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Author: Carolin Kreber Publisher: Routledge ISBN: 113589034X Category : Education Languages : en Pages : 272
Book Description
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh
Author: Carolin Kreber Publisher: Routledge ISBN: 113589034X Category : Education Languages : en Pages : 272
Book Description
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh
Author: Jerry A. Jacobs Publisher: University of Chicago Press ISBN: 022606946X Category : Social Science Languages : en Pages : 328
Book Description
Calls for closer connections among disciplines can be heard throughout the world of scholarly research, from major universities to the National Institutes of Health. In Defense of Disciplines presents a fresh and daring analysis of the argument surrounding interdisciplinarity. Challenging the belief that blurring the boundaries between traditional academic fields promotes more integrated research and effective teaching, Jerry Jacobs contends that the promise of interdisciplinarity is illusory and that critiques of established disciplines are often overstated and misplaced. Drawing on diverse sources of data, Jacobs offers a new theory of liberal arts disciplines such as biology, economics, and history that identifies the organizational sources of their dynamism and breadth. Illustrating his thesis with a wide range of case studies including the diffusion of ideas between fields, the creation of interdisciplinary scholarly journals, and the rise of new fields that spin off from existing ones, Jacobs turns many of the criticisms of disciplines on their heads to mount a powerful defense of the enduring value of liberal arts disciplines. This will become one of the anchors of the case against interdisciplinarity for years to come.
Author: Carolin Kreber Publisher: Taylor & Francis US ISBN: 9780415965217 Category : Education Languages : en Pages : 246
Book Description
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the 'ways of thinking and practicing' characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh
Author: John Furlong Publisher: Routledge ISBN: 1136917993 Category : Education Languages : en Pages : 213
Book Description
Are the disciplines of education ghosts of a productive past or creative and useful forms of inquiry? Are they in a demographic and organisational crisis today? The contribution of the ‘foundation disciplines’ of sociology, psychology, philosophy, history and economics to the study of education has always been contested in the UK and in much of the English-speaking world. But such debates are now being brought to a head in education by the demographic crisis. Recent research has shown that with the an ageing population of education academics, in ten years' time, there could be very few disciplinary specialists left working within faculties of education in UK universities. But does that matter and is the UK no more than a special case? How does this ‘crisis’ look from Europe where the disciplines of education are more embedded, and from the USA with its more diverse higher education system? In this book, leading scholars – including A.H. Halsey, David Bridges, John Furlong, Hugh Lauder, Martin Lawn and Sheldon Rothblatt – consider the changing fortunes of each discipline as education moved away from the dominance of psychology in the 1930s, 1940s and 1950s as a result of the growing importance of the other disciplines and new social questions, and how the changing epistemological and political debates of the last twenty years haves resulted in their progressive demise. Finally, the book confronts the question as to whether the disciplines have a place in education in the twenty-first century. The book brings the coming crisis into the public view and explores the issue of the past, current and future relevance of the disciplines to the study of education. It will be of interest to all international academics and researchers in the field of education and the contributory disciplines as well as to students on educational research methods courses.
Author: Chad Wellmon Publisher: JHU Press ISBN: 1421416158 Category : Education Languages : en Pages : 366
Book Description
Since its inception, the research university has been the central institution of knowledge in the West. Today, however, its intellectual authority is being challenged on many fronts, above all by radical technological change.Organizing Enlightenment tells the story of how the university emerged in the early nineteenth century at a similarly fraught moment of cultural anxiety about revolutionary technologies and their disruptive effects on established institutions of knowledge. Late eighteenth-century Germans, troubled by a massive increase in the publication and availability of printed material, felt threatened by a veritable "plague" of books that circulated "contagiously" among the reading public. But deep concerns about what counted as authoritative knowledge, not to mention the fear of information overload, also made them uneasy, as they watched universities come under increasing pressure to offer more practical training and to justify their existence in the age of print. German intellectuals were the first to settle on the research university, and its organizing system of intellectual specialization, as the solution to these related problems. Drawing on the histories of science, the university, and print, as well as media theory and philosophy, Chad Wellmon explains how the research university and the ethic of disciplinarity it created emerged as the final and most lasting technology of the Enlightenment.Organizing Enlightenment reveals higher education's story as one not only of the production of knowledge but also of the formation of a particular type of person: the disciplinary self. In order to survive, the university would have to institutionalize a new order of knowledge, one that was self-organizing, internally coherent, and embodied in the very character of the modern, critical scholar.
Author: Simone Pfleger Publisher: University of Toronto Press ISBN: 1487538278 Category : Education Languages : en Pages : 459
Book Description
For at least a decade, university foreign language programs have been in decline throughout the English-speaking world. As programs close or are merged into large multi-language departments, disciplines such as German studies find themselves struggling to survive. Transverse Disciplines offers an overview of the current research on the humanities and the academy at large and proposes creative and courageous ideas for the university of the future. Using German studies as a case study, the book examines localized academic work in Australia, Canada, the United Kingdom, and the United States in order to model new ideas for invigorated thinking beyond disciplinary specificity, university communities, and entrenched academic practices. In essays that are theoretical, speculative, experimental, and deeply personal, contributors suggest that German studies might do better to stop trying to protect existing national and disciplinary arrangements. Instead, the discipline should embrace feminist, queer, anti-racist, and decolonial academic practices and commitments, including community-based work, research-creation, and scholar activism. Interrogating the position of researchers, teachers, and administrators inside and outside academia, Transverse Disciplines takes stock of the increasingly tenuous position of the humanities and stakes a claim for the importance of imagining new disciplinary futures within the often restrictive and harmful structures of the academy.
Author: Carolin Kreber Publisher: Routledge ISBN: 1135890358 Category : Education Languages : en Pages : 271
Book Description
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309470641 Category : Education Languages : en Pages : 283
Book Description
In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.
Author: National Research Council Publisher: National Academies Press ISBN: 0309254140 Category : Education Languages : en Pages : 282
Book Description
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
Author: Carolin Kreber
Author: Carolin Kreber
Author: Jerry A. Jacobs
Author: Steven J. Rosenstone
Author: Carolin Kreber
Author: John Furlong
Author: Chad Wellmon
Author: Simone Pfleger
Author: Carolin Kreber
Author: National Academies of Sciences, Engineering, and Medicine
Author: National Research Council