Why Aren’t We All Interdisciplinary? A Study of Threshold Concepts in Integrative Teaching and Learning
Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
This interactive session integrates the results of a large-scale qualitative study of faculty and students participating in a new general education program designed to promote integrative learning through the development of “thematic, interdisciplinary bundles of courses around substantive and timely topics" (Power & Handley, 2017)
Our study reveals a set of distinct threshold concepts that faculty and students face when switching from disciplinary-based to integrative learning environments (Land, 2011). Session participants will be invited to consider how these threshold may be used to turn troublesome knowledge into transformative interdisciplinary teaching and learning experiences on their own campuses.
Session Format
Presentation
Location
Room 2
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Cruz, Laura and Hansen, Edmund, "Why Aren’t We All Interdisciplinary? A Study of Threshold Concepts in Integrative Teaching and Learning" (2019). SoTL Commons Conference. 25.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/25
Why Aren’t We All Interdisciplinary? A Study of Threshold Concepts in Integrative Teaching and Learning
Room 2
This interactive session integrates the results of a large-scale qualitative study of faculty and students participating in a new general education program designed to promote integrative learning through the development of “thematic, interdisciplinary bundles of courses around substantive and timely topics" (Power & Handley, 2017)
Our study reveals a set of distinct threshold concepts that faculty and students face when switching from disciplinary-based to integrative learning environments (Land, 2011). Session participants will be invited to consider how these threshold may be used to turn troublesome knowledge into transformative interdisciplinary teaching and learning experiences on their own campuses.
