Interdisciplinarity as a Mind Map

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Outils collaboratifs (Liste non exhaustive)

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Integrated Learning

Variety of modes/pedagogies

Snapshots of integration Because disciplinary integration varies greatly in student interdisciplinary work, a few core forms of integration are outlined below. The list is not exhaustive, and the forms of integration are not mutually exclusive. (a) Aesthetic synthesis (b) Crossover tool (c) Resonance (d) Complex explanation (e) Pragmatic solution (f) Embedding (g) Embodying.

Travel abroad

Service learning

Debates

Socratic seminars--joint or single

inquiry-based projects/learning/undergraduate research

Simulations

two or more traditional courses sharing a capstone project

Problem-based learning

Degree Student-driven or Instructor-driven

Students sharing courses that are designed to relate; make own connections

Students sharing linked courses with lessons in how to make their own connections

full collaboration between faculty members in community/linked courses

full collaboration between students and faculty members in a community

Some Definitions Cross-disciplinary analysis – examines an issue typically germane to one discipline through the lens of another discipline (i.e., how physicists explore music, sociological perspectives on the purpose of religion). Multi-disciplinary analysis – examines an issue from multiple perspectives, without making a concerted effort to systemically integrate disciplinary perspectives. Inter-disciplinary analysis – examines an issue from multiple perspectives, leading to a systematic effort to integrate the alternative perspectives into a unified or coherent framework of analysis. (from http://serc.carleton.edu/sp/library/interdisciplinary/what.html)

Degree of structural formality

Coordinated Studies:

These programs are team-taught, with faculty teaching the number of students equivalent to their course load.

A cohort of students sign up for two or more classes together but the total number of students signing up for the learning community is equivalent to the number that would enroll in two or more sections of these courses.

Linked/Paired Classes:

Schedule options:

two courses in the same time blocks but on alternate days

back-to-back, or with a short study break between them

Faculty seek occasions to be present in each other’s classes so students see them work as a team.

Teachers meet to design integrative assignments.

Students in one course are also enrolled in a second course.

shared students in a learning community

informal consultation between independent courses

stand alone courses

Degree of collaboration or independence

Independently taught interdisciplinary courses or lessons

shared students in learning a community who make own connections [learning communities can extend well beyond shared students]

topically-linked lessons courses, mutual consultation

Coordinated development, shared lessons

Team-developed, team-taught

Degree of integration

Program

PLO level

Multiple courses

Course

Lesson

objective level for skill or knowledge

outcome level

multiple objectives

Topical

related by subject or reading