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Article: Making Interdisciplinary Subjects Relevant To Students: An Interdisciplinary Approach

TitleMaking Interdisciplinary Subjects Relevant To Students: An Interdisciplinary Approach
Authors
KeywordsInterdisciplinary subjects
Teaching and assessment design
Contents design
Interdisciplinary approach
Outcome-based approaches
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp
Citation
Teaching in Higher Education, 2009, v. 14 n. 6, p. 597-606 How to Cite?
AbstractThis paper examines issues relating to the design/redesign of the pedagogy of interdisciplinary undergraduate subjects. Examples include: (a) law subjects for students in Business Management or Building and Surveying; (b) ‘English Communication for Business’ for students in English; and (c) ‘Information technology in Business’ for students in Business. Interdisciplinary subjects often frustrate teachers because of their marginal status within the programme, low student interest and difficulty of creating a balance between the subject's double facets (e.g. the balance between the business and language facets in the above-mentioned Subject b). It has long been advocated that interdisciplinary subjects naturally invite an interdisciplinary pedagogical approach. Nevertheless, the puzzle often remains as to how to reconcile the different disciplinary facets within the subject without confusing students, each having its distinctive tradition of content organisation and teaching/assessment approaches. In the paper, the concepts of interdisciplinary and disciplinary culture and their pedagogical implications are explored, which support an interdisciplinary approach to teaching interdisciplinary subjects. Following that, literature relevant to approaches to pedagogical and curriculum design of interdisciplinary subjects is reviewed. Theories about outcome-based approaches and constructive alignment for designing curriculum and pedagogical design for undergraduate courses are then discussed and their implications for implementing the interdisciplinary approach are examined.
Persistent Identifierhttp://hdl.handle.net/10722/197399
ISSN
2015 Impact Factor: 0.632
2015 SCImago Journal Rankings: 0.802
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYang, Men_US
dc.date.accessioned2014-05-23T02:50:24Z-
dc.date.available2014-05-23T02:50:24Z-
dc.date.issued2009en_US
dc.identifier.citationTeaching in Higher Education, 2009, v. 14 n. 6, p. 597-606en_US
dc.identifier.issn1356-2517-
dc.identifier.urihttp://hdl.handle.net/10722/197399-
dc.description.abstractThis paper examines issues relating to the design/redesign of the pedagogy of interdisciplinary undergraduate subjects. Examples include: (a) law subjects for students in Business Management or Building and Surveying; (b) ‘English Communication for Business’ for students in English; and (c) ‘Information technology in Business’ for students in Business. Interdisciplinary subjects often frustrate teachers because of their marginal status within the programme, low student interest and difficulty of creating a balance between the subject's double facets (e.g. the balance between the business and language facets in the above-mentioned Subject b). It has long been advocated that interdisciplinary subjects naturally invite an interdisciplinary pedagogical approach. Nevertheless, the puzzle often remains as to how to reconcile the different disciplinary facets within the subject without confusing students, each having its distinctive tradition of content organisation and teaching/assessment approaches. In the paper, the concepts of interdisciplinary and disciplinary culture and their pedagogical implications are explored, which support an interdisciplinary approach to teaching interdisciplinary subjects. Following that, literature relevant to approaches to pedagogical and curriculum design of interdisciplinary subjects is reviewed. Theories about outcome-based approaches and constructive alignment for designing curriculum and pedagogical design for undergraduate courses are then discussed and their implications for implementing the interdisciplinary approach are examined.-
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp-
dc.relation.ispartofTeaching in Higher Educationen_US
dc.subjectInterdisciplinary subjects-
dc.subjectTeaching and assessment design-
dc.subjectContents design-
dc.subjectInterdisciplinary approach-
dc.subjectOutcome-based approaches-
dc.titleMaking Interdisciplinary Subjects Relevant To Students: An Interdisciplinary Approachen_US
dc.typeArticleen_US
dc.identifier.emailYang, M: myangmin@hku.hken_US
dc.identifier.authorityYang, M=rp00979en_US
dc.identifier.doi10.1080/13562510903315019-
dc.identifier.scopuseid_2-s2.0-70449085108-
dc.identifier.hkuros165956en_US
dc.identifier.volume14en_US
dc.identifier.issue6-
dc.identifier.spage597-
dc.identifier.epage606-
dc.identifier.isiWOS:000272199800002-
dc.publisher.placeUnited Kingdom-

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