Creating Transformative Interdisciplinary Learning Opportunities for College Students

Bass, Michelle; Dompierre, Kerry-Ann; McAlister, Martha

doi:10.1177/15413446211066934

Cited by 4 publications

(4 citation statements)

References 34 publications

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“…Developing strong reflexive thinking skills can aid students in making project decisions (Hazzan & Nutov, 2014;Stevens & Cooper, 2009) while considering ethical, feasibility, and contextual factors. Offering qualitative method courses to interdisciplinary cohorts promotes a breadth of experiences where students can benefit from unexpected commonalities and more opportunities to learn from each other (Bass et al, 2022). Novel experiences developing their own qualitative study can push students to explore their research domains through a new lens as they worked through repeated cycles of experiential learning (Kolb, 1986).…”

Section: Challenges Into Opportunitiesmentioning

confidence: 99%

“…When sharing learning challenges and personal struggles, the class becomes a place of comfort and support. Student-to-student relationships develop from the collaborative learning environment (Bass et al, 2022; Hazzan & Nutov, 2014). This connection will naturally extend to teachers who facilitate these opportunities (Richards, 2011).…”

Section: Recommendations For Learners and Instructors Of Qualitative ...mentioning

confidence: 99%

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Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Parsons

Hehn

Loudenback

et al. 2023

International Journal of Qualitative Methods

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Under the best of circumstances, learning to conduct qualitative research is challenging, both intellectually and emotionally. Engaging in such learning in difficult situations, such as a global pandemic, may heighten challenges while creating opportunities for truly deep learning. The purpose of this paper is to provide methodological insights to guide the growth of new qualitative researchers and inform the design of introductory methods courses based on the learning experiences of a group of graduate students conducting their first qualitative research projects. We present students’ experiences with choosing and planning a project, navigating relationships with study participants, and conducting observations and interviews. Explicit connections to qualitative methodology are offered for every stage of student research engagement. An analysis of the student authors’ experiences highlights the associated learning and innovation necessary to adapt to adversity when conducting qualitative research. Advancements in research reciprocity and human connection are presented, as experienced by the student authors. We conclude with implications and insights for teaching and learning qualitative research and ethical considerations that transcend pandemic circumstances. It is the intent of this manuscript to support the development of deep reflexive practice for new qualitative researchers, effective instructional approaches for those who teach research methods, and an insight into the power of diverse student researchers learning new skills together for the global research community.

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Section: Challenges Into Opportunitiesmentioning

confidence: 99%

Section: Recommendations For Learners and Instructors Of Qualitative ...mentioning

confidence: 99%

Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Parsons

Hehn

Loudenback

et al. 2023

International Journal of Qualitative Methods

View full text Add to dashboard Cite

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“…Previas investigaciones dan evidencia de que el aprendizaje interdisciplinario genera un mayor compromiso de los estudiantes, una perspectiva más amplia, la motivación de una mayor trascendencia, mayor responsabilidad colaborativa, y cultiva la curiosidad intelectual (Bass et al, 2022). Al aprovechar los procesos de aprendizaje que son similares a todas las disciplinas, la integración de éstas permite el desarrollo de mejores ideas y más completas soluciones (Wiggins, 2001).…”

Section: Aprendizaje Interdisciplinariounclassified

“…Las experiencias de aprendizaje interdisciplinar generan colaboración entre personas con diferentes perspectivas por lo que permiten la generación de innovadoras ideas (Bass et al, 2022). Los alumnos participantes aprenden cómo negociar con sus pares de diferentes disciplinas y cómo integrar sus diferentes perspectivas (Taylor, 2018).…”

Section: Aprendizaje Interdisciplinariounclassified

Aprendizaje sinérgico: una experiencia interdisciplinaria de aprendizaje basada en un reto de colaboración universidad-comunidad

González-Hernández,

Martinez-Lira,

Téllez-García

2023

Braz. J. Develop.

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El presente trabajo muestra los resultados de una innovación educativa basada en la aplicación simultánea del aprendizaje basado en retos y el aprendizaje interdisciplinario en un conjunto de cursos que de manera integrada trabajaron un proyecto interdisciplinar con aplicación en una comunidad rural mexicana. La experiencia se desarrolló durante un semestre con el trabajo integrado de 72 alumnos pertenecientes a 6 materias de diferentes programas de estudio de las áreas de negocios e ingeniería en el Tecnológico de Monterrey Campus Hidalgo, México. Esta iniciativa presenta una aproximación a la implementación de estrategias de aprendizaje donde los alumnos aplican sus conocimientos de manera interdisciplinaria en contextos reales, trabajando de la mano de organizaciones dispuestas a participar como socios estratégicos en la formación de los estudiantes, recibiendo a la vez, los resultados de la aplicación como una posible fuente de solución a sus problemas. Los resultados obtenidos en la experiencia demuestran que los alumnos valoran de la experiencia la posibilidad de aplicar de manera integrada y colaborativa conocimientos de diversas áreas y les genera un sentido de satisfacción el observar que su trabajo permite aportar en el desarrollo de organizaciones de impacto, con presencia en comunidades con múltiples necesidades, a la vez que desarrollan competencias relevantes para su futuro profesional.

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Transdisciplinarity / cross-disciplinarity / multidisciplinarity in language teaching projects for future translators

Plastinina

Степанова

Bogdanova

2023

Bulletin of Nizhnevartovsk State University

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The article discusses the role of transdisciplinary, cross-disciplinary, multidisciplinary approach in translators' training. The paper provides an overview of this cluster of terms, underlining, on the one hand, their problematic ambiguity and, on the other, their conceptual similarity a better match either between a professional environment and academia or borrowing from (lending to) the knowledge and skills from different disciplines to solve a problem. The paper dwells on the educational potential of transdisciplinary education and the direction it has taken in recent decades. The authors claim the academic translator training can benefit from a suchlike approach. The transdisciplinary / cross-disciplinary project is outlined as the way by which a better practice-oriented and practice-based cumulative knowledge and learning can be formed. Specifically, the paper focuses on some academic translator projects aimed at students' dealing with audiovisual translation of video, infographics and multimedia resources for academic purposes and international events support. The paper illustrates how these projects can be implemented. The authors have stepped up their efforts towards including more transdisciplinary / cross-disciplinary / multidisciplinary projects in their curricula to show how the constructive correlations between educational and professional environment can be built providing more practice-focused knowledge and skills integration for students.

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Creating Transformative Interdisciplinary Learning Opportunities for College Students

Cited by 4 publications

References 34 publications

Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Cultivating Qualitative Researchers: Lessons Learned During a Pandemic

Aprendizaje sinérgico: una experiencia interdisciplinaria de aprendizaje basada en un reto de colaboración universidad-comunidad

Transdisciplinarity / cross-disciplinarity / multidisciplinarity in language teaching projects for future translators

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