From Surprise Parties to Mapmaking: Undergraduate Journeys toward Interdisciplinary Understanding

Haynes, Carolyn; Leonard, Jeannie Brown

doi:10.1080/00221546.2010.11779070

Cited by 23 publications

(18 citation statements)

References 16 publications

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“…Making space in the curriculum for self-reflection allows students to witness their "developmental journey and processes of meaning-making across the undergraduate experience" [45]. It creates the necessary environment for them to review their beliefs and perceptions they might have about their future work and employment, their aspirations, the attitudes, identities and orientations they develop in relations to this.…”

Section: Resultsmentioning

confidence: 99%

A Graduate’s Pursuit of Happiness

Dawson¹

2016

EDULEARN Proceedings

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Research undertaken on students' transition from Higher Education (HE) to employment (Dawson, 2012) highlights the need for HE staff to step back from day-today concerns and rethink their approaches to students' preparation from undergraduate status to graduate 'work-ready'. It emphasises the importance of recognising that one's journey from student to graduate standing requires high intensity support from both academic and student-centred staff. It claims that stepping outside of our 'student-tutor' stereotype and being perceived as the facilitators, the mentors, who know their field well enough to help students deal with the challenges ahead, assists their development of critical instinct. It also urges members of staff to recognise that we are undoubtedly influential figures on the development of students and that sharing our experiences, whether good or bad, can be invaluable in shaping students own graduate identity. The findings of this study were validated and evolved (Dawson, 2013 & 2014) into further investigations into students' development and transformation (in terms of ability and skills) whilst still in HE and in preparation for the 'world of work'. The study shows that reviewing, re-engineering and reapplying existing literature and approaches to suit the demand of a new generation of students increases their involvement and empowerment. It also evidenced how building on personal experiences reinforces their efficacy beliefs, improves their self-esteem, social skills and resilience and signposts the path for lifelong learning and a sustainable development. As a result of these, both students and I have evidenced that the principles of sustainable development apply equally to all aspects of life, from personal, social to economic and professional. Thus, we claim that, through participation in challenging academic activities which provide students with the opportunity to design, deliver and assess their own learning, we gain knowledge which we can and will pass on to others, as a student quotes "…I will never lose sight of the importance of adding value and ensuring my actions have a progressive impact on others.". In the academic year 2014/15, students embarked on a journey of deeper and more critical pathways. They explore personal and social identity, attitude, personality, values and principles which contribute to their transformation from students to graduates and from graduates to employees. Through active and collaborative learning, formative communication with staff and involvement in intellectually stimulating activities, students are seeking answers to questions, such as how to achieve transformation; how to keep a 'positive' attitude and generate a sense of belonging; how to pursue and find happiness in HE and beyond. The realities unveiled from such journeys are invaluable to both students and staff as they signpost the paths for an enriched educational experience for all.

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Section: Resultsmentioning

confidence: 99%

A Graduate’s Pursuit of Happiness

Dawson¹

2016

EDULEARN Proceedings

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“…Finally, the integrated plant anatomy/computational chemistry-biochemistry approach used in this study can be didactically reproduced in interdisciplinary classes both at high school level as well as for undergraduate programs of science and engineering (in courses in the fields of biology, agronomy, forestry, and environmental engineering). Such interdisciplinary classes have been proven to be promising tools for the teachinglearning paradigm (Lima et al 2009;Haynes & Leonard 2010). Hence, we expect that these results provide insights for the rational planning of lowcost and selective histological ligands and dyes for scientific and educational uses, as well as allow an environmentally sustainable alternative for using textile dyes.…”

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confidence: 77%

An inexpensive and environmentally friendly staining method for semi-permanent slides from plant material probed using anatomical and computational chemistry analyses

et al. 2020

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One of the main methods for plant anatomy study is the analysis of thin, transparent, and stained tissue sections. Synthetic dyes traditionally used in anatomical studies might be expensive and produced by specific companies. In contrast, the use of alternative industrial dyes can both represent an inexpensive substitute as well as an environmentally friendly option for conducting plant anatomy studies. In this study, a set of 22 textile dyes was evaluated. Transversal-, longitudinal, and paradermal sections of plant organs obtained using the freehand cutting technique were stained using hydroalcoholic solution (0 to 100%) of textile dyes purchased from a local market. Dyes mixed with 50% hydroalcoholic solution showed higher efficiency in tissue contrast, allowing greater solubility of dye powder and better solution interaction with the plant tissues. Most of the tested dyes showed satisfactory staining results. Cell wall, especially lignified one, showed higher staining efficiency. Computational docking analysis and molecular models of cellulose and lignin showed the probable association mechanisms and dye selectivity to cell wall constituents. Our findings suggest that the developed method can be useful in mixed practical classes of plant anatomy, chemistry, and/or biochemistry, both at high school as well as undergraduate levels.

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“…In this context, interdisciplinary pedagogy attempts to encapsulate student learning and experiences from both inside and outside the classroom and also infuses students with the ability to engage in collaborative interactions with their peers from diverse disciplines and cultures (Miller, 2005;Jones, 2010). Efforts to implement collaborative educational practices can lead to a more holistic, powerful, dynamic educational experience for students as it encourages them to connect concepts and ideas learned from different domains by themselves and their peers into a consistent association (Haynes and Leonard, 2010). These skills and capabilities are believed to be crucial for students to succeed in College and in their future careers and should be intentionally developed in the classroom (Klein, 2005).…”

Section: Introductionmentioning

confidence: 99%

Interdisciplinary Connections Across the Curriculum: Fostering Collaborations between Freshman and Capstone Students Through Peer-Review Assignments

Boumlik

Jaafar

Alberts

2018

IJHE

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Cultivating interdisciplinary connections between freshman and capstone students epitomizes a novel pedagogical approach to deepen student understanding of the learning process in a Community College environment. Within such a context, this article focuses on the outcomes of a two-semester collaborative effort that aims to establish and strengthen interactions between students at opposite ends of the academic spectrum. The work discussed focuses on an initiative in which capstone students in their culminating college class are supported in using their educational experiences to guide their first-year peers as they make the transition to college life. After discussing the creation and implementation of scaffolded collaborative assignments in which capstone students peer-reviewed freshman students work, the paper analyzes the impact of the research on student understanding of the learning process, the outcomes of self-reflection activities, student integration of knowledge and skills from diverse sources and the quality of their work in the peer-review endeavor.

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From Surprise Parties to Mapmaking: Undergraduate Journeys toward Interdisciplinary Understanding

Cited by 23 publications

References 16 publications

A Graduate’s Pursuit of Happiness

A Graduate’s Pursuit of Happiness

An inexpensive and environmentally friendly staining method for semi-permanent slides from plant material probed using anatomical and computational chemistry analyses

Interdisciplinary Connections Across the Curriculum: Fostering Collaborations between Freshman and Capstone Students Through Peer-Review Assignments

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