Innovations in Interdisciplinary Teaching by Carolyn Haynes (Editor)ISBN: 1573563935
Publication date: 2002-04-30
According to this book, interdisciplinary pedagogy is not synonymous with a single process, set of skills, method, or technique. Instead, it is concerned primarily with fostering in students a sense of self-authorship and a notion of knowledge that they can use to respond to complex questions, issues, or problems. Most faculty members have disciplinary terminal degrees, little preparation for teaching, and previous experience learning and teaching solely in disciplinary classroom settings. This collection is designed to assist both new and experienced faculty members who are teaching in interdisciplinary settings and who want to advance integrative learning with their students, as well as administrators who want to encourage integrative and interdisciplinary teaching in their institutions. The contributors offer many intriguing approaches for achieving the goals of interdisciplinary pedagogy. Interdisciplinary pedagogy is not necessarily a single process, set of skills, method, or technique. Instead, Haynes asserts, it is purpose-oriented, concerned primarily with fostering in students a sense of self-authorship and offering a notion of knowledge that students can draw upon when responding to complex questions, issues, or problems. Most faculty members have disciplinary terminal degrees and scant preparation for teaching. Previous experience is often from learning and teaching solely in disciplinary classroom settings. This collection is designed to assist both new and experienced faulty members who need help teaching in interdisciplinary settings. The major subject divisions included in this book are: BL Standard ApproachesBL Innovative ApproachesBL Applying One Disciplinary-Based PedagogyBL Different Settings or Different StudentsBL Support For teachers seeking to advance integrative learning with their students, as well as administrators who wish to encourage integrative and interdisciplinary teaching in their institutions, Haynes offers intriguing, practical approaches for achieving the goals of this increasingly popular pedagogy.