concentrations with a shared policy context allowing students to apply disciplinary knowledge to define transdisciplinary problems and (2) fosters collaborative teaching and strategic exploration of overarching issues like problem framing, equity, and effective communication. We then offer lessons learned regarding the drivers and barriers to such efforts, and advice from institutional decision-makers on designing such courses at other institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01