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Education for the C21st An interdisciplinary approach A Presentation for the Franklin University Teaching and Learning Conference June 2014.

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Presentation on theme: "Education for the C21st An interdisciplinary approach A Presentation for the Franklin University Teaching and Learning Conference June 2014."— Presentation transcript:

1 Education for the C21st An interdisciplinary approach A Presentation for the Franklin University Teaching and Learning Conference June 2014

2 Goals Define Interdisciplinary Studies (IDST) Introduce the IDST research methodology Discuss the traits and characteristics developed by interdisciplinarians Identify the appeal of IDST graduates to employers Describe the IDST program at Franklin University Explain why IDST matters in C21st

3 Source: Picture Source: Wikimedia CommonsWikimedia Commons

4 Interdisciplinary Studies is a process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline [… it ] draws on disciplinary perspectives and integrates their insights to produce a more comprehensive understanding or cognitive advancement (Repko, 2008, p.12)

5 Repko’s Interdisciplinary Research Process A. Drawing on disciplinary insights 1. Define the problem or state the research question 2. Justify using an interdisciplinary approach 3. Identify relevant disciplines 4. Conduct the literature search 5. Develop adequacy in each relevant discipline 6. Analyze the problem and evaluate each insight or theory B. Integrating disciplinary insights 7. Identify conflicts between insights or theories and their sources 8. Create common ground between concepts and theories 9. Construct a more comprehensive understanding 10. Reflect on, test, and communicate the understanding Source: Repko (2008, p. 142)

6 Step 1 Define Problem or State Research Question

7 Step 2 Justify Using an Interdisciplinary Approach 1. Is the problem sufficiently complex and open to further investigation? Or is the answer already known, readily ‘googled’ for an answer that is generally agreed to be correct? 2. Does the problem spill into multiple (or at least two) disciplinary domains in order to sufficiently address the problem? Or does it fall clearly into one disciplinary domain that is adequate and best suited to address the problem comprehensively?

8 Step 3 Identify Relevant Disciplines

9 Discipline

10 Step 4 Conduct Literature Search

11 Step 5 Develop Adequacy in each Relevant Discipline

12 Step 6 Analyze Problem and Evaluate each Insight or Theory

13 Analyze Problem and Evaluate each Insight or Theory

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16 Where are we? A. Drawing on disciplinary insights 1. Define the problem or state the research question 2. Justify using an interdisciplinary approach 3. Identify relevant disciplines 4. Conduct the literature search 5. Develop adequacy in each relevant discipline 6. Analyze the problem and evaluate each insight or theory B. Integrating disciplinary insights 7. Identify conflicts between insights or theories and their sources 8. Create common ground between concepts and theories 9. Construct a more comprehensive understanding 10. Reflect on, test, and communicate the understanding

17 Integrating Disciplinary Insights

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19 Source:

20 Integrating Disciplinary Insights

21 Where are we? A. Drawing on disciplinary insights 1. Define the problem or state the research question 2. Justify using an interdisciplinary approach 3. Identify relevant disciplines 4. Conduct the literature search 5. Develop adequacy in each relevant discipline 6. Analyze the problem and evaluate each insight or theory B. Integrating disciplinary insights 7. Identify conflicts between insights or theories and their sources 8. Create common ground between concepts and theories 9. Construct a more comprehensive understanding 10. Reflect on, test, and communicate the understanding

22 Step 7 Identify Conflicts between Insights or Theories and their Sources

23 Identify Conflicts between Insights or Theories and their Sources

24 Step 8 Create Common Ground between Concepts and Theories

25 Create Common Ground between Concepts and Theories

26 Step 9 Construct a more Comprehensive Understanding

27 Construct a more Comprehensive Understanding

28 Step 10: Reflect on, Test, and Communicate the Understanding ldkfjsdfsdfsdfjsldfjsldfjsldfjsdlfjsl dfjsdfjsldfjsldkfjsldfjsldfjsldfjsldfj sldjflsdjflsdjflsdjflskdjflskdjflskdjfl ksjfskjflsdkfjsdkljfsdkljflsdkjflsdjfl sjdflksjdlfjsdlfjsldfsldkfjslkfjsldkjf ssdfkjsldfjsldkfjsdkfjsldkfjsdlkfjs

29 Goals Define Interdisciplinary Studies (IDST) Introduce the IDST research methodology Discuss the traits and characteristics developed by interdisciplinarians Identify the appeal of IDST graduates to employers Describe the IDST program at Franklin University Explain why IDST matters in C21st

30 Chapter 3: The IDS “Cognitive Toolkit” What is the IDS ‘Cognitive Toolkit’?  Intellectual Capacities (interdisciplinary perspective taking, critical thinking, intellectual dexterity, integration)  Values (empathy,ethical consciousness, humility, appreciation of diversity, tolerance of ambiguity, civic engagement)  Traits and Skills (Traits: entrepreneurship, love of learning, self-reflection, and Skills: communicative competence, abstract thinking, creative thinking, metacognition)

31 Relevance to Employers https://iccweb.ucdavis.edu/lab/articles/Skills.htm January 28, 2014 Communications Skills (Verbal, Written, Listening) Analytical/Research Skills (non-laboratory) Computer/Technical Skills Flexibility and Adaptability Multitasking or Managing Multiple Priorities Interpersonal Skills Leadership/Management Skills Multicultural Sensitivity/Awareness Planning/Organizing Problem-Solving, Reasoning, and Creativity Teamwork

32 Relevance to Employers – ID capacities https://iccweb.ucdavis.edu/lab/articles/Skills.htm January 28, 2014 Communications Skills (Verbal, Written, Listening) Analytical/Research Skills (non-laboratory) Computer/Technical Skills Flexibility and Adaptability Multitasking or Managing Multiple Priorities Interpersonal Skills Leadership/Management Skills Multicultural Sensitivity/Awareness Planning/Organizing Problem-Solving, Reasoning, and Creativity Teamwork Intellectual Capacities interdisciplinary perspective taking critical thinking intellectual dexterity integration Values empathy ethical consciousness humility appreciation of diversity tolerance of ambiguity civic engagement Traits and Skills entrepreneurship love of learning self-reflection communicative competence abstract thinking, creative thinking, and metacognition

33 Relevance to Employers https://iccweb.ucdavis.edu/lab/articles/Skills.htm January 28, 2014 Communications Skills (Verbal, Written, Listening) Analytical/Research Skills (non-laboratory) Computer/Technical Skills Flexibility and Adaptability Multitasking or Managing Multiple Priorities Interpersonal Skills Leadership/Management Skills Multicultural Sensitivity/Awareness Planning/Organizing Problem-Solving, Reasoning, and Creativity Teamwork communicative competence interdisciplinary perspective taking critical thinking intellectual dexterity Integration tolerance of ambiguity love of learning empathy ethical consciousness humility appreciation of diversity civic engagement entrepreneurship self-reflection abstract thinking, creative thinking, and metacognition

34 Relevance to Employers https://iccweb.ucdavis.edu/lab/articles/Skills.htm January 28, 2014 Communications Skills (Verbal, Written, Listening) Analytical/Research Skills (non-laboratory) Computer/Technical Skills Flexibility and Adaptability Multitasking or Managing Multiple Priorities Interpersonal Skills Leadership/Management Skills Multicultural Sensitivity/Awareness Planning/Organizing Problem-Solving, Reasoning, and Creativity Teamwork communicative competence interdisciplinary perspective taking critical thinking intellectual dexterity Integration tolerance of ambiguity love of learning empathy ethical consciousness humility appreciation of diversity civic engagement entrepreneurship self-reflection abstract thinking, creative thinking, and metacognition

35 IDST Program at Franklin University

36 IDST in the Real World Why IDST matters Six “drivers” of the field’s continued advance  1. The complexity of nature, society, & ourselves  2. The complexity of the globalized workplace  3. The needs for systems thinking and contextual thinking  4. The changing nature of university research  5. The public world and its pressing needs  6. A knowledge society needs both disciplinarity and interdisciplinarity

37 Questions


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