Changing Perspectives on Disciplinary Work through Guided Intentional Cross-Disciplinary Conversations.
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| Title: | Changing Perspectives on Disciplinary Work through Guided Intentional Cross-Disciplinary Conversations. |
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| Authors: | Hewitt, Sarah1, Bonma, Joanne1 |
| Source: | Transformative Dialogues: Teaching & Learning Journal. Spring2025, Vol. 18 Issue 2, p103-121. 19p. |
| Subject Terms: | *Teaching methods, *Conversation, Identity (Psychology), Soft skills |
| Abstract: | Each discipline has a unique language, culture, and approach to teaching. As academics develop their disciplinary identity and learn the language and culture, they also develop assumptions about other fields, creating barriers to interdisciplinary work. Intentional conversations are one mechanism to break through these barriers, but this takes time, and time is another barrier to interdisciplinary work. In this study, we used a conversational model to facilitate intentional discussion about disciplinary boundaries. We partnered participants with someone from a different discipline and facilitated conversations around aspects of teaching to address assumptions and explore boundaries. We predicted that participants would gravitate towards talking about aspects of their disciplines that they perceived to be furthest apart, and though this turned out to be true, we found surprising crossover points between the disciplines. One finding is that the participants felt they were unique even within their field and explained how they did not fit the stereotype they assumed their partner had about their discipline. Second, participants shared similar concerns regarding the evolution of their discipline and the changing role of professors. And finally, participants discussed where on the spectrum their fields lay regarding the teaching of soft skills and found common ground and areas where they could learn from each other. Participants were surprised at these crossover points, finding more commonalities between disciplines than expected. Our findings suggest that intentional conversation can facilitate cross-disciplinary interactions and cross-pollination of ideas for the classroom. [ABSTRACT FROM AUTHOR] |
| Copyright of Transformative Dialogues: Teaching & Learning Journal is the property of Penn State University Libraries and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187446343 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Changing Perspectives on Disciplinary Work through Guided Intentional Cross-Disciplinary Conversations. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hewitt%2C+Sarah%22">Hewitt, Sarah</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bonma%2C+Joanne%22">Bonma, Joanne</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Transformative+Dialogues%3A+Teaching+%26+Learning+Journal%22">Transformative Dialogues: Teaching & Learning Journal</searchLink>. Spring2025, Vol. 18 Issue 2, p103-121. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation%22">Conversation</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Soft+skills%22">Soft skills</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Each discipline has a unique language, culture, and approach to teaching. As academics develop their disciplinary identity and learn the language and culture, they also develop assumptions about other fields, creating barriers to interdisciplinary work. Intentional conversations are one mechanism to break through these barriers, but this takes time, and time is another barrier to interdisciplinary work. In this study, we used a conversational model to facilitate intentional discussion about disciplinary boundaries. We partnered participants with someone from a different discipline and facilitated conversations around aspects of teaching to address assumptions and explore boundaries. We predicted that participants would gravitate towards talking about aspects of their disciplines that they perceived to be furthest apart, and though this turned out to be true, we found surprising crossover points between the disciplines. One finding is that the participants felt they were unique even within their field and explained how they did not fit the stereotype they assumed their partner had about their discipline. Second, participants shared similar concerns regarding the evolution of their discipline and the changing role of professors. And finally, participants discussed where on the spectrum their fields lay regarding the teaching of soft skills and found common ground and areas where they could learn from each other. Participants were surprised at these crossover points, finding more commonalities between disciplines than expected. Our findings suggest that intentional conversation can facilitate cross-disciplinary interactions and cross-pollination of ideas for the classroom. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Transformative Dialogues: Teaching & Learning Journal is the property of Penn State University Libraries and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187446343 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.59236/td2025vol18iss21872 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 103 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Conversation Type: general – SubjectFull: Identity (Psychology) Type: general – SubjectFull: Soft skills Type: general Titles: – TitleFull: Changing Perspectives on Disciplinary Work through Guided Intentional Cross-Disciplinary Conversations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hewitt, Sarah – PersonEntity: Name: NameFull: Bonma, Joanne IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 03 Text: Spring2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19180853 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Transformative Dialogues: Teaching & Learning Journal Type: main |
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