SoTL Enquiries In Four Disciplines: Unlocking The Potential Of Interdisciplinary Approaches And Methodologies
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Description
Enquiry into discipline-specific student learning is a central element of the Scholarship of Teaching and Learning (SoTL). Discipline-specific teaching and learning approaches have been called ‘signature pedagogies’ (Shulman, 2005), which raises the question of how applicable and/or relevant such pedagogies
are beyond specific disciplines. In this Reflection, we explore a tension within SoTL between discipline-specific approaches and methodologies on the one hand, and approaches that cross disciplines on the other. As part of a Special Interest Group on interdisciplinary SoTL, the authors, who are professionally situated in a range of different disciplines, explore how transferable pedagogies that are used in particular disciplines potentially are. By extension, we reflect on the potential benefit of exploring interdisciplinary approaches via SoTL, and whether they could open up the possibility of cross-fertilisation between different disciplines, and potentially lead to renewal and reinvigorated pedagogical approaches. The planned case studies for our project were based in four disciplines, but each disciplinary enquiry would involve an interdisciplinary
approach to the investigation. We conclude in this Reflection that working across different disciplines to develop a common language to explore SoTL projects is a valuable exercise, despite clear challenges, and that it offers much potential for innovative practice, as it forces participants to think outside the disciplinary
square.
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ID Code: | 211494 | ||
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Item Type: | Contribution to Journal (Journal Article) | ||
Refereed: | Yes | ||
ORCID iD: |
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Measurements or Duration: | 8 pages | ||
Keywords: | Scholarship of Teaching and Learning, Interdisciplinarity, Signature Pedagogies, Epistemological Habits | ||
ISSN: | 2382-5871 | ||
Pure ID: | 87163540 | ||
Divisions: | Current > QUT Faculties and Divisions > Academic Division | ||
Copyright Owner: | Consult author(s) regarding copyright matters | ||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
Deposited On: | 02 Jul 2021 03:02 | ||
Last Modified: | 03 Mar 2024 07:53 |
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