Designing interdisciplinary instruction: exploring disciplinary and conceptual differences as a resource

Baker, W. Douglas; Däumer, Elisabeth

doi:10.1080/1554480x.2014.999776

Cited by 14 publications

(2 citation statements)

References 17 publications

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“…Instructors are often trained in single disciplines, making it difficult to seamlessly embed interdisciplinarity (Baker & Daumer, 2015;Reynolds, 2012). Likewise, there is no single pedagogy that best facilitates the introduction of interdisciplinarity into the curriculum (Klein, 2005).…”

Section: Interdisciplinary Educationmentioning

confidence: 99%

Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

Exter

Ashby

Caskurlu

2019

J of Competency-Based Ed

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Background Student recruitment and retention are essential to the vitality of any program, but are often difficult to achieve, particularly for new and/or alternative programs. Aims This qualitative study explores the factors that influence students' enrollment in, and subsequent decision to continue in or leave a pilot on‐campus program within a large traditional university. The program design integrated nontraditional components that likely have not previously been combined in this form. Methods Students (N = 33) were surveyed and interviewed throughout the year to explore their reasons for enrolling the program and reasons why they decided to continue with the program or leave. Constant comparative method for naturalistic inquiry was used to identify themes. Results Results showed that many of the factors influencing students' decisions to join, stay, or leave, such as university reputation and perception of program fit, were similar to those for traditional programs. However, program novelty and unique program design elements also contributed to students' decision to join, stay, or leave the program. Students' uncertainty about transfer of credit, grading, and how to succeed in the program also contributed to these decisions. The very traits some students found most attractive were unattractive to others. We contend that new, nontraditional programs need to ensure institutional alignment, provide scaffolding to support new students in acclimating to nontraditional program aspects, and align recruitment materials with program aspects to attract diverse students for whom the program is a good fit. Implications, limitations, and future research are discussed.

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Section: Interdisciplinary Educationmentioning

confidence: 99%

Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

Exter

Ashby

Caskurlu

2019

J of Competency-Based Ed

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“…Since we both contribute to preparing secondary English teachers (teacher candidates must take two methods and seven literature courses at our institution), and since teachers typically teach how they were taught (Marshall & Smith, 1997), the way we initiate and develop classroom practices influences how a sizable number of secondary school students learn to interpret texts, and how they are assessed. Furthermore, in planning to team-teach a graduate course on interpreting and teaching literature, we quickly recognized the need to explore across disciplines the complexity of understanding, and we learned to view our disciplinary differences as resources (Baker & Däumer, 2015) and to value the distributed knowledge we brought to our conversations and this project.…”

mentioning

confidence: 99%

Understanding <i>Understanding</i>: Interdisciplinary Articulation for Instruction and Assessment

Baker¹,

Däumer²

2015

Language Arts Journal of Michigan

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Developing Crosscutting Competencies for a Transdisciplinary World: An Extension of Bloom’s Taxonomy

Ashby

Exter

Varner

2020

Educational Technology Beyond Content

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Designing interdisciplinary instruction: exploring disciplinary and conceptual differences as a resource

Cited by 14 publications

References 17 publications

Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

Understanding <i>Understanding</i>: Interdisciplinary Articulation for Instruction and Assessment

Developing Crosscutting Competencies for a Transdisciplinary World: An Extension of Bloom’s Taxonomy

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