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Abstract

This essay proposes the practice of window shopping, systematically switching between various modes of inquiry to understand and evaluate evidence of student learning in interdisciplinary courses. Because interdisciplinarity by nature is epistemologically flexible and often yields fluid subject matter content, it can complicate (and dissuade) scholars from undertaking SoTL. This essay addresses this problem, particularly in respect to the issue of ‘novice-stry’. In addition, it offers window shopping as a practice that can support instructors grappling with what constitutes actual ‘data’ of substantive interdisciplinary learning intimately connected to local contexts and pedagogic reasoning.

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