Innovations in Interdisciplinary Teaching: (American Council on Education Oryx Press Series on Higher Education)

Acknowledgments About the Editor and Contributors Introduction: Laying a Foundation for Interdisciplinary Teaching Part I: Standard Approaches to Interdisciplinary Teaching Part II: Innovative Approaches to Interdisciplinary Teaching Part III: Applying One Disciplinary-Based Pedagogy to Interdisciplinary Teaching Part IV: Interdisciplinary Teaching in Different Settings or to Different Students Conclusion: Achieving Interdisciplinary Innovation: Leading and Learning in Community Index This collection is designed to assist new and experienced faculty members who are teaching in interdisciplinary settings and who want to advance the integrative learning of their students and administrators who want to encourage integrative and interdisciplinary teaching in their institutions. Following an introduction, Laying a Foundation for Interdisciplinary Teaching by Carolyn Haynes, the chapters in part 1, Standard Approaches to Interdisciplinary Teaching, are: (1) Interdisciplinary Curriculum Design and Instructional Innovation: Notes on the Social Science Program at San Francisco State University (Stanley Bailis); (2) Enhancing Interdisciplinarity through Team Teaching (Jay Wentworth and James R. Davis); and (3) Writing in Interdisciplinary Courses: Coaching Integrative Thinking (Marcia Bundy Seabury). Part 2, Innovative Approaches to Interdisciplinary Teaching, contains: (4) Teaching on the Edge: Interdisciplinary Teaching in Learning Communities (Valerie Bystrom); (5) "'Good and Ill Together': Interdisciplinary Teaching with Technology (Robert M. Bender); and (6) Interdisciplinarity, Diversity, and the Future of Liberal Education (Debra Humphreys). Part 3, Applying One Disciplinary-Based Pedagogy to Interdisciplinary Teaching, contains: (7) Being There: Performance as Interdisciplinary Teaching Tool (Jeff Abell); (8) Margaret Sanger, Marie Curie, Maya Angelou, Marcel Duchamp, and Mary Belenky Teach a Womens Studies Course: A Discussion of Innovative Interdisciplinary Approaches to Feminist Pedagogy (Nancy M. Grace); and (9) Transforming Undergraduate Science through Interdisciplinary Inquiry (Christopher Myers and Carolyn Haynes). Part 4, Interdisciplinary Teaching in Different Settings or to Different Students, includes: (10) It Takes More Than a Passport: Interdisciplinarity in Study Abroad (George Klein); and (11) Interdisciplinarity and the Adult/Lifelong Learning Connection: Lessons from the Classroom (Roslyn Abt Schindler). Part 5, Support for Interdisciplinary Teaching, contains: (12)Academic Advising in Interdisciplinary Studies (Virginia N. Gordon); and (13) Transforming Interdisciplinary Teaching and Learning through Assessment (Michael Field and Don Stowe). The conclusion is Achieving Interdisciplinary Innovation: Leading and Learning in Community by Faith Gabelnick. Each chapter contains references. An index is also included. (SLD) Interdisciplinary Pedagogy Is Not Necessarily A Single Process, Set Of Skills, Method, Or Technique. Instead, Haynes Asserts, It Is Purpose-oriented, Concerned Primarily With Fostering In Students A Sense Of Self-authorship And Offering A Notion Of Knowledge That Students Can Draw Upon When Responding To Complex Questions, Issues, Or Problems. Most Faculty Members Have Disciplinary Terminal Degrees And Scant Preparation For Teaching. Previous Experience Is Often From Learning And Teaching Solely In Disciplinary Classroom Settings. This Collection Is Designed To Assist Both New And Experienced Faulty Members Who Need Help Teaching In Interdisciplinary Settings. The Major Subject Divisions Included In This Book Are: Bl Standard Approachesbl Innovative Approachesbl Applying One Disciplinary-based Pedagogybl Different Settings Or Different Studentsbl Support For Teachers Seeking To Advance Integrative Learning With Their Students, As Well As Administrators Who Wish To Encourage Integrative And Interdisciplinary Teaching In Their Institutions, Haynes Offers Intriguing, Practical Approaches For Achieving The Goals Of This Increasingly Popular Pedagogy. According to this book, interdisciplinary pedagogy is not synonymous with a single process, set of skills, method, or technique. Instead, it is concerned primarily with fostering in students a sense of self-authorship and a notion of knowledge that they can use to respond to complex questions, issues, or problems. Most faculty members have disciplinary terminal degrees, little preparation for teaching, and previous experience learning and teaching solely in disciplinary classroom settings. This collection is designed to assist both new and experienced faculty members who are teaching in interdisciplinary settings and who want to advance integrative learning with their students, as well as administrators who want to encourage integrative and interdisciplinary teaching in their institutions. The contributors offer many intriguing approaches for achieving the goals of the interdisciplinary pedagogy. Specialists in interdisciplinary studies, either as teachers or administrators, offer advice to new and experienced faculty members teaching a no-trump course, primarily at the undergraduate level. They address such questions as how faculty can best prepare, how to ensure excellence in learning, and the foundational tenets in interdisciplinary teaching. Annotation copyrighted by Book News, Inc., Portland, OR