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1.
Frederick Mayer 《College Teaching》2013,61(2):40-42
Decoding disciplinary expertise for novices is increasingly part of the undergraduate curriculum. But how might area studies and other interdisciplinary programs, which require integration of courses from multiple disciplines, decode expertise in a similar fashion? Additionally, as a part of decoding area studies and interdisciplines, how might a sequential experience of library-based research practice support that curriculum? Finally, how might a program introduce students to fellowships and career opportunities in the field early in their studies? Area studies and interdisciplinary departments face particular challenges in this regard because of multiple entry points into the major and the lack of a consistent pattern of student movement through the major (due to students studying abroad or because of the array of different disciplinary courses comprising individual programs of study). A tested course designed to address these issues, and adaptable for other area studies or interdisciplinary programs, is part of the required curriculum for Asian Studies at St. Olaf College in Northfield, MN. 相似文献
2.
Kathleen L. McFadden Shi-Jie Chen Donna J. Munroe Jay R. Naftzger Evan M. Selinger 《Innovative Higher Education》2011,36(3):161-176
In response to a growing movement within higher education to provide interdisciplinary educational programs, this study describes
the creation of an interdisciplinary graduate certificate program in healthcare policy and management. Building on prior research,
we surveyed healthcare executives to examine their perceptions about the need for such a program and the importance of core
subject areas. Drawing on our findings as well as the literature on “interactional expertise” and “wicked problems,” we provide
a detailed method for launching an interdisciplinary program. Our process may be useful in guiding other institutions interested
in setting up new interdisciplinary programs of their own. 相似文献
3.
David B. Knight Lisa R. Lattuca Ezekiel W. Kimball Robert D. Reason 《Innovative Higher Education》2013,38(2):143-158
Though the number of interdisciplinary undergraduate programs has increased rapidly over the past several decades, little empirical research has characterized such programs. In this article we report on our investigation of the characteristics of interdisciplinary programs and develop typologies to describe the multiple ways in which such programs are structured with respect to curricular and organizational features. Using cluster analysis, we show differences in both curricular structures and organizational features across programs, irrespective of the program’s content focus. This typology will guide future research to explore differences in student learning outcomes across the interdisciplinary program types. 相似文献
4.
常春藤盟校工程科技人才创业能力培养模式探究 总被引：1，自引：0，他引：1
工程科技人才创业能力培养已经成为美国高等工程教育的焦点之一。借助于雄厚的综合实力特别是跨学科培养的优势,常春藤盟校创业能力培养计划旨在培养新一代工程创业者和领导者。通过分析常春藤盟校工程科技人才创业能力培养计划的培养愿景、主要特征和实施的保障条件,本文认为,我国综合性大学开展类似人才培养计划应该从创业教育氛围、培养模式、教学方法、师资、产业界支持等方面努力。 相似文献
5.
跨学科培养人才作为人才培养模式的探索性改革，其改革的方向、进度、质量有赖于一系列政策的制定和推行。本主要从建立跨学科培养人才运行机制、跨学科培养人才管理制度两个方面，论述了跨学科培养人才工作中的政策导向问题。 相似文献
6.
在阐明学科交叉内涵的基础上,以中国科学技术大学为例,剖析该校学科交叉的特色,并详细分析火灾科学这一典型的交叉学科的成长过程,以期为研究型大学的新兴学科培育及学科建设提供有益的借鉴。 相似文献
7.
The challenge of an interdisciplinary curriculum: a cultural analysis of a doctoral-degree program in neuroscience 总被引：1，自引：1，他引：0
Karri Holley 《Higher Education》2009,58(2):241-255
Drawing on data collected through 45 interviews with faculty, doctoral students, and administrators affiliated with an interdisciplinary
neuroscience program, I examine the structure of the interdisciplinary graduate curriculum. The data presented here highlight
the challenge of such programs. I review the purpose, organization, and content of the interdisciplinary curriculum, noting
those challenges that arise. Not only do such programs require collaboration among faculty who traditionally has been highly
invested in their individual discipline or department, but they also require an active, deliberate process to foster interdisciplinary
integration and student learning. 相似文献
8.
This qualitative study examines two US interdisciplinary graduate programs which involve faculty and students from different
disciplines. Haworth and Conrad’s engagement theory of quality graduate education was applied. It was found that when interdisciplinary
programs facilitate engagement by supporting diversity, participation, connections, and interactive teaching and learning,
students report positive experiences. Engagement is particularly achievable when an interdisciplinary administrative unit
(e.g., a school or center) grants degrees and serves as a tenure home for faculty. Students earning degrees in traditional
departments had more difficulty connecting interdisciplinary requirements to their disciplinary work, and were often faced
with incompatible program requirements or advice from faculty members. Although they desire to do interdisciplinary work,
the students and faculty in traditional departments are required to meet additional and often conflicting requirements. Engagement
may further be complicated because these participants feel divided between collaborations, social networks, and expectations
that pull them in different directions. 相似文献
9.
This article presents results from an innovative social work field education program, which prepares BSW and MSW students to work in interdisciplinary teams with congregational nurses as they serve persons age 55+ or older. The Congregational Social Work Education Initiative is a field education project based on an applied interdisciplinary model, whereby social work students at the graduate and undergraduate level partner with congregational nurses to serve at-risk members of congregations and religious affiliated organizations (RAOs). Students and nurses provide free health, mental health, and wellness services to address individual, family, group, and community health, mental health, and housing issues. Funded by community health foundations, it trains BSW and MSW students for professional practice in congregational and community religious affiliated settings through interdisciplinary and collaborative methods. Information on the development of the model and case illustrations are provided so other social work educational programs and congregational nurse programs might duplicate its success. 相似文献
10.
11.
作为智能化社会的学科基础要素,大数据正在驱动着高等教育系统的范式变革。美国普渡大学一体化数据科学首倡计划发起的跨学科学术组织变革,强调以跨学科学位项目与学科交叉课程、学科会聚研究计划与研究团队、服务性学习数据社区与主题工作坊、产教融合的数据科学校企合作模式构建高校数据科学教育生态系统。值此加强新时代教育科学研究的战略契机,以"数据+"引导多学科会聚和教育模式创新,打造面向真实世界的数据科学实践社区,建设校企协同产教融合共同体,加快培育大学生数据思维和校园数据文化,将有助于高等教育治理体系改革和治理能力现代化的实现。 相似文献
12.
In a report entitled Reshaping the Graduate Education of Scientists and Engineers (National Academy of Sciences, 1995), the Committee on Science, Engineering, and Public Policy proposed a modified PhD training model that retains an emphasis on intensive research experiences, while incorporating additional experiences to prepare graduates for an increasingly diverse job market. The National Science Foundation (NSF) subsequently instituted the Integrative Graduate Education and Research Traineeship (IGERT) program to foster interdisciplinary training of doctoral students. Faculty in kinesiology graduate programs are often well positioned to contribute to such interdisciplinary training programs. We highlight an example of such a program, specifically the NSF IGERT program on Musculoskeletal and Neural Adaptations in Form and Function at Arizona State University. Both benefits and challenges of IGERT participation are considered. 相似文献
13.
Dr. Mark Levensky 《Innovative Higher Education》1977,2(1):41-46
The Evergreen State College is a new, nontraditional, state-supported, open-admission, four-year liberal arts college in Olympia, Washington. Approximately one-third of the students at Evergreen are enrolled in a full-time interdisciplinary program of 40 to 90 students, staffed by two to five faculty. This paper gives a general account of what these interdisciplinary programs are like, and what, in general, helps them to succeed or makes them fail.This paper was originally presented at the Annual Meeting of the American Association of Higher Education in Chicago, March 1976. 相似文献
14.
Issues of older adults are often ill-structured and complex, requiring the application of insights from different disciplines to be adequately addressed. Gerontology has often used a multidisciplinary rather than an integrated interdisciplinary approach. Interdisciplinary and problem-based learning (PBL) provide pedagogical tools which teach gerontology students skills for understanding and resolving gerontological issues. The paper presents the concepts of interdisciplinarity and problem-based learning, the types of interdisciplinarity (interdisciplinarity at micro and macro levels of analysis, interdisciplinarity with different attributes of the same unit of analysis), learning outcomes of interdisciplinarity and problem-based learning, the incorporation of interdisciplinary problem-based learning in academic programs, steps of interdisciplinary problem-based study of a gerontological issue, and directions for the future study of this approach. 相似文献
15.
Lisa R. Lattuca David Knight Tricia A. Seifert Robert D. Reason Qin Liu 《Innovative Higher Education》2017,42(4):337-353
We investigated how learning outcomes of students majoring in interdisciplinary fields differ from those of students in discipline-based majors. We found that students in interdisciplinary majors report less change in Critical Thinking and Need For Cognition than their peers in disciplinary majors, but no difference in change in Positive Attitude Toward Literacy. Students’ gains in Critical Thinking and Need For Cognition do not vary by the characteristics of the interdisciplinary major, but some program characteristics influence modest changes in Positive Attitudes Toward Literacy. Future research should address selection effects, develop measures of interdisciplinary learning, and further explore curricular and instructional patterns in interdisciplinary programs. 相似文献
16.
The multiple and complex needs of the elderly require interdisciplinary collaboration among many different professionals to provide comprehensive care. As a result, educators must develop interdisciplinary programs and learning experiences that address educational needs and facilitate a better understanding of the various roles and expertise of providers from many fields. Using the framework of a program evaluation model, the Charting the Outcomes of Educational and Clinical Approaches model, this article addresses the outcomes and effects of an interdisciplinary approach to continuing gerontological education used by one summer institute on gerontology. Over its 12‐year history, this institute has attracted more than 2,600 participants from many professions and occupations. The interdisciplinary approach of the Summer Institute has been evident in its planning committees, the delivery of diversified programs by a variety of providers, the facilitation of informal networking among registrants, and the organization of group discussions that bring together professionals and learners from different disciplines to communicate and collaborate on mutual concerns regarding aging issues. One theme on case management, which addressed policy and practical issues related to service delivery for the elderly, was presented by representatives from academia, government, the nonprofit service sector, and consumers to an audience of providers from various fields including business, gerontology, health promotion, nursing, occupational therapy, psychology, recreation, social work, and sociology. Thesue cess of the interdisciplinary approach to gerontological education used by the institute has helped to establish McMaster University as a Canadian leader in this field of continuing education. 相似文献
17.
涂文记 《集美大学学报(教育科学版》2011,12(2):29-32
美国高校教育信息化组织结合美国各高校现行优秀教师发展案例,提出了包含三个阶段的"大学教师发展五年计划",第一阶段为博士研究生提供大学教师资格证培训,第二阶段是新教师入职培训,第三阶段是教师督导和反向辅导.每个阶段有不同的大学教师发展项目,成功的大学教师发展项目具备十大因素,同时应该注意五大问题.美国高校教育信息化组织对... 相似文献
18.
Janet Lee Jones 《Innovative Higher Education》1993,18(2):147-161
Teaching assistants (TAs) at a major university were surveyed about the annual campus-wide and departmental TA training programs in which they had participated. Responses from these TAs differ markedly from reports based on surveys conducted with the administrators of such training programs. Current training practices can be improved by considering more seriously the TA's point of view.Janet Lee Jones received her B. A. from Pomona College in 1984, concentrating in psychology and Chinese language. Her Ph.D. was awarded in 1989 in the area of cognitive science, with a specialization in psycholinguistics. She has supervised undergraduate and graduate teaching assistants for the past five years. Dr. Jones now teaches a wide variety of psychology courses and interdisciplinary seminars at Fort Lewis College in Durango, Colorado. 相似文献
19.
Patsy Cooper 《Journal of Early Childhood Teacher Education》2013,34(4):289-290
With the rollout of edTPA, Common Core Standards (CCS), and the Next Generation Science Standards (NGSS), there is renewed interest in teacher education programs providing an interdisciplinary approach to curriculum. Yet, future teachers are under increased pressure to pass standardized exams, such as the MTEL, WIFOR and PRAXIS, with a focus on content-specific instruction. Curriculum and assessment policy initiatives present contradictory messages regarding best practice. This research study examines an interdisciplinary approach to teaching content in one early childhood education teacher preparation program. Teaching that crosses disciplines and honors the content and epistemology of each discipline is complex and challenging to convey. Data for this yearlong study exploring student and faculty understanding of teaching from an interdisciplinary perspective at a small liberal arts college included semester-end surveys, focal student interviews, final projects, and faculty surveys. Based on this research, we suggest that integration of content area specialists in college curriculum courses, cross-institutional attention to effective integration strategies, and purposeful interdisciplinary field placements are needed as early childhood educators face continued policy reform. 相似文献