Interdisciplinary and Intercultural Programmes in Higher Education
Exploring Challenges in Designing and Teaching
At the centre of this book is the exploration of how logic-in-use both leads to a particular understanding of the phenomena of interest (such as opportunities for learning specific processes) and shapes a particular view of what evidence counts in constructing claims. The contributions brought together here invite readers to explore the processes involved in developing and studying educational innovations, and to undercover the interdependent conceptual and epistemological actions, processes and practices of instructors, programme developers and students.
Taken together, the book brings forward an argument related to the reflexive turn – the understanding that researchers in the social sciences construct, rather than find, phenomena of interest. Therefore, this book creates the potential to examine not only the logic-in-use developed by different researchers, but also to examine the complex nature of particular phenomena of interest to the researcher themselves. This book was originally published as a special issue of Pedagogies: An Educational Journal.
Table of Contents
Introduction: Exploring challenges in designing and teaching (inter)disciplinary and (inter)cultural programmes in higher education W. Douglas Baker and Judith L. Green
1. Language and culture learning in higher education via telecollaboration Dorothy M. Chun
2. An emic lens into online learning environments in PBL in undergraduate dentistry Susan Bridges
3. Designing interdisciplinary instruction: exploring disciplinary and conceptual differences as a resource W. Douglas Baker and Elisabeth Däumer
4. Challenging points of contact among supervisor, mentor teacher and teacher candidates: conflicting institutional expectations Laurie Katz and Zeynep Isik-Ercan
5. Navigating across academic contexts: Campo and Angolan students in a Brazilian university Maria Lucia Castanheira, Brian V. Street and Gilcinei Teodoro Carvalho
6. Interdisciplinary dialogues as a site for reflexive exploration of conceptual understandings of teaching–learning relationships Judith L. Green, Yun Dai, Jenna Joo, Edward Williams, Ang Liu and Stephen C.-Y. Lu
Judith L. Green is Professor Emeritus in the Department of Education at the University of California, Santa Barbara, USA.
W. Douglas Baker is Professor in the Department of English Language and Literature at Eastern Michigan University, Ypsilanti, USA.