From general education to interdisciplinary studies

Huber, Ludwig

doi:10.1016/s0952-8733(01)00032-0

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…However, there seems to have been little progress in balancing disciplinary specialization with interdisciplinary teaching (Huber, 2002) and our evidence shows that teaching is still lining up behind the traditional, discipline-based structure of our university. Most of our teachers were interested in interdisciplinary teaching, but lacked the time and incentives to move much beyond 'informed disciplinarity'.…”

Section: Discussionmentioning

confidence: 82%

“…Within the broad, potentially interdisciplinary, School of 'Geography and Environmental Studies', teaching was not integrated beyond some first-year initiatives. Therefore, teaching appeared to be strongly discipline based, in spite of a majority of views from our participants that complex environmental problems required at least some exposure to the discourses and methods in other disciplines, and at least three decades of scholarship in favor of the provision of formal integrated interdisciplinary learning opportunities (Petrie, 1992;Huber, 2002;Boix Mansilla & Duraisingh, 2007;Franks et al, 2007;Woods, 2007).…”

Section: Discussionmentioning

confidence: 88%

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Does Interdisciplinarity Exist Behind the Façade of Traditional Disciplines? A Study of Natural Resource Management Teaching

Pharo

Bridle

2012

Journal of Geography in Higher Education

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We investigated the hypothesis that interdisciplinarity is being explicitly taught behind the façade of traditional disciplines. We interviewed 14 academics (seven geographers and seven agricultural scientists) about their teaching in the inherently interdisciplinary field of natural resource management. Our teachers were generally well informed about interdisciplinarity, believed it is important in a natural resource management degree, and participants viewed the traditional discipline-based structure as a major obstacle to collaboration, mostly because of competition between disciplines for student income. Other barriers included the strong rewards of disciplinary specialization, the difficulty of sustaining teaching teams, and other university structures, such as inflexible timetables. We suggest that if institutions with traditional disciplinebased structures want to provide students with interdisciplinary opportunities, teachers need to be adequately supported in terms of workload, career rewards and pedagogy.

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Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 88%

Does Interdisciplinarity Exist Behind the Façade of Traditional Disciplines? A Study of Natural Resource Management Teaching

Pharo

Bridle

2012

Journal of Geography in Higher Education

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“…24 Considering that the audiences of the courses are students from various majors, conciseness and interest are often the characteristics of general education courses. 25 In addition to disseminating basic knowledge in related fields, the cultivation of students' innovative ability, 26 critical thinking, 27 information processing ability, 28 and cooperation ability 29 nuclear chemistry and radiochemistry is not very popular in universities. However, by taking advantage of general education, this important nuclear science course gets an opportunity for public display.…”

Section: ■ Introductionmentioning

confidence: 99%

“…In many universities, general education courses are breaking down the barriers between students’ majors and other majors, aiming to cultivate interdisciplinary talents . Considering that the audiences of the courses are students from various majors, conciseness and interest are often the characteristics of general education courses . In addition to disseminating basic knowledge in related fields, the cultivation of students’ innovative ability, critical thinking, information processing ability, and cooperation ability is the teaching goal of general education.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality Assisted General Education of Nuclear Chemistry and Radiochemistry

et al. 2022

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Nuclear chemistry and radiochemistry is a branch of chemistry that has high experimental risks, has high research costs, and is subject to certain prejudices. However, it has an extremely important influence on the development of human life. It is particularly important to emphasize the general education of nuclear chemistry and radiochemistry without compromising the quality of the teaching. The introduction of the general education mode into nuclear chemistry and radiochemistry overcomes the shortcomings of narrow audiences. However, single theoretical courses are limited to a slide-based lecture. Although the audience for general education is wide, it is difficult to carry out related experiments because of safety responsibility and teaching funds. In this work, VR technology was first applied to the general education of nuclear chemistry and radiochemistry, and the audiences of the course were not limited to students who major in chemistry. The research results showed that not only did the VR platform effectively improve students' learning confidence, but also the effect of teacher−student interaction and the usability of VR equipment were recognized. This work may bring enlightenment to the popularization of nuclear chemistry and radiochemistry through new media technology.

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Researching and developing interdisciplinary teaching: towards a conceptual framework for classroom communication

Woods

2006

High Educ

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Calls for teaching and learning that cross subject boundaries have been making themselves heard in recent Higher Education literature in different national contexts. Communication is pivotal in any such learning encounter: it is in the process of negotiating meaning across disciplines that its rewards and challenges lie. And yet, the question of what characterises interdisciplinary classroom communication in the sector is little researched and little understood. How such interaction differs from that in the monodisciplinary university classroom is under-theorised. Adapting Applied Linguistic theory in Intercultural Communicative Competence (Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.) and drawing on a taxonomy of academic disciplines (Becher, T., & Trowler, P. R (2001). Academic tribes and territories.Buckingham: Society for Research in Higher Education/Open University Press.), the article proposes a model of Communicative Competence as a conceptual tool to shape thinking in developing and researching interdisciplinary teaching and learning in the university classroom.socialisation into a discipline subtly shapes ways of thinking and orientations to learning and that this can ultimately lead to mutual incomprehension when specialists from different subject domains try to collaborate. Advocates of interdisciplinary learning in HE make persuasive arguments for the provision of formal opportunities for learning that crosses subject boundaries in university curricula These arguments include: (i) the educational benefits of engaging critically with one's own discipline by viewing its limitations from another perspective, (ii) the fact that modern working patterns increasingly call for multi-professional team work, and (iii) that the pressing world challenges that confront us daily in the media (pandemics, water politics, global warming, famine, migration, international crime, etc.) require new, holistic approaches. Such advocates highlight the value of interdisciplinary learning as a way of assisting HE Institutions in preparing future graduates who have the ability to tackle such complex problems wisely.The conception of interdisciplinarity envisaged in this article is one that fits well with such aspirations and is one that involves collaborations between students from differing subject areas in pooling their disciplinary knowledge in addressing complex and significant, real world problems. The ability to understand and be understood by a diverse group of specialists is essential to such endeavours and, by implication, the form of interdisciplinarity under discussion is all about communication. Experience of this type of collaborative problem-solving would seem intuitively to hold potential for developing students' abilities in effective interdisciplinary interaction after graduation. But what does effective interdisciplinary interaction mean in practice?Research on interdisciplinarity in HE appears to be largely silent on the matter of what the pa...

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From general education to interdisciplinary studies

Cited by 5 publications

References 2 publications

Does Interdisciplinarity Exist Behind the Façade of Traditional Disciplines? A Study of Natural Resource Management Teaching

Does Interdisciplinarity Exist Behind the Façade of Traditional Disciplines? A Study of Natural Resource Management Teaching

Virtual Reality Assisted General Education of Nuclear Chemistry and Radiochemistry

Researching and developing interdisciplinary teaching: towards a conceptual framework for classroom communication

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