81 Matching Annotations
  1. Nov 2023
    1. The example of maps he shows here discusses a social interaction component which allows for an interdisciplinary approach to the knowledge scaffolding (especially if students shared their work with each other).

      Are there other non-social affordances in this system? Affordances that would let an individual go further/faster by themselves?

  2. Aug 2023
    1. Imagine the younger generation studying great books andlearning the liberal arts. Imagine an adult population con-tinuing to turn to the same sources of strength, inspiration,and communication. We could talk to one another then. Weshould be even better specialists than we are today because wecould understand the history of our specialty and its relationto all the others. We would be better citizens and better men.We might turn out to be the nucleus of the world community.

      Is the cohesive nature of Hutchins and Adler's enterprise for the humanities and the Great Conversation, part of the kernel of the rise of interdisciplinarity seen in the early 2000s onward in academia (and possibly industry).

      Certainly large portions are the result of uber-specialization, particularly in spaces which have concatenated and have allowed people to specialize in multiple areas to create new combinatorial creative possibilities.

    1. Kristóf, T., & Nováky, E. (2023). The Story of Futures Studies: An Interdisciplinary Field Rooted in Social Sciences. Social Sciences, 12(3), 192. MDPI AG. Retrieved from http://dx.doi.org/10.3390/socsci12030192

    1. Helen Bridle, Anton Vrieling, Monica Cardillo, Yoseph Araya, Leonith Hinojosa. (2013). Preparing for an interdisciplinary future: A perspective from early-career researchers. Futures Volume 53, September 2013, Pages 22-32 https://doi.org/10.1016/j.futures.2013.09.003

  3. Mar 2023
    1. DeRosa, Robin. Interdisciplinary Studies: A Connected Learning Approach. Rebus Communities, 2016. https://press.rebus.community/idsconnect/.

      found via <br /> Sheridan, Victoria. “A Pedagogical Endeavor.” Inside Higher Ed, August 9, 2017. https://www.insidehighered.com/digital-learning/article/2017/08/09/robin-derosas-oer-pedagogical-endeavor.

      On first blush it looks like I've read portions of some of these chapters as blogposts on the authors' original websites. Should be interesting to see how those are linked/credited.

      Given the writing contained in the book it would be interesting to see Pressbooks and/or the Rebus Community allow support for having the lead of a project be credited as an "editor" on the front page rather than to default them as an "author".

  4. Jan 2023
    1. https://www.youtube.com/watch?v=NPqjgN-pNDw

      When did the switch in commonplace book framing did the idea of "second brain" hit? (This may be the first time I've seen it personally. Does it appear in other places?) Sift through r/commonplace books to see if there are mentions there.

      By keeping one's commonplace in an analog form, it forces a greater level of intentionality because it's harder to excerpt material by hand. Doing this requires greater work than arbitrarily excerpting almost everything digitally. Manual provides a higher bar of value and edits out the lower value material.

    1. How do you maintain the interdisciplinarity of your zettlekasten? .t3_10f9tnk._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; }

      As humans we're good at separating things based on categories. The Dewey Decimal System systematically separates mathematics and history into disparate locations, but your zettelkasten shouldn't force this by overthinking categories. Perhaps the overlap of math and history is exactly the interdisciplinary topic you're working toward? If this is the case, just put cards into the slip box closest to their nearest related intellectual neighbor—and by this I mean nearest related to you, not to Melvil Dewey or anyone else. Over time, through growth and branching, ideas will fill in the interstitial spaces and neighboring ideas will slowly percolate and intermix. Your interests will slowly emerge into various bunches of cards in your box. Things you may have thought were important can separate away and end up on sparse branches while other areas flourish.

      If you make the (false) choice to separate math and history into different "sections" it will be much harder for them to grow and intertwine in an organic and truly disciplinary way. Universities have done this sort of separation for hundreds of years and as a result, their engineering faculty can be buildings or even entire campuses away from their medical faculty who now want to work together in new interdisciplinary ways. This creates a physical barrier to more efficient and productive innovation and creativity. It's your zettelkasten, so put those ideas right next to each other from the start so they can do the work of serendipity and surprise for you. Do not artificially separate your favorite ideas. Let them mix and mingle and see what comes out of them.

      If you feel the need to categorize and separate them in such a surgical fashion, then let your index be the place where this happens. This is what indices are for! Put the locations into the index to create the semantic separation. Math related material gets indexed under "M" and history under "H". Now those ideas can be mixed up in your box, but they're still findable. DO NOT USE OR CONSIDER YOUR NUMBERS AS TOPICAL HEADINGS!!! Don't make the fatal mistake of thinking this. The numbers are just that, numbers. They are there solely for you to be able to easily find the geographic location of individual cards quickly or perhaps recreate an order if you remove and mix a bunch for fun or (heaven forfend) accidentally tip your box out onto the floor. Each part has of the system has its job: the numbers allow you to find things where you expect them to be and the index does the work of tracking and separating topics if you need that.

      The broader zettelkasten, tools for thought, and creativity community does a terrible job of explaining the "why" portion of what is going on here with respect to Luhmann's set up. Your zettelkasten is a crucible of ideas placed in juxtaposition with each other. Traversing through them and allowing them to collide in interesting and random ways is part of what will create a pre-programmed serendipity, surprise, and combinatorial creativity for your ideas. They help you to become more fruitful, inventive, and creative.

      Broadly the same thing is happening with respect to the structure of commonplace books. There one needs to do more work of randomly reading through and revisiting portions to cause the work or serendipity and admixture, but the end results are roughly the same. With the zettelkasten, it's a bit easier for your favorite ideas to accumulate into one place (or neighborhood) for easier growth because you can move them around and juxtapose them as you add them rather than traversing from page 57 in one notebook to page 532 in another.

      If you use your numbers as topical or category headings you'll artificially create dreadful neighborhoods for your ideas to live in. You want a diversity of ideas mixing together to create new ideas. To get a sense of this visually, play the game Parable of the Polygons in which one categorizes and separates (or doesn't) triangles and squares. The game created by Vi Hart and Nicky Case based on the research of Thomas Schelling provides a solid example of the sort of statistical mechanics going on with ideas in your zettelkasten when they're categorized rigidly. If you rigidly categorize ideas and separate them, you'll drastically minimize the chance of creating the sort of useful serendipity of intermixed and innovative ideas.

      It's much harder to know what happens when you mix anthropology with complexity theory if they're in separate parts of your mental library, but if those are the things that get you going, then definitely put them right next to each other in your slip box. See what happens. If they're interesting and useful, they've got explicit numerical locators and are cross referenced in your index, so they're unlikely to get lost. Be experimental occasionally. Don't put that card on Henry David Thoreau in the section on writers, nature, or Concord, Massachusetts if those aren't interesting to you. Besides everyone has already done that. Instead put him next to your work on innovation and pencils because it's much easier to become a writer, philosopher, and intellectual when your family's successful pencil manufacturing business can pay for you to attend Harvard and your house is always full of writing instruments from a young age. Now you've got something interesting and creative. (And if you must, you can always link the card numerically to the other transcendentalists across the way.)

      In case they didn't hear it in the back, I'll shout it again: ACTIVELY WORK AGAINST YOUR NATURAL URGE TO USE YOUR ZETTELKASTEN NUMBERS AS TOPICAL HEADINGS!!!

  5. Nov 2022
  6. Jun 2022
    1. A recent book that advocates for this idea is Range: Why Generalists Triumph in a Specialized world by David Epstein. Consider reading Cal Newport’s So Good They Can’t Ignore You along side it: So Good They Can’t Ignore You focuses on building up “career capital,” which is important for everyone but especially people with a lot of different interests.1 People interested in interdisciplinary work (including students graduating from liberal arts or other general programs) might seem “behind” at first, but with time to develop career capital these graduates can outpace their more specialist peers.

      Similar to the way that bi-lingual/dual immersion language students may temporarily fall behind their peers in 3rd and 4th grade, but rocket ahead later in high school, those interested in interdisciplinary work may seem to lag, but later outpace their lesser specializing peers.

      What is the underlying mechanism for providing the acceleration boosts in these models? Are they really the same or is this effect just a coincidence?

      Is there something about the dual stock and double experience or even diversity of thought that provides the acceleration? Is there anything in the pedagogy or productivity research space to explain it?

  7. Apr 2022
    1. Our first scenario envisions a future where students can build their own learning modules and degree programs based on their individual tastes by freely piecing together what classes they wish to take. Depending on the characteristics of the selected modules, a degree with a certain focus is awarded.
  8. Oct 2021
  9. May 2021
  10. Mar 2021
    1. Cailin O’Connor. (2020, November 10). New paper!!! @psmaldino look at what causes the persistence of poor methods in science, even when better methods are available. And we argue that interdisciplinary contact can lead better methods to spread. 1 https://t.co/C5beJA5gMi [Tweet]. @cailinmeister. https://twitter.com/cailinmeister/status/1326221893372833793

  11. Feb 2021
  12. Jan 2021
  13. Aug 2020
  14. Jul 2020
  15. Jun 2020
  16. May 2020
  17. Apr 2020
  18. Mar 2019
    1. Quinney et al. (2008 Quinney, A., Hutchings, M. and Scammell, J. 2008. Student and staff experiences of using a virtual community, Wessex Bay, to support interprofessional learning: messages for collaborative practice. Social Work Education, 27(6): 658–664. [Taylor & Francis Online], , [Google Scholar]), writing about the development of a virtual town called Wessex Bay, describe how a blended learning approach allowed collaboration to take place between dispersed communities of practitioners, cross-disciplinary student groups, and tutors using bulletin boards, discussion forums and face-to-face interactions. Using evolving case studies they were able to collaboratively develop the skills of problem-solving and case analysis within an authentic community of practice. West (2008 West, J. 2008. Authentic voices: utilising audio and video within an online virtual community. Social Work Education: The International Journal, 27(6): 665–670. [Taylor & Francis Online], , [Google Scholar])
    2. A course design that optimises student engagement and moves away from a purely didactic approach should also encourage learning that has enquiry at its heart. Examples include encouraging interdisciplinary student groups to seek solutions to problem-based case studies. Savin-Baden (2000 Savin-Baden, M. 2000. Problem-based Learning in Higher Education: Untold Stories, Buckingham: SRHE and Open University Press.  [Google Scholar]) argues the processes of ‘learning by doing’ in these situations can provide learners with opportunities to gain experiences of collaborative working.
    3. Garrison and Vaughan (2008 Garrison, D. R. and Vaughan, N. D. 2008. Blended Learning in Higher Education: Framework, Principles, and Guidelines, 1st edn, San Francisco: Jossey-Bass.  [Google Scholar]) state that effective blended learning requires educators to incorporate the following three key elements into the learning design process:•thoughtfully integrating face-to-face and online learning;•fundamentally rethinking the course design to optimise student engagement;•restructuring and replacing traditional class contact hours. (Garrison and Vaughan, 2008 Garrison, D. R. and Vaughan, N. D. 2008. Blended Learning in Higher Education: Framework, Principles, and Guidelines, 1st edn, San Francisco: Jossey-Bass.  [Google Scholar], p. 5)
    4. Work at CEIMH suggests that web-based technologies can help to overcome some of these practical difficulties and bring learners from different disciplines together (Skorga, 2002 Skorga, P. 2002. Interdisciplinary and distance education in the Delta: the Delta Health Education Partnership. Journal of Interprofessional Care, 16(2): 149–157. [Taylor & Francis Online], , [Google Scholar]; Juntunen and Heikkinen, 2004 Juntunen, A. and Heikkinen, E. 2004. Lessons from interprofessional e-learning: piloting a care of the elderly module. Journal of Interprofessional Care, 18(3): 269–278. [Taylor & Francis Online], , [Google Scholar]). Using the asynchronous collaborative properties these technologies present within a blended learning design has enabled us to help educators create new virtual spaces for meaningful interdisciplinary learning to take place (Miers et al., 2007 Miers, M., Clarke, B., Pollard, C., Rickaby, C., Thomas, J. and Turtle, A. 2007. Online interprofessional learning: the student experience. Journal of Interprofessional Care, 21(5): 529–542. [Crossref], [PubMed], , [Google Scholar]; Reynolds, 2007 Reynolds, J. 2007. Discourses of inter-professionalism. British Journal of Social Work, 37(3): 441–457.  [Google Scholar]; Quinney et al., 2008 Quinney, A., Hutchings, M. and Scammell, J. 2008. Student and staff experiences of using a virtual community, Wessex Bay, to support interprofessional learning: messages for collaborative practice. Social Work Education, 27(6): 658–664. [Taylor & Francis Online], , [Google Scholar]).
    5. This paper seeks to address this dearth in the literature by outlining how the Centre of Excellence in Interdisciplinary Mental Health (CEIMH) created a set of resources to guide educators through the processes of creating interdisciplinary enquiry-based blended learning designs (EBBL). The context and rationale for the development of a Blended Learning Design Planner and associated Resource Pack, and Design Icons are outlined.
    6. In social work education, blended learning, a mixture of face-to-face and online interactions enabling collaborative and interactive learning, has been increasingly used as a curriculum strategy and provides the basic ingredients required to facilitate interdisciplinary teaching and learning opportunities (Cooner and Hickman, 2008 Cooner, T. S. and Hickman, G. 2008. Child protection teaching: students' experiences of a blended learning design. Social Work Education, 27(6): 647–657. [Taylor & Francis Online], , [Google Scholar]; Quinney et al., 2008 Quinney, A., Hutchings, M. and Scammell, J. 2008. Student and staff experiences of using a virtual community, Wessex Bay, to support interprofessional learning: messages for collaborative practice. Social Work Education, 27(6): 658–664. [Taylor & Francis Online], , [Google Scholar]; West, 2008 West, J. 2008. Authentic voices: utilising audio and video within an online virtual community. Social Work Education: The International Journal, 27(6): 665–670. [Taylor & Francis Online], , [Google Scholar]; Pack, 2010 Pack, M. 2010. Allies in learning: critical-reflective practice on-line with allied mental health practitioners. Social Work Education, 29(1): 67–79. [Taylor & Francis Online], , [Google Scholar]; Cooner, 2010 Cooner, T. S. (2010) ‘Creating opportunities for students in large cohorts to reflect in and on practice: lessons learnt from a formative evaluation of students’ experiences of a technology-enhanced blended learning design’, British Journal of Educational Technology, vol. 41, no. 2, pp. 271–286 [Google Scholar]).
    1. king. It can be hypothesized, for instance, that the student condition curiosity and the learning environment condition team teaching have a positive relationship with the development of interdisciplinary thinking. In addition, phased with gradual advancement appears to be a desirable condition of the learning process that is positively related with the learning outcome interdisciplinary thinking and so on. Importantly, a proper balance between knowledge and skills development, repeated exposure, and scaffolding appears to be required to enable interdisciplinary thinking (Ivanitskaya et al. 2002; Manathunga et al. 2006; Woods
    2. Graybill et al. 2006; Newell 1992). The third category, pedagogy, includes three conditions: pedagogy aimed at achieving interdisciplinarity, pedagogy aimed at achieving active learning, and pedagogy aimed at achieving collaboration. These conditions seem to point to the necessity of learning tasks that actively engage students in applying knowledge rather than memorizing facts, in collaboration with peers in other disciplines to encourage an appreciation of ambiguity (Manathunga et al. 2006). In addition, such learning tasks need to provide students with the opportunity to gain experience of inquiry activities typical of interdisciplinarity, for instance, the negotiation of common gro
    3. e inside or outside courses on interdisciplinary. In particular, an overarching framework that links and sequences curricular content seems to be essential to provide both context and a roadmap for learning (Newell 1992). The second category, teacher, contains five conditions: intellectual community focused on interdiscipli nary, expertise of teachers on interdisciplinarity, consensus on interdisciplinarity, team development, and team teaching. These conditions refer to the importance of teacher teams and their professional development in interdisciplinarity as a means of facilitating the necessary understanding and integration of each others' disciplines and of realizing a safe environment in which to mentor students on their journey towards interdisciplinarity (Gilkey and Earp 2006;
    4. y, and interdisciplinarity. Acquisition of these types of knowledge appears to be required for enabling students to step beyond the disciplinary theories and methods in order to make connections between disciplines, to identify disciplinary contradictions, and to consider opportunities for integration at a meta-level (Boix Mansilla and Duraising 2007). In particular, explicit attention to the students' exposure to disciplines and meta coordination seems to be important to avoid their feeling overwhelmed and losing the curricular thread (Eisen e
    5. The evaluation based on the principles of Biggs' theory (2003) showed that all publications reviewed were explorative. The research field is still in the phase of attempting to deepen the understanding of the nature of interdisciplinary higher education. This formative stage of development can be attributed to the perceived lack of specific educational models and empirical research in this field (e.g., Woods 2007). Accordingly, strong empirical studies addressing the research questions of this review study were lacki
    6. inking among its students. Realizing desired learning outcomes demands consistent and well-designed learning environments within a coherent and learner-centered curriculum (Ten Dam et al. 2004). For this reason, curriculum and course developers need a comprehensive understanding of the typical conditions that underpin the development of interdisciplinary thinking (Stefani 2009). This necessitates, for example, gaining insight into the extent to which students need to be equipped with knowledge of different disciplines as well as didactic
    7. Students have problems of working across disciplines, working in different disciplines, and synthesizing different disciplines. This poses difficulties for the development of interdisciplinary thinking in interdisciplinary higher education. These student problems may be caused by disciplinary differences in epistemologies, discourses, and ways of teaching (Bradbeer 1999). In addition, curricula that aim to develop interdisciplinary thinking on a broad scale are likely to experience more difficulties than curricula that aim to develop interdisciplinary thinking on a narrow scale. This is by virtue of the fact that, in contrast to narrow interdisciplinary thinking, broad interdisciplinary thinking requires the integration of disciplines acro
    8. Unlike multidisciplinarity, which is additive, interdisciplinarity is integrative: Knowledge of different disciplines is contrasted and changed by integration (Klein 1990). This integration or synthesis of knowledge is seen as the defining characteristic of interdisciplinarity. As a consequence, the ability to synthesize or integrate is considered as a beneficial learning outcome of interdisciplinary higher education. In that case, the learning outcome is called interdisciplinary understanding or interdisciplinary thinking. Boix Mansilla et al. (2000, p. 219) proposed the following definition of interdisciplinary understanding, "The capacity to integrate knowledge and modes of thinking in two or more disciplines or established areas of expertise to produce a cognitive advancement—such as explaining a phenomenon, solving a problem, or creating a product—in ways that would have been impossible or unlikely through single disciplinary means." This definition builds on a performance view of understanding, meaning that individuals understand a concept when they are able to apply it—or think with it—accurately and flexibly in
    9. Interdisciplinary can help to address today's complex issues since it is believed that a cross disciplinaiy approach facilitates a comprehensive understanding (Newell 2007). This belief has led to an increased interest in interdisciplinary higher education over the years (Newell 2009). In comparison with traditional higher education, which focuses on domain-specific knowledge and general skills development, this kind of higher education also aims to develop boundary crossing skills. Boundary-crossing skills are, for instance, the ability to change perspectives, to synthesize knowledge of diffe
    10. Importantly, a proper balance between knowledge and skills development, repeated exposure, and scaffolding appears to be required to enable interdisciplinary thinking (Ivanitskaya et al. 2002; Manathunga et al. 2006; Woods
    1. Team Teaching an Interdisciplinary First-Year Seminar on Magic, Religion, and the Origins of Science: A ‘Pieces-to-Picture’ Approach
    2. Achieving the intellectual integration and coherence that interdisciplinarity demands is difficult, as a balance on the scale of interdependence between the instructorsand their fields must be attained(Shapiro &Dempsey,2008)
    3. here are major limitations to interdisciplinary approaches. One is thatinterdisciplinary work, by its very definition, touches only the surface of any given discipline. Previous scholars have also documented this consequence, emphasizing the tradeoff between breadth and depth of mastery of knowledge in interdisciplinary classes (Caviglia &Hatley,2004).
    4. Thirdly, interdisciplinary work must yield more knowledge than that produced by any constituent discipline. For example, the tension between economics and sociology (i.e. the tension between individual choice and social determinism) adds a richer resonance to the study of the individual within a larger social matrix
    5. Firstly, interdisciplinary work consists of two or more distinct disciplines brought to bear upon a single subject matter. Therefore, studying magic from sociological, economic, and anthropological frameworks fits the first criterion. Secondly, interdisciplinary work encourages a synthesis of the various approaches involved; it produces a coherent, integrated body of knowledge. Even though our coursebegan as a multidisciplinary endeavor—that is, three separate disciplines remaining unintegrated—it evolved into a more coherent approach
    6. previous authors have advocated presenting the courseas an entirely new interdisciplinary field which contains elements from each of the distinct theoretical lenses used (Krometis, Clark, Gonzalez,& Leslie, 2011)
    1. Interdisciplinary flipped learning for engineering classrooms in higher education: Students’ motivational regulation and design achievement
    2. Bishop and Verleger 3 suggested the following two key learning theories to design a flipped engineering classroom that supports student‐centered classroom activities: peer‐assisted collaborative learning and problem‐based learning. First, in‐class activities must be designed to support students’ engagement through a peer‐assisted learning approach. While being involved in peer‐assisted collaborative learning with matched companions, each peer takes responsibility for conveying knowledge and skills to the other peer. As Biswas et al. 4 noted, the resulting sense of responsibility motivates participating peers to consider effective strategies to communicate the given classroom activities to others, set aside time to reflect upon their own learning progress, and find alternative ways of collaborating with peers based on different learning styles and individual differences.
    3. Previous studies showed that students participating in flipped classrooms were better prepared when working on subsequent in‐class activities 27. Studies also reported positive outcomes in students’ engagement and satisfaction 7, 25. Tune et al. 37 found that students who participated in a flipped classroom showed higher achievement than students in a traditional classroom.
  19. Feb 2019
  20. Jan 2019
    1. Inevitably, what I find reaffirms aspects of writing pedagogy I’m familiar with while giving me fresh ways to express it to the new audiences with whom I’m working.

      Teaching writing in STEM disciplines is beneficial for the students and the teacher.

    1. rhetoric drinks

      This phrase made me envision almost a "taste-testing" scenario -- sample different possibilities and determine which ones are worthwhile.

  21. Nov 2017
    1. These are students who have out-of-the-box ideas for interdisciplinary degrees that are based on their own personal passions and life goals.

      I would love to see this as the norm!

  22. Oct 2017
  23. Sep 2017
    1. Higher education has atomized knowledge by dividing it into disciplines, subdisciplines, and sub-subdisciplines — breaking it up into smaller and smaller unconnected fragments of academic specialization, even as the world looks to colleges for help in integrating and synthesizing the exponential increases in information brought about by technological advances

      Conundrum around increasing specializations and specialized generalists.

  24. Aug 2017
  25. Apr 2017
    1. Even insecure bureaucrats and compulsive novelists are less obsessed by inscriptions than scientists"

      Last year, as an incoming graduate student, I had to sit through a bunch of talks about my health insurance and, discomfortingly, the rules on dating undergrads. Anyways, one of the talks was by a vice-dean of something trying to encourage more interdisciplinary fraternization. But he asked us, which profession writes the most? Apparently, it's engineers, from all the paperwork, memos, and other communication.

      I actually have no idea if that anecdote was true, but it does seem in-line with Latour's point.

  26. Jun 2016
  27. May 2016
    1. What I suggest here is a paradigm shift, replacing focus on testing with critical thinking through interdisciplinary learning. To be a successful shift, changes in our education system should be done over time and not through sudden and drastic changes.
    1. A new study builds on that notion, suggesting that one’s “transdisciplinary orientation,” a personal quality predisposing one to engage in cross-disciplinary work, can affect the quality of interdisciplinary research

      Are they mixing inter, cross and transdisciplinary terms?

    2. A new study builds on that notion, suggesting that one’s “transdisciplinary orientation,” a personal quality predisposing one to engage in cross-disciplinary work, can affect the quality of interdisciplinary research -- good or bad.
    1. He added that “one of the reasons” for the 2008 financial crisis was that “people lost their ethics, their judgement, and their wisdom” because they were “too disciplinary siloed”.
    2. He said that “timeless” disciplines, such as the Classics and the humanities, often best “withstand rapid periods of change" because they give students a “skill set of enquiry based on evidence, the ability to assimilate lots of rapidly changing information in a curious way and a hunger for learning that remains for them for the rest of their life”. “If [universities] can impart those things, [they’re] in pretty good shape,” he said.
  28. Apr 2016
    1. While formal education and universities put us in the brackets of specializing at a certain field for 5 or more straight years

      But not most interdisciplinary studies programs...

    2. diverse learning.

      interdisciplinary, perhaps?

    1. Generally the literatures related to transformational learning hinge on active student engagement in the learning process and on students assuming responsibility for their learning. Transformative learning, self-directed learning, experiential learning, and collaborative learning, each of which aims to enhance students’ engagement,are some of the pedagogical approaches that are widely described and evaluated in the literature. In addition to active student engagement, another key feature of transformational learning is transformational teaching. In order for students’ role to change, the role and responsibility of faculty must change as well.

      Active learning, engaged learning, experiential learning, and owning the learning best happens with transformational teaching.

  29. Mar 2016
    1. Working in a transdisciplinary mode requires deep cultural and structural changes in any organization, including a college or university. Over the past twenty years or so, postsecondary institutions have been slowly embracing a culture of engagement that supports the new kinds of relationships and collaborations that will be needed to address the “big questions” and challenges that shape our era.

      deep changes...

  30. Feb 2016
  31. Jan 2016
    1. reconciling STEM and Arts: a laptop orchestra seamlessly encompasses Arts and Sciences. This allows us to utilize such an ensemble in a number of educational scenarios.

      Much discussion of interdisciplinarity in Higher Ed. comes from a notion that “real work” is found through some of these disciplines (typically STEM). Now we’re gaining STEAM.

  32. Sep 2015
    1. Some college presidents have pointed to interdisciplinarity to justify the elimination of separate disciplinary departments or programs. What do you make of these moves?
  33. Jan 2014
    1. Creating an atlas is more encompassing than image acquisition and analysis. It requires a clear understanding of the biological questions to be addressed. Then appropriate labeling, sample preparation, imaging, image analysis, visualization, and data management methods must be selected (Figure 2). An interdisciplinary team is required that collectively possess the needed expertise. Generating useful atlases is still in its infancy. Which methods to use at each step along the pipeline will depend greatly on what analysis is required. There is currently no ‘magic toolbox’ that scientists can use to apply to their specific task. Each step has to be tailored to suit the experiment.

      Atlases are more than just image acquisition and analysis.

      An interdisciplinary team is required that collectively possesses the needed expertise.

      There is no "magic toolbox"