2009
DOI: 10.1080/87567550903218562
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The Search for Authentic Practice Across the Disciplinary Divide

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Cited by 11 publications
(3 citation statements)
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References 21 publications
(18 reference statements)
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“…Four years' worth of assessments of our programs have found that faculty members almost always say that they most appreciate the interdisciplinary conversations about teaching that occur only at the TLC. Our findings are consistent with those of other researchers such as Knotts, Henderson, Davidson, and Swain (2009) who found that being in dialogue with colleagues in other disciplines and seeing how they teach may promote self-reflection and reexamination of oneself as an educator. Thorburn (1985) found that faculty who had participated in interdisciplinary dialogue felt intellectually stimulated and reported that they had learned about new teaching strategies.…”
Section: Case One: Cost and Valuesupporting
confidence: 92%
“…Four years' worth of assessments of our programs have found that faculty members almost always say that they most appreciate the interdisciplinary conversations about teaching that occur only at the TLC. Our findings are consistent with those of other researchers such as Knotts, Henderson, Davidson, and Swain (2009) who found that being in dialogue with colleagues in other disciplines and seeing how they teach may promote self-reflection and reexamination of oneself as an educator. Thorburn (1985) found that faculty who had participated in interdisciplinary dialogue felt intellectually stimulated and reported that they had learned about new teaching strategies.…”
Section: Case One: Cost and Valuesupporting
confidence: 92%
“…Based on the research by Knotts, Henderson, Davidson, and Swain (2009), the faculty’s instructional styles of those who use situated learning most effectively are described as facilitators of knowledge rather than givers of information to students. Faculty must be willing to relinquish the more dominant role in the classroom for a more collaborative approach to teaching and learning.…”
Section: Review Of the Literaturementioning
confidence: 99%
“…Authentic learning has a number of key components: learning tasks mimic complex real-life situations; students are required to problem-solve by working both independently and in diverse teams, opening themselves to different ideas and perspectives; new understandings emerge from contact with the 'real world' of practice, and students build confidence as well as new knowledge through active participation (Knotts, Henderson, Davidson, & Swain, 2009;Lombardi, 2007;Maina, 2004;Rule, 2006). Authentic learning is a good fit for interdisciplinary learning as the assumption embedded in both is that learning must go beyond pure disciplinary knowledge in order to prepare students for the real-world they will encounter upon graduation.…”
mentioning
confidence: 99%