Pass/No Pass “Grading”

Most of these services are offered in a program that is, on the whole, radically under-resourced. But we do it by helping students see themselves as part of an academic community, and then leveraging the power of that community to support itself in the ways that it needs. Institutionally, we try to create policies and structures that make this easier.

teacher certification students who approach their student teaching semesters and realize with horror that they have no interest in being in the classroom

Sports Statistics

By collaborating a variety of fields, the researchers have been able to close gaps and gather more information that will lead to future research and development in the field.

Overall, it takes many different disciplines in order to successfully fly a group of people around the world.

Declaring this major feels like me declaring, “I will not settle for less! I will make the most of my opportunities!”

Metacognition is the “awareness of your own learning and thinking process” (Repko 57)

This was weird to think of how they are able to still make a social connection when in competition.

Looking back, it makes so much more sense that they were able to make lesson plans based off each other’s knowledge and experience.

I believe interdisciplinarity will grow out of its vast supply of disciplines

This approach is called Interdisciplinary Studies.

College began to evolve from an elite privilege for only certain kinds of wealthy or powerful people to an essential career resource that could benefit any student.

It is evident that as society changes, the academic fields adapt and shift to accommodate the kinds of learning that the world needs.

The basic disciplines that we know now such as fine arts, humanities, social sciences, sciences, and mathematics are still ever changing.

leaving one to ponder how the academy will look even a decade from now.

Distance learning started with being sent a single chapter, but now allows students to complete a bachelor’s degree in two years from an accredited institution.

The University of Al-Karaouine in Morocco, Africa is the oldest continuously operating, degree-granting university in the world.

they graduate with a smattering of knowledge, spread across many fields.

is collaboration possible without a common language?

“echo chamber.”

The five major barriers blocking interdisciplinary students from success are: attitude, communication, academic structure, funding, and career development.

Why is it desirable to be a “master?”

The interconnected of life is so complex and massive that it almost seems counterintuitive to teach students single disciplines, completely separated from one another.

it’s about self-discovery and personal growth as an individual.

College is just one step on the continual stairway of advancement,

but the decision should come from them for it to be a meaningful, beneficial experience.

“Why do I need to learn this? I’ll never use it in real life.”

Education is exploration, a phenomenon that cannot be neatly packaged and universally distributed.

If an applicant can’t work in a team, write a grant, or engage meaningfully with other people, he may be turned away from a job or his career may not flourish.

Knowledge transformed from an experience to a product.

Without these pre-established academic fields, interdisciplinary studies would not be possible

tudents who study interdisciplinarity are more likely to develop: affective cognitive skills; reading, writing, speaking, and thinking skills; higher curiosity for learning; more creativity and originality in thought processes; and an ability to integrate traditional ideas with current ideas.

No doubt, most academics “will go on tending their own garden”

the power and majesty of nature in all its aspects is lost on him who contemplates it merely in the detail of its parts, and not as a whole”

The very act of creation often involves the bringing together of previously unrelated ideas

Interdisciplinarity is best seen as bringing together distinctive components of two or more disciplines. In academic discourse, interdisciplinarity typically applies to four realms: knowledge, research, education, and theory. Interdisciplinary knowledge involves familiarity with components of two or more disciplines. Interdisciplinary research combines components of two or more disciplines in the search or creation of new knowledge, operations, or artistic expressions. Interdisciplinary education merges components of two or more disciplines in a single program of instruction. Interdisciplinary theory takes interdisciplinary knowledge, research, or education as its main objects of study.

No people in our own time could rationally proclaim that they knew everything about everything, or even everything about their own fields

Disciplines have other aspects as well, such as theories and assumptions. But content, methods, and epistemologies are the central building blocks of disciplines, and it is helpful to understand these as you get started in Interdisciplinary Studies.

Concepts for DOING Interdisciplinarity

In a similar manner, at any given historical point, the interdisciplinary richness of any two exemplars of knowledge, research, and education can be compared by weighing four variables: the number of disciplines involved, the “distance” between them, the novelty and creativity involved in combining the disciplinary elements, and their degree of integration.

The BIG Terms

Because many high schools don’t do their jobs, 53 percent of college students, including those who attend community colleges, require remedial courses.

college has become a chaotic maze where students try to pick up something useful as they search for the exit: the degree needed to obtain decent employment.

On our campuses, we must create an intellectual climate that encourages faculty members and students to make connections among seemingly disparate disciplines, discoveries, events, and trends — and to build bridges among them that benefit the understanding of us all.

Universities across the country are giving personal web domains to their students. I picked andrewrikard.com. Davidson College, where I’m a junior, pitched it as an opportunity to own my own data. I could create a WordPress blog from scratch. I could play with HTML, CSS, and Javascript and create experimental projects for courses. I could even keep the domain after graduation. It is a living portfolio, my representation in the digital world.

2. The student does not want to be represented by their assignments?

1. The audience doesn’t change?

Many students simply want to know what their professors want and how to give that to them.

So, how might colleges and universities shape curricula to support and inspire the imaginations that students need? Here’s one idea. Suppose that when students matriculate, they are assigned their own web servers — not 1GB folders in the institution’s web space but honest-to-goodness virtualized web servers of the kind available for $7.99 a month from a variety of hosting services, with built-in affordances ranging from database maintenance to web analytics. As part of the first-year orientation, each student would pick a domain name. Over the course of the first year, in a set of lab seminars facilitated by instructional technologists, librarians, and faculty advisors from across the curriculum, students would build out their digital presences in an environment made of the medium of the web itself. They would experiment with server management tools via graphical user interfaces such as cPanel or other commodity equivalents. They would install scripts with one-click installers such as SimpleScripts. They would play with wikis and blogs; they would tinker and begin to assemble a platform to support their publishing, their archiving, their importing and exporting, their internal and external information connections. They would become, in myriad small but important ways, system administrators for their own digital lives.3 In short, students would build a personal cyberinfrastructure, one they would continue to modify and extend throughout their college career — and beyond.

new modes of communication change what can be imagined and expressed.

It allows them to demonstrate their learning to others beyond the classroom walls.

And if a student owns their own domain, as she moves from grade to grade and from school to school, all that information – their learning portfolio – can travel with them.

Today, UMW and a growing number of other schools believe that students need a proprietary online space in order to be intellectually productive.