Across the Divide: Reflecting on University Collaboration

Inch, Scott; McVarish, Judith

doi:10.1080/1462394032000053549

Cited by 9 publications

(3 citation statements)

References 3 publications

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“…8 Students engage in reflection through a range of activities including self-evaluation, analysis of critical incidents, peer learning, collaboration and journal writing. [9][10][11][12] Reflection involves the linking of observation, theory and experience to inform and transform future action. The work of early theorists such as Dewey has been expanded by researchers such as Schön 1 to include critical theories of the role of reflection in defining and developing practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions of reflective practice among recent Australian radiation therapy graduates

Brackenridge¹

2007

Radiographer

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Reflective practice has been established as playing a critical role in advancing and improving skills, knowledge and practice amongst professionals. Elements of reflective practice are encouraged during radiation therapy student education, yet improved student engagement may facilitate greater translation of this reflective activity into postgraduate clinical practice. This study aims to identify some of the perceptions about reflective practice among recently graduated radiation therapists and their recommendations for improving student engagement with structured reflection. Further, it is suggested that the learning goals of radiation therapy students and their ongoing professional development goals may be better supported through development of understanding, knowledge and skills in reflective practice among the broader community of clinical radiation therapists.

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Section: Literature Reviewmentioning

confidence: 99%

Perceptions of reflective practice among recent Australian radiation therapy graduates

Brackenridge¹

2007

Radiographer

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“…In addition, many members of teaching teams experience emotional costs that stem from learning to accommodate differences in each others' personalities (Robinson & Schaible, 1995;Vogler & Long, 2003) and teaching methods (Eby, 2001). On the other hand, studies report that interdisciplinary courses, teaching teams, or both produce a wide variety of benefits including revitalizing course material (Robinson & Schaible, 1995), creating new styles of teaching (Inch & McVarish, 2003), giving students access to "experts" (Ware & Gardner, 1978) whose input promotes understanding across disciplines (Bartlett, 2002), higher achievement, greater retention, improved interpersonal skills, and an increase in regard for positive interdependence (Johnson, Johnson, & Smith, 1991).…”

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confidence: 99%

15: Teaching Business by Doing Business: An Interdisciplinary Faculty-Friendly Approach

Michaelsen

McCord

2007

To Improve the Academy

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“…teaching teams experience emotional costs that stem from learning to accommodate differences in each others' personalities (Robinson & Schaible, 1995;Vogler & Long, 2003) and teaching methods (Eby, 2001). On the other hand, studies report that interdisciplinary courses, teaching teams, or both produce a wide variety of benefits including revitalizing course material (Robinson & Schaible, 1995), creating new styles of teaching (Inch & McVarish, 2003), giving students access to "experts" (Ware & Gardner, 1978) whose input promotes understanding across disciplines (Bartlett, 2002), higher achievement, greater retention, improved interpersonal skills, and an increase in regard for positive interdependence (Johnson, Johnson, & Smith, 1991).…”

mentioning

confidence: 99%

15: Teaching Business by Doing Business: An Interdisciplinary Faculty–Friendly Approach

Michaelsen¹,

McCord²

2007

To Improve the Academy

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This chapter describes theimplementation ofan interdisciplinary undergraduate curricular innovation in two different university settings. TheIntegrative Business Experience (!BE) requires students to enroll concurrently in three required core business courses and apracticum course in which theydevelop andoperate a startup business (based on a real-money loan of up to $5,000) and carry out a hands-on community service project. This chapter also reports outcomes for students (including data from an assessment), examines the variables that minimizethedifficulty ofachieving cross-disciplinary integration in IBE, andsuggests keys to enabling faculty-friendly integrative course designs in other settings. F aculty at postsecondary institutions face an ongoing dilemma based on the fact that academia is organized around discipline-based academic courses and departments while "Simply put: life is interdisciplinary" (DeZure, 1999, p. 1). On the one hand, faculty are trained within disciplines and, as a result, are seldom academically equipped to teach interdisciplinary courses unless they engage in and incur the costs that typically accompany any form of team-teaching. These include the additional time required for jointly developing plans for both dealing with the course content and evaluating student performance (Eby, 2001) anqadjusting to student needs as the course unfolds (Harris & Harvey, 2000). In addition, many members of Information Systems Principles of~lanagemenl Principles of~Iarketing +IBE I'racticum (counts as upper-level elective) Onestand-alone course

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Across the Divide: Reflecting on University Collaboration

Cited by 9 publications

References 3 publications

Perceptions of reflective practice among recent Australian radiation therapy graduates

Perceptions of reflective practice among recent Australian radiation therapy graduates

15: Teaching Business by Doing Business: An Interdisciplinary Faculty-Friendly Approach

15: Teaching Business by Doing Business: An Interdisciplinary Faculty–Friendly Approach

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