
Contents
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9 Integrating the Social Sciences: Area Studies, Quantitative Methods, and Problem-Oriented Research
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39.1 Introduction 39.1 Introduction
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39.2 Defining Interdisciplinary and Integrative Learning 39.2 Defining Interdisciplinary and Integrative Learning
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39.3 The Context in Higher Education 39.3 The Context in Higher Education
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39.4 Levers for Change 39.4 Levers for Change
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39.5 New Approaches to Supporting and Evaluating Interdisciplinary Teaching 39.5 New Approaches to Supporting and Evaluating Interdisciplinary Teaching
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39.6 New Developments in Interdisciplinary Teaching, Learning, and Assessment 39.6 New Developments in Interdisciplinary Teaching, Learning, and Assessment
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39.7 Conclusion 39.7 Conclusion
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Acknowledgments Acknowledgments
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References References
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39 Interdisciplinary Pedagogies in Higher Education
Get accessDeborah DeZure (PhD, interdisciplinary humanities and education) is assistant provost for faculty and organizational development at Michigan State University. Deborah is on the editorial board of Change Magazine and four journals on college teaching and learning. She served on the board of directors for the Association for Integrative Studies and About Campus. As a senior fellow at the Association of American Colleges and Universities (AAC&U), she was coprincipal investigator on a project based on the Integrative Learning Project: Opportunities to Connect. Publications edited by her include Learning from Change: Landmarks on Teaching and Learning in Higher Education from Change Magazine (1969–99) (2000) and To Improve the Academy (1997).
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Published:06 March 2017
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Abstract
“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.
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