The challenge of an interdisciplinary curriculum: a cultural analysis of a doctoral-degree program in neuroscience

Holley, Karri A.

doi:10.1007/s10734-008-9193-6

Cited by 58 publications

(41 citation statements)

References 18 publications

(16 reference statements)

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“…In contrast, interdisciplinary learning and teaching is widely discussed and claimed (Woods 2007;Holley 2009). Still, we were not able to identify empirical studies that compared cognitive structure across different subject domains.…”

Section: Introductionmentioning

confidence: 99%

Identifying cross-domain distinguishing features of cognitive structure

Ifenthaler

2011

Education Tech Research Dev

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Our research aims to identify domain-specific similarities and differences of externalized cognitive structures. Cognitive structure, also known as knowledge structure or structural knowledge, is conceived as the manner in which an individual organizes the relationships of concepts in memory. By diagnosing these structures precisely, even partially, the educator comes closer to influencing them through instructional settings and materials. Our assessment and analysis of cognitive structures is realized within the HIMATT tool, which automatically generates four quantitative indicators for the structural entities of written text or causal maps. In our study, participants worked on the subject domains biology, history, and mathematics. Results clearly indicate different structural and semantic features across the three subject domains. Additionally, we found that written texts and causal maps seem to represent different structure and content across the three subject domains when compared to an expert's representation. We conclude with a general discussion, instructional implications and suggestions for future research.

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Section: Introductionmentioning

confidence: 99%

Identifying cross-domain distinguishing features of cognitive structure

Ifenthaler

2011

Education Tech Research Dev

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“…Our theoretical approach to HBERG follows Holley's () best‐practices model to interdisciplinarity. This includes a student‐centered pedagogy operating within a dedicated organizational and physical space; a curriculum shaped by interdisciplinary research experiences and focused on problem‐based learning; and an emphasis on collaborative knowledge acquisition versus mastery of specific content (Lynn et al.…”

Section: Collaborative Team—centered Pedagogymentioning

confidence: 99%

Thinking outside anthropology's box: Socializing undergraduates through collaborative research, teaching, and service

Stein

Daugherty

Rivera

et al. 2016

Annals of Anthropol Pract

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Most undergraduate anthropology majors will not pursue postgraduate careers in the discipline, so the greatest value of anthropological training is in providing a holistic sense of cultural relativity and appreciation for human diversity. However, translating anthropology's value to other career paths is frequently hindered by students’ limited exposure to theory and methods and further complicated by the discipline's emphasis on individualistic fieldwork models and research outcomes. We argue these obstacles can be overcome by engaging students in mixed‐methods collaborative groups that integrate students and faculty in local research, teaching, and outreach. This socializes undergraduates to view anthropology as naturally collaborative and applicable beyond careers in research. In this article, we outline a program that fuses experimental and field approaches to train students in qualitative and quantitative methods and critical thinking. We then detail implementation of this pedagogical model as a generalizable template that trains students for postgraduate careers outside anthropology.

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“…The basic structure of role-playing games is then explained, and the paper concludes by exploring three scenarios that outline an actionable plan for curricular transformation. Education can be seen as either creating new cultures or consuming existing cultures (Bruner 1987), and creating new, interdisciplinary cultures requires addressing cultural issues within higher education (Holley 2009). This paper seeks to stimulate the conversations necessary for change by exploring actionable models that enable emergence of new functionings.…”

Section: The Argument For Integrating Both Thinkpiecesmentioning

confidence: 99%

Linking capabilities to functionings: adapting narrative forms from role-playing games to education

Cheville

2016

High Educ

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This paper explores science, technology, engineering, and mathematics education in the context of inequality of opportunity by examining educational systems through two lenses: curricular mode and system scale. Curricular mode classifies learning experiences as addressing knowing, acting, or being, while system scale captures how learning experiences are aggregated into credentials. The paper argues that the curricular mode of being can be better implemented and credentialed within educational institutions if students learn to develop a self-narrative through navigating a multiplicity of learning experiences. Since narrative is implicit rather than explicit in existing university structures, the paper develops a speculative model based on role-playing games that integrates narrative and allows new forms of personalized credentials. The goal of the paper is to initiate a conversation around alternative curricular structures that allow emergent self-narratives within disciplinary structures.Keywords Role-playing game Á Credentialing Á Curriculum structure Á Narrative Á Educational philosophy Á Agency This special issue asks what it means to be educated in science or engineering during a time in which change is challenging many of the underlying assumptions and mythologies of higher education (Kress 2008;Noam 1995), particularly with respect to inequality. Two anchoring thinkpieces challenge existing views of education. The first thinkpiece claims that as knowledge expands and becomes more differentiated the two historical educational modalities-curriculum focused on content (scenario 1) and curriculum focused on action (scenario 2)-will not suffice in the future (Muller 2015). To move forward requires

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The challenge of an interdisciplinary curriculum: a cultural analysis of a doctoral-degree program in neuroscience

Cited by 58 publications

References 18 publications

Identifying cross-domain distinguishing features of cognitive structure

Identifying cross-domain distinguishing features of cognitive structure

Thinking outside anthropology's box: Socializing undergraduates through collaborative research, teaching, and service

Linking capabilities to functionings: adapting narrative forms from role-playing games to education

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