Over the years, there has been little attempt made to collect, organize, and codify either the interdisciplinary habits of mind or the pedagogies used to promote them. Teaching interdisciplinary courses requires instilling interdisciplinary habits of mind by using strategies for active learning and reflective liberal thinking. This publication emerged from discussions and surveys used to evaluate interdisciplinary habits of mind and pedagogies which focused on four categories: drawing, modifying, integrating, and evaluating insights drawn from different disciplines. Prior to face-to-face discussions, surveys were sent to 75 expert faculty who had great experience teaching IDS courses. The survey and follow-up discussion examined the four categories of habits of mind one by one, identifying pedagogies useful in promoting any or all of the habits of mind within each category, and how each pedagogy works to clarify how it produces such habits of mind. The breakout discussions were observed, transcribed, and analyzed throughout the meetings. After analysis, the authors came to three conclusive inferences: (1) Course organization and structure have an important albeit indirect effect on pedagogy, (2) traditional pedagogies have an important role to play in teaching interdisciplinary courses, and (3) active learning is especially important in interdisciplinary pedagogy, not just a supplement.
{"title":"Pedagogy for Interdisciplinary Habits of Mind","authors":"D. Luckie, W. Newell","doi":"10.32674/JISE.V8I1.584","DOIUrl":"https://doi.org/10.32674/JISE.V8I1.584","url":null,"abstract":"Over the years, there has been little attempt made to collect, organize, and codify either the interdisciplinary habits of mind or the pedagogies used to promote them. Teaching interdisciplinary courses requires instilling interdisciplinary habits of mind by using strategies for active learning and reflective liberal thinking. This publication emerged from discussions and surveys used to evaluate interdisciplinary habits of mind and pedagogies which focused on four categories: drawing, modifying, integrating, and evaluating insights drawn from different disciplines. Prior to face-to-face discussions, surveys were sent to 75 expert faculty who had great experience teaching IDS courses. The survey and follow-up discussion examined the four categories of habits of mind one by one, identifying pedagogies useful in promoting any or all of the habits of mind within each category, and how each pedagogy works to clarify how it produces such habits of mind. The breakout discussions were observed, transcribed, and analyzed throughout the meetings. After analysis, the authors came to three conclusive inferences: (1) Course organization and structure have an important albeit indirect effect on pedagogy, (2) traditional pedagogies have an important role to play in teaching interdisciplinary courses, and (3) active learning is especially important in interdisciplinary pedagogy, not just a supplement.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88309008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses participation in the pre-university education sector by reviewing three stakeholders: Local communities, the Boards of Trustees (BOTs) and Non-Governmental Organizations (NGOs), their contributions to the sector, and their main challenges that prevent them from realizing more significant impacts from the perspectives of international organizations’ officials. The paper adopts a qualitative method and builds on data gathered from semi-structured interviews with twelve international organizations’ officials. This paper suggests that the lack of community participation has a lot of interactive factors within a very complex, complicated and demotivating context. It concludes with a set of recommendations that may be considered by the government of Egypt and the ministry of education for enhancing participation within the pre-university education sector.
{"title":"Participation in the Egyptian Pre-university Education Sector: International Organizations’ Perspectives","authors":"A. Rizk","doi":"10.32674/JISE.V8I1.1002","DOIUrl":"https://doi.org/10.32674/JISE.V8I1.1002","url":null,"abstract":"This paper discusses participation in the pre-university education sector by reviewing three stakeholders: Local communities, the Boards of Trustees (BOTs) and Non-Governmental Organizations (NGOs), their contributions to the sector, and their main challenges that prevent them from realizing more significant impacts from the perspectives of international organizations’ officials. The paper adopts a qualitative method and builds on data gathered from semi-structured interviews with twelve international organizations’ officials. \u0000This paper suggests that the lack of community participation has a lot of interactive factors within a very complex, complicated and demotivating context. It concludes with a set of recommendations that may be considered by the government of Egypt and the ministry of education for enhancing participation within the pre-university education sector. \u0000 ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77302395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University Honors programming in the United States is interdisciplinary and collaborative; from First Year Honors Seminars to capstone research projects for upperclassmen, Honors students embrace multidisciplinary learning and research. This approach, however, does not always translate into the Honors classroom in regards to an incorporation of diverse perspectives of multiple faculty members in a given course. This article utilizes a mixed-methods approach to explore the impact and results of a collaboratively taught Honors Seminar. “Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom” departs from the authors’ model of a co-taught Honors Seminar and then moves to an exploration of the student responses, comparing both a pre- and post-course survey, that considers student perceptions of multi-instructor formats. The essay ends with a brief conclusion that addresses some possible challenges to team-taught courses, from scheduling to institutional issues, in the context of Honors programming in an effort to encourage continued discussion about collaborative teaching of Honors Seminars.
{"title":"Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom","authors":"Ruxandra Looft, M. Myers","doi":"10.32674/JISE.V8I1.1019","DOIUrl":"https://doi.org/10.32674/JISE.V8I1.1019","url":null,"abstract":"University Honors programming in the United States is interdisciplinary and collaborative; from First Year Honors Seminars to capstone research projects for upperclassmen, Honors students embrace multidisciplinary learning and research. This approach, however, does not always translate into the Honors classroom in regards to an incorporation of diverse perspectives of multiple faculty members in a given course. This article utilizes a mixed-methods approach to explore the impact and results of a collaboratively taught Honors Seminar. “Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom” departs from the authors’ model of a co-taught Honors Seminar and then moves to an exploration of the student responses, comparing both a pre- and post-course survey, that considers student perceptions of multi-instructor formats. The essay ends with a brief conclusion that addresses some possible challenges to team-taught courses, from scheduling to institutional issues, in the context of Honors programming in an effort to encourage continued discussion about collaborative teaching of Honors Seminars.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86223011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In many cases, faculty and staff are unaware of the unique challenges that international students experience in classrooms, and teaching priorities may not be aligned with the learning needs. To address the gap in perspectives between students and faculty/staff, this focus group study involved international students, staff, faculty and instructors. The purpose is to identify barriers that international students face in cross-cultural interaction, and develop strategies that faculty and staff can use to provide effective support. The study reveals multi-layered challenges that cross-cultural transition and language barriers can create for international students, and roles of domestic students in cross-cultural interactions. The resulting discussion highlights teaching and advising strategies that faculty/staff can employ to enhance the learning experience for international students.
{"title":"Let All Voices Be Heard!: Exploring International Students’ Communication Challenges in the Internationalized Classroom","authors":"Xi Yu, Bethany Peters","doi":"10.32674/JISE.V8I1.1080","DOIUrl":"https://doi.org/10.32674/JISE.V8I1.1080","url":null,"abstract":"In many cases, faculty and staff are unaware of the unique challenges that international students experience in classrooms, and teaching priorities may not be aligned with the learning needs. To address the gap in perspectives between students and faculty/staff, this focus group study involved international students, staff, faculty and instructors. The purpose is to identify barriers that international students face in cross-cultural interaction, and develop strategies that faculty and staff can use to provide effective support. The study reveals multi-layered challenges that cross-cultural transition and language barriers can create for international students, and roles of domestic students in cross-cultural interactions. The resulting discussion highlights teaching and advising strategies that faculty/staff can employ to enhance the learning experience for international students.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81798200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this qualitative study was to examine the experience of study-work-life balance among international students who were separated from their family both geographically and temporally. Using 10 semi-structured interviews with postgraduate students and thematic analysis, several themes were identified. These included boundary management shifts due to study/work demands and time zone differences. In addition, students reported social and personal challenges (in terms of family’s expectations, relationships maintenance, socialization in host country). Temporal boundaries contributed to social withdrawal and isolation among students, many of which were heavily reliant on their own family network for support. The findings strengthen the argument that time difference impacts the boundary management and social experience of international students.
{"title":"Study-work-life balance of international students in the context of temporal boundaries","authors":"M. A. O'Mahony, Debora Jeske","doi":"10.32674/JISE.V7I2.1212","DOIUrl":"https://doi.org/10.32674/JISE.V7I2.1212","url":null,"abstract":"The goal of this qualitative study was to examine the experience of study-work-life balance among international students who were separated from their family both geographically and temporally. Using 10 semi-structured interviews with postgraduate students and thematic analysis, several themes were identified. These included boundary management shifts due to study/work demands and time zone differences. In addition, students reported social and personal challenges (in terms of family’s expectations, relationships maintenance, socialization in host country). Temporal boundaries contributed to social withdrawal and isolation among students, many of which were heavily reliant on their own family network for support. The findings strengthen the argument that time difference impacts the boundary management and social experience of international students.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74416962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to intercultural exchanges in a variety of academic spaces and fields. I wondered whether Vassallo’s text, a recipient of the American Educational Studies Association’s Critical Choice Award (2018), might offer me additional insights for crossing over from my non-positivist and critical spaces to support post-positivist and realist work.
{"title":"Critical Educational Psychology","authors":"Lucy E Bailey","doi":"10.32674/JISE.V7I2.1209","DOIUrl":"https://doi.org/10.32674/JISE.V7I2.1209","url":null,"abstract":"I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to intercultural exchanges in a variety of academic spaces and fields. I wondered whether Vassallo’s text, a recipient of the American Educational Studies Association’s Critical Choice Award (2018), might offer me additional insights for crossing over from my non-positivist and critical spaces to support post-positivist and realist work. \u0000 ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82718620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.
{"title":"The Authentic Athletic-Academic Model:","authors":"LaTreese V Hall","doi":"10.32674/jise.v7i1.1206","DOIUrl":"https://doi.org/10.32674/jise.v7i1.1206","url":null,"abstract":"Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89698734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preparing future professionals in any industry requires specific education and detailed training early on in the academic process ideally, prior to the influences of the work environment. Many schools and programs offer standard industry courses but much more needs to be accomplished, as the scope and management of private industry and public service continues to expand. In some cases, the current standard pedagogical practices have failed to prepare students for the workplace, an environment that is ever-changing due to advancing technologies, political agendas and societal pressures. By teaching in a silo and being focused on one content area, much of the educational system is providing a disservice to students by not removing the blinders. Sector lines have become increasingly blurred, so the education of future professionals must now take an interdisciplinary approach to successfully navigate this new environment. Market-ready graduates must have the ability to successfully navigate the private, public and nonprofit sectors. This research will suggest several possible avenues to an interdisciplinary pedagogy model, by examining the core competencies of three ‘flagship’ sector degrees. By combining traditional academic pedagogy with cross-sector topics, we may reduce instances of failed academic preparation and may in fact encourage the next generation of leaders to be even more dynamic than those who’ve come before, successfully converting theory to practice.
{"title":"Combating Teaching Failure","authors":"Cassandra R Henson","doi":"10.32674/JISE.V7I2.1211","DOIUrl":"https://doi.org/10.32674/JISE.V7I2.1211","url":null,"abstract":"Preparing future professionals in any industry requires specific education and detailed training early on in the academic process ideally, prior to the influences of the work environment. Many schools and programs offer standard industry courses but much more needs to be accomplished, as the scope and management of private industry and public service continues to expand. In some cases, the current standard pedagogical practices have failed to prepare students for the workplace, an environment that is ever-changing due to advancing technologies, political agendas and societal pressures. By teaching in a silo and being focused on one content area, much of the educational system is providing a disservice to students by not removing the blinders. Sector lines have become increasingly blurred, so the education of future professionals must now take an interdisciplinary approach to successfully navigate this new environment. Market-ready graduates must have the ability to successfully navigate the private, public and nonprofit sectors. This research will suggest several possible avenues to an interdisciplinary pedagogy model, by examining the core competencies of three ‘flagship’ sector degrees. By combining traditional academic pedagogy with cross-sector topics, we may reduce instances of failed academic preparation and may in fact encourage the next generation of leaders to be even more dynamic than those who’ve come before, successfully converting theory to practice.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84070803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bryon C. Pickens, Robin McKinney, Stephanie C Bell
Research has indicated a fall in college student mental health over the past 16 years, with no corresponding increase in use of mental health care services. To investigate how college students choose to manage stressful issues, we assessed coping styles as measured by the dispositional COPE inventory in a multi-state sample of undergraduate students (N = 109).We tested a four-factor, hierarchical model of coping with a factor-based variant of partial least squares structural equation modeling (PLS-SEM), an approach noted for its accuracy with small sample sizes. Results indicated the existence of a hierarchical effect that explained 67.4 percent of variance in coping subscale scores, and validated the four factors of Approach, Avoidance, Social-Contextual, and Individual-Contextual coping styles. All coping style pairs had significant positive relationships (p < .002) with one exception; Approach and Avoidance had a significant negative relationship (p < .001). Implications for researchers and practitioners are discussed.
{"title":"A Hierarchical Model of Coping in the College Student Population","authors":"Bryon C. Pickens, Robin McKinney, Stephanie C Bell","doi":"10.32674/JISE.V7I2.1210","DOIUrl":"https://doi.org/10.32674/JISE.V7I2.1210","url":null,"abstract":"Research has indicated a fall in college student mental health over the past 16 years, with no corresponding increase in use of mental health care services. To investigate how college students choose to manage stressful issues, we assessed coping styles as measured by the dispositional COPE inventory in a multi-state sample of undergraduate students (N = 109).We tested a four-factor, hierarchical model of coping with a factor-based variant of partial least squares structural equation modeling (PLS-SEM), an approach noted for its accuracy with small sample sizes. Results indicated the existence of a hierarchical effect that explained 67.4 percent of variance in coping subscale scores, and validated the four factors of Approach, Avoidance, Social-Contextual, and Individual-Contextual coping styles. All coping style pairs had significant positive relationships (p < .002) with one exception; Approach and Avoidance had a significant negative relationship (p < .001). Implications for researchers and practitioners are discussed. \u0000 ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79548400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered.
{"title":"The Authentic Athletic-Academic Model","authors":"LaTreese V Hall","doi":"10.32674/JISE.V7I2.1213","DOIUrl":"https://doi.org/10.32674/JISE.V7I2.1213","url":null,"abstract":"Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and athletics, the “Athedemic” (Authentic Athletic-Academic) model integrates authentic teaching of academic subjects, athletics, social and emotional learning, and health for a more comprehensive educational approach to improve the student experience and empower youth in alternative educational settings. Future directions of alternative school research are considered. \u0000 ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87855405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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