Designing for Interdisciplinarity in Higher Education: Considerations for Instructional Designers

Ashby, Iryna; Exter, Marisa

doi:10.1007/s11528-018-0352-z

Cited by 55 publications

(46 citation statements)

References 38 publications

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“…The academic and intellectual histories of the members of the team provided a shared understanding and shared language when collaborating throughout the project effectively. The findings of the analyses reinforced the value of the complementary expertise of the curriculum design team (BAKER & DAUMER,2015;ASHBY & EXTER, 2019). This principle enabled the creation of learning activities whereby the students engaged in literacy practices using numerous texts in diverse genres and various resources; The university learning outcomes guided the conceptualization of the project and its goals, which in turn influenced the learning activities within the courses (BIGGS & TANG, 2011).…”

Section: Closing and Openingmentioning

confidence: 77%

“…The evolving and exponential growth of knowledge and technological advances in the 21 st Century has challenged higher education to develop interdisciplinary curricula (e.g., ASHBY & EXTER, 2019;HOLLEY, 2017). Underlying the conceptualization of interdisciplinary processes, literacies, and languages in this paper, is the following definition of interdisciplinary --"a knowledge view and curriculum approach that consciously applies methodology and language from more than one discipline to examine a central theme, issue, problem, topic, or experience" (JACOBS, 1989, p. 8).…”

Section: Introductionmentioning

confidence: 99%

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Tracing the Development of Literacy Practices for Integrating Interdisciplinary Curriculum in Higher Education: Interactional Ethnographic Study

Chian

2020

Trab. linguist. apl.

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In this paper, I present an ethnographic approach that guided multiple cycles of analysis undertaken to trace the developing history of the decisions and actions taken by the lead professor and his design team as they engaged in iterative and recursive phases of development of an interdisciplinary course of study. This study was undertaken in an undergraduate Organizational Communication Program in a public regional university in the United States over a two-year period. The goal of this study was to identify factors that were critical in developing the interdisciplinary curriculum that met the university’s and department’s learning objectives. The microethnographic discourse analysis undertaken provided warranted evidence of how the interdisciplinary curriculum afforded students opportunities to develop conceptual understandings of practices of long-term and futures thinking critical for studying societies from an organizational communication perspective.

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Section: Closing and Openingmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Tracing the Development of Literacy Practices for Integrating Interdisciplinary Curriculum in Higher Education: Interactional Ethnographic Study

Chian

2020

Trab. linguist. apl.

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“…De kunne kjenne igjen data og problemstilling, og ut fra dette ta skrittet over i analyser og trekke konklusjoner. Flere referanser støtter under observasjonene vi har gjort oss i dette pilotprosjektet, både med den positive effekten av prosjektbasert undervisning (Chen & Yang, 2019) og av tverrfaglighet (Friedow, Blankenship, & Green, 2012;Styron, 2013;Ashby & Exter, 2019).…”

Section: Discussionunclassified

Tverrfaglig, prosjektbasert innføring i statistikk på universitetsnivå

Vinje¹,

Frøslie²

2021

NJSTEME

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Forståelse for statistikk og kvantitativ forskningsmetode er en av bærebjelkene i kunnskapservervelse og -kommunikasjon innen naturvitenskapene. Anvendelse av statistikk er i sin natur tverrfaglig, og forutsetter samarbeid på tvers av domener. For å kunne frembringe ny kunnskap, er det nødvendig å kombinere domenekunnskap fra andre fagfelt med gode analysemetoder og forståelse for resultatene av disse. For å gjøre studentene i stand til å løse komplekse, reelle utfordringer etter endt studium, må vi jobbe med komplekse problemstillinger også under utdannelsen. Et pilotprosjekt med prosjektbasert undervisning ble introdusert i innføringskurset i statistikk på NMBU høstsemesteret 2018. Læring skulle tilegnes gjennom større prosjekter, med data fra andre fag og fagfelt. De fleste som går innføringskurset i statistikk på NMBU skal ikke bli statistikere, og arbeidsmetoden i et slikt prosjektbasert kurs reflekterer mer realiteten når de senere skal bruke statistikk som domeneeksperter. Våre erfaringer og observasjoner tyder på at å gå fra et tradisjonelt introduksjonskurs i statistikk til et prosjektbasert kurs, kan øke motivasjonen til studenter som ikke selv motiveres av teoretiske fagfelt som statistikk.

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“…However, many traditional programs encourage disciplinary specialization, and new graduates are often challenged to venture beyond their discipline to synthesize knowledge, skills, and abilities from other disciplines. Truly interdisciplinary programs offer an alternative to the traditional “siloed” university structure (Ashby & Exter, ; Holley, ).…”

Section: Literature Reviewmentioning

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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Designing for Interdisciplinarity in Higher Education: Considerations for Instructional Designers

Cited by 55 publications

References 38 publications

Tracing the Development of Literacy Practices for Integrating Interdisciplinary Curriculum in Higher Education: Interactional Ethnographic Study

Tracing the Development of Literacy Practices for Integrating Interdisciplinary Curriculum in Higher Education: Interactional Ethnographic Study

Tverrfaglig, prosjektbasert innføring i statistikk på universitetsnivå

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

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