June 26, 2011
June 26, 2011
June 29, 2011
22.1583.1 - 22.1583.10
Unpacking the interdisciplinary mind: Implications for teaching and learning As 21st century science and engineering challenge and assault disciplinary boundaries towards solving problems in healthcare, the environment and energy, universities and colleges are seeking ways to make the curriculum and the classroom more interdisciplinary. However, there are a number of challenges associated with creating and sustaining interdisciplinary learning environments. When do you start? Early or late? Should students be disciplinary before working at becoming interdisciplinary? What form should the classroom take? Does interdisciplinary learning need new pedagogies? New learning spaces that defy the large lecture hall? How does one think beyond the classroom towards a truly interdisciplinary curriculum? What are the desired student learning outcomes? What kinds of measurement can actually get at interdisciplinary reasoning and problem solving? How do you help faculty get comfortable with the idea that students should be given a window on current science and engineering, not just the fossilized versions found in textbooks? This talk will address these questions as it addresses the question of the interdisciplinary mind—how does it reason and problem solve? How does it forge alliances between conflicting epistemologies and practices? Based on ten years investigation of interdisciplinary science as practiced in the laboratories and on bench tops, I will argue for and present a particular approach to the design of interdisciplinary education we have developed in biomedical engineering that goes beyond the single classroom to the whole curriculum. This approach starts with cognitive descriptions of desired learning outcomes and then uses design principles across classrooms towards helping students become self‐directed agents of their own interdisciplinary learning and problem solvers who eagerly work across disciplinary boundaries.
Newstetter, W. C. (2011, June), Unpacking the Interdisciplinary Mind: Implications for Teaching and Learning Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18386
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015