Tree Organigram

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Rferences

University of Calgary. (2019). Library: Education – Interdisciplinary Learning: Introduction. Retrieved July 17, 2019, from https://library.ucalgary.ca/guides/interdisciplinary_learning

Taylor, A., Butterwick, S., Raykov, M., Glick, S., Peikazadi, N., Mehrabi, S. (2015). Community service-learning in Canadian higher education. Vancouver, BC: UBC Press.

Sheninger, E. (2016, December 04). The Silo Effect. Retrieved July 17, 2019, from http://esheninger.blogspot.com/2016/12/the-silo-effect.html

Lock, J. V. (2015). Designing learning to engage students in the global classroom. Technology, Pedagogy and Education, (24)2, 137–153.

Kozak, S. & Elliot, S. (2014). From Ecosystem to “Edusystem” IN Connecting the dots: Key strategies that transform learning for environmental education, citizenship and sustainability (pp. 4–9). Oshawa, ON: Maracle Press.

Best Practices in Project Management. Retrieved July 15, 2019, from https://onq.queensu.ca/content/enforced/309230-PME832/2. Hutchison, D. (2015). Project-based learning.pdf?ou=56138&ou=309230

Hutchinson, D. (2015, September). Project Based Learning: Drawing on

Duman, B., & Yavuz, Ö. K. (2018). The Effect of Project-Based Learning on Students’ Attitude towards English Classes. Journal of Education and Training Studies, 6(11), 186–193. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1208469&site=eds-live&scope=site

Carleton. (2019, January 29). Why Teach with an Interdisciplinary Approach? Retrieved July 17, 2019, from https://serc.carleton.edu/econ/interdisciplinary/why.html

Boss, S., & Krauss, J. (2014). Reinventing project-based learning : your field guide to real-world projects in the digital age. International Society for Technology in Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=cat06859a&AN=sse.898362365&site=eds-live&scope=site

Project Based Learning

INTERCONNECTED

Interdisciplinary learning

Connected Learners

Institutional

career councilling

heath resources

community partnerships

placements

shareholders and board of governers

student governing bodies

Community

Assignments and reasearch

students make connections to people with relevant expertise

relate to what they are and will be doing with their diploma

students gain a real understanding of the industry in the real life world around them

student placements

National and Global

Students have social events to interact with, and showcase their own and other cutlures

cross cultural interactions and experiences within day to day activities

students study a trend in their program

gather research to analyze and sythesize

use soft skills to generate a report that outlines their research and what that means for their future career