209 pages

English

Découvre YouScribe en t'inscrivant gratuitement

Je m'inscris

Removing the Educational Silos , livre ebook

Intellect Books - Trommer-Beardslee , and Heather , Jay Batzner , Ann Dasen , Keeley Stanley-Bohn , Wiline Pangle

Découvre YouScribe en t'inscrivant gratuitement

Je m'inscris

Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus

209 pages

English

Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus

A propos
Informations
Extrait

Description

This collection was written by educators who are engaging in multi- and interdisciplinary education and are led by curiosities encompassing the collaborative nature of cognitive and kinesthetic engagement and awareness.

The chapters are designed as sources for inspiration, replication, and adaptation. They are a place to start or continue. Each chapter, in varying modalities, addresses interdisciplinary course development and implementation in institutions of higher education. The common themes that emerge in the collection include navigating administrative systems and solving the challenges encountered when crossing departments or colleges, whether it be regarding listing of courses or the intricacies of course load on each professor.

Many chapters also provide detailed information on the nuts and bolts of the specific course or courses taught, including syllabi, lesson examples, and both formal and informal assessments implemented. Multiple case studies are included in this collection, with many chapters providing specific examples of students’ work.

Contributors candidly offer discussions of failures and successes of their interdisciplinary collaborations, be it in course design, lesson planning or complications brought in by unforeseen pandemics. Most chapters end with a section entitled ‘Lessons learned’, where experiences from the field provide opportunities for growth and continued exploration.

Readers can follow the book from cover to cover or dip in, finding the chapters that serve a particular project or teaching endeavour. The varying writing styles and topics are in direct relationship with the exact nature of the inspiration for this text. The over-arching themes of collaboration (diverse backgrounds, ideas, and skill sets, multidisciplinarity, and interdisciplinarity) are the consistent touchstones that create a thematic self-guided journey of exploration through the book.

The chapters offer readers guidance and encouragement to implement some of the approaches described, and inspiration to forge their own paths in the world of multi- and interdisciplinary teaching and research. The depth and breadth of collaborative possibilities are exciting, and the editors’ goal is to spark further experimentation.

An excellent and practical resource for any educator hoping to teach his or her subject matter through an interdisciplinary approach and for all courses revolving around topics of pedagogy. The key audience will be graduate students, and teachers in all stages of education from primary to higher education.

Introduction

Wiline Pangle, Heather Trommer-Beardslee, and Keeley Stanley-Bohn

1. Untangling Interlocking Systems of Oppression ThroughMulti-disciplinary, Interdisciplinary, and Intersectional Arts Learning

Deborah Johnson and Wendy Oliver

2. Team Hyena Puppet: An Origin Story

Heather Trommer-Beardslee, Wiline Pangle, Jay Batzner, and Ann Dasen

3. The Synergy of ArtScience

Bonnie K. Baxter, Matt Kruback, and Jaimi K. Butler

4. ArtScience Undergraduate Research and Curriculum

Matt Kruback, Jaimi K. Butler, and Bonnie K. Baxter

5. Holy Forking Shirtballs: An Interdisciplinary Examination of What It Means to Be Good

Jennifer A. Kokai and Mary Beth Willard

6. Explorations: Combining Art, Science, and Writing in an Integrated Professional Learning Experience

Wiline Pangle, Courtney Kurncz, and Troy Hicks

7. Crossing the Cultural Aisle from Australia to India Transforming Studio Learning through Artisan Textile Workshops

Cecilia Heffer and Alana Clifton-Cunningham

8. The Grand Challenge of Interdisciplinarity in a Music Technology Course

Ian Reyes, Ying Sun, and Eliane Aberdam

9. Interdisciplinary Collaboration as a Paradigm for Learning and Engaging through Visual and Performing Arts Media in Community and University Settings

Ali Duffy

10. Dance for the Actor, Acting for the Dancer: A Collaborative, Multi-disciplinary Approach to Teaching Expressive Movement

Keeley Stanley-Bohn and Heather Trommer-Beardslee

Contributors

Index

Sujets

Teaching

EDUCATION

General officer

General

Cultural Studies

Informations

Publié par	Intellect Books
Date de parution	22 août 2022
Nombre de lectures	0
EAN13	9781789386356
Langue	English
Poids de l'ouvrage	41 Mo

Informations légales : prix de location à la page 0,4698€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Removing the Educational Silos

Models of Interdisciplinary and Multi-disciplinary Education

edited by Wiline Pangle, Keeley Sanley-Bohn,Ann Dasen, Jay Batzner, and HeatherTrommer-Beardslee

Bristol, UK / Chicago, USA

Fîrst publîshed în the UK în 2022 by Intellect, The Mîll, Parnall Road, Fîshponds, Brîstol, BS16 3JG, UK

Fîrst publîshed în the USA în 2022 by Intellect, The Unîversîty o Chîcago Press, 1427 E. 60th Street, Chîcago, IL 60637, USA

Copyrîght © 2022 Intellect Ltd All rîghts reserved. No part o thîs publîcatîon may be reproduced, stored în a retrîeval system, or transmîtted, în any orm or by any means, electronîc, mechanîcal, photocopyîng, recordîng, or otherwîse, wîthout wrîtten permîssîon.

A catalogue record or thîs book îs avaîlable rom the Brîtîsh Lîbrary.

Copy edîtor: MPS Lîmîted Cover desîgner: Aleksandra Szumlas Frontîspîece îmage:Clans, Central Mîchîgan Unîversîty, 2017; Photo Credît: Steve Jessmore Productîon manager: Sophîa Munyengeterwa Typesetter: MPS Lîmîted

Prînt ISBN (h/bk) 978-1-78938-634-9 ePDF ISBN 978-1-78938-635-6 ePUB ISBN 978-1-78938-636-3

To ﬁnd out about all our publîcatîons, please vîsît our websîte. There you can subscrîbe to our e-newsletter, browse or download our current catalogueandbuyanytîtlesthatareînprînt.

www.întellectbooks.com

Thîs îs a peer-revîewed publîcatîon.

Contents

Introductîon Wiline Pangle, Heather Trommer-Beardslee, and Keeley Stanley-Bohn

1. Untanglîng Interlockîng Systems o Oppressîon Through Multî-dîscîplînary, Interdîscîplînary, and Intersectîonal Arts Learnîng Deborah Johnson and Wendy Oliver2. Team Hyena Puppet: An Orîgîn Story Heather Trommer-Beardslee, Wiline Pangle, Jay Batzner, and Ann Dasen3. The Synergy o ArtScîence Bonnie K. Baxter, Matt Kruback, and Jaimi K. Butler4. ArtScîence Undergraduate Research and Currîculum Matt Kruback, Jaimi K. Butler, and Bonnie K. Baxter5. Holy Forkîng Shîrtballs: An Interdîscîplînary Examînatîon o What It Means to Be Good Jennier A. Kokai and Mary Beth Willard6. Exploratîons: Combînîng Art, Scîence, and Wrîtîng în an Integrated Proessîonal Learnîng Experîence Wiline Pangle, Courtney Kurncz, and Troy Hicks7. Crossîng the Cultural Aîsle rom Australîa to Indîa: Transormîng Studîo Learnîng through Artîsan Textîle Workshops Cecilia HeFer and Alana Cliton-Cunningham8. The Grand Challenge o Interdîscîplînarîty în a Musîc Technology Course Ian Reyes, Ying Sun, and Eliane Aberdam

37 54 89

103 123 147

REMOVING THE EDUCATIONAL SILOS

9. Interdîscîplînary Collaboratîon as a Paradîgm or Learnîng and Engagîng through Vîsual and Perormîng Arts Medîa în Communîty and Unîversîty Settîngs Ali DuFy10. Dance or the Actor, Actîng or the Dancer: A Collaboratîve, Multî-dîscîplînary Approach to Teachîng Expressîve Movement Keeley Stanley-Bohn and Heather Trommer-BeardsleeContrîbutors Index

vî

166

179 189 197

Introduction

Wiline Pangle, Heather Trommer-Beardslee, andKeeley Sanley-Bohn

Students. Starîng at phones. Shîtîng and rulîng through bags. Organîzîng materîas or cass. Chattîng. Sîttîng. Stretchîng. Sumpîng. Thîs îs what you typîcay see upon enterîng a arge Bîoogy ecture ha o non-majors just mînutes beore cass îs about to begîn. or the students în BIO 101 at Centra Mîchîgan Unîversîty, one day a semes-ter, they prepare or cass as usua, never suspectîng that dancers have întrated theîr cassroom. As the ecture begîns, these dancers rîse up out o theîr seats and sowy begîn to dance the ce cyce. At rst, the Bîoogy students are conused. What’s happenîng? It’s reay weîrd. Then, the dance îs over, but beore anyone can comment or ask a questîon, ît begîns agaîn; ony thîs tîme, Dr. Wîîne Pange ectures over the perormance, narratîng the process o the ce cyce. The students start to understand the concept. The eement o surprîse îs gone and they are abe to ocus on wîtnessîng, earnîng, and reînorcîng the scîentîc process o what happens to chromosomes durîng the ce cyce. Most have never experîenced a scîence cass that utîîzes an art orm to enhance the study o împortant prîncîpes. We have dîscovered that expandîng on thîs approach has been benecîa to both the students’ earnîng and retentîon o the ceuar materîa, but aso or sparkîng new înterest în how scîence works. In îts own sma way, brîngîng dance înto the scîence cassroom seems to have a posîtîve împact on students’ perceîved acces-sîbîîty o knowedge. What started as a teachîng too turned înto years o coaboratîve work and ueed the înspîratîon and curîosîty or thîs book. In 2013, Pange sent an e-maî to the CMU Dance Program Coordînator, Heather Trommer-Beardsee, askîng î she woud work wîth her to teach bîoogy through dance. That e-maî sparked

REMOVING THE EDUCATIONAL SILOS

coaboratîve projects and a contînued înterdîscîpînary învestîgatîon wîth Jay Batzner (musîc) and Ann Dasen (costume desîgn). Sîmutaneousy, Keeey Staney-Bohn(theatre)andTrommer-Beardsee(dance)wereexperîmentîngwîthmutî-dîscîpînary teachîng methods. It was thîs creatîvîty, învestîgatîve perse-verance, and a ocus on înnovatîve teachîng methods that ed to the înîtîatîon o Removing the Educational Silos. We asked ourseves, who ese îs doîng thîs kînd o work and what methods are they usîng? When ît comes to the use o mutî-dîscîpînary and înterdîscîpînary educa-tîon, denîtîons are not aways stead-ast dependîng on the user and guîd-îng phîosophîes. or consîstency and an umbrea o shared understandîng and agreement, în thîs book, înterdîscîpînary educatîon îs dened by varyîng modes o teachîng that embrace an întegratîon o îdeas and practîces rom two or more subject dîscîpînes sîmutaneousy. As stated by Aen . Repko and Rîck Szostak:

Interdîscîpînarîty, partîcuary în îts înstrumenta orm, îs not a rejectîon o the dîscîpînes; ît îs rmy rooted în them, but oFers a correctîve to theîr domînance. We need specîaîzatîon. But we aso need înterdîscîpînarîty to broaden our under-standîng o compex probems. (2021: 12)

Thîs creates a combîned system o thînkîng and engagement that îs dîstînct rom any o the sînguar dîscîpînes învoved. As such, the product o înterdîscîpînary educatîon îs unîque. Whîe înterdîscîpînary educatîon requîres deîberate întegratîon o dîscî-pînes, mutî-dîscîpînary educatîon împîes a dîrect reatîonshîp between two dîscîpînes wîthout the orma weavîng together o dîscîpîne-based practîces. In theîr handbook desîgned or unîversîty teachers, Vînk et a. (2017) expore mutî-dîscîpînarîty by statîng,

there îs îtte întegratîon o the concepts, methodoogîes and resuts, and as a resut, new întegrated knowedge or soutîons are unîkey to emerge. In educatîon, thîs means that students are chaenged to ook outsîde o the scope o one dîscîpîne and approach a topîc rom dîFerent perspectîves. (2017: 29)

Thîs avenue o educatîona structure can provîde specîc dîscîpîne-based know-edge whîe aso promotîng crîtîca thînkîng. Both systems o teachîng and earn-îng, mutî-dîscîpînary and înterdîscîpînary, whîe ceary dîstînct, have vaue în creatîng productîve educatîona envîronments.

INTRODUCTION

Many tîmes, athough certaîny not a, experîences rooted în mutî-dîscîpînary and înterdîscîpînary educatîon become the înîtîatîve o îndîvîdua educators who seek out coaboratîve experîentîa actîvîtîes specîcay desîgned to encompass cross-dîscîpînary methodoogîes. Thîs drîve to create space or înterdîscîpînarîty îs expored în a serîes o case studîes that were documented by Katrîne Lîndvîg et a. (2017) în theîr artîce, “Creatîng înterdîscîpînary educa-tîon wîthîn monodîscîpînary structures: The art o managîng înterstîtîaîty.” They dîscover, “Whîe these actîvîtîes are gîven îtte space în oicîa reports and earnîng accredîtatîons, they are nonetheess shapîng the unîversîty andscape by reveaîng otherwîse hîdden înterstîces and thereby creatîng stronger connectîons between research projects, students and teachîng structures” (2017: 358–60). As edîtors, we have reached thîs exact concusîon when revîewîng the exam-pes presented în thîs compîatîon. Thîs coectîon o chapters provîdes specîc exampes o înterdîscîpînarîty and mutî-dîscîpînarîty în practîce by educators skîed în navîgatîng admînîstratîve systems that are mosty not desîgned or coaboratîve teachîng. Our coectîon o chapters îs quîte dîstînct rom prevîous work on mutî- or înterdîscîpînary educatîon. There îs a pethora o schoary artîces that hîgh-îght the theoretîca aspects o înterdîscîpînary educatîon—and whîe most vary în theîr deînîtîons o mutî- and înterdîscîpînarîty, much can be earned rom these theoretîca contrîbutîons (Lattuca et a.2004, Léé and Norgaard 2005). Others have centered theîr schoary înterests în exporîng how to best teach a specîîc dîscîpîne, be ît engîneerîng (Van den Beemt et a.2020, Zeîdmane and Cernajeva2011) or reîgîous studîes (Errîcker2010), usîng a mutî-dîscîpînary approach. In such cases, schoars oten emphasîze the crucîa need o a dîscîpîne to broaden îts teachîng approach, so that students can better understand not ony the breadth o theîr own dîscîpîne, but aso have ewer gaps în theîr knowedge (see Marcu2007or such a dîscussîon or scîences). Instead o centerîng on a specîîc dîscîpîne or subset o dîscîpînes, we, as edîtors, decîded to ocus on the commonaîty o înterdîscîpînary or mutî-dîscîpînary educatîon, regardess o îeds. The chapters în thîs coec-tîon provîde exampes rom a varîety o dîscîpînes woven together, some ormîng more predîctabe assocîatîons than others. Oten, the resutîng coab-oratîons cross not just adjacent dîscîpînes, but entîre coege boundarîes. Whîe we beîeve that such approaches to educatîon are occurrîng gobay, our chapters are hîghîghtîng case studîes takîng pace mosty în the Unîted States, wîth the exceptîon o one chapter presentîng work în Austraîa and Indîa. Thîs Unîted States domînance îs most îkey an artîîcîa product o the dîssemînatîon o the ca or artîces that may have remaîned wîthîn our proessîona networks.