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'Visions of the Possible': Collaborative-Interdisciplinary Approaches to Teaching and Learning

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Title: 'Visions of the Possible': Collaborative-Interdisciplinary Approaches to Teaching and Learning
Language: English
Authors: Holly Cusack-McVeigh, Mark Wilson
Source: Teaching & Learning Inquiry. 2025 13.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Sponsoring Agency: National Institute for Occupational Safety and Health (NIOSH) (DHHS/CDC)
Contract Number: T03OH008615
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Interdisciplinary Approach, Cooperative Learning, Teamwork, Teaching Methods, Instructional Innovation, Higher Education, College Instruction, Teacher Collaboration, College Faculty, Educational Experiments, Partnerships in Education, Tribes, Museums
Geographic Terms: Indiana (Indianapolis)
ISSN: 2167-4779
2167-4787
Abstract: In this article we explore the challenges and rewards of a multi-year, multidisciplinary, multi-institutional approach to collaborative teaching and learning. What does it mean to teach across disciplines and what might this look like for our students who are emerging professionals from very different fields of study? What are the challenges of adopting a collaborative model for teaching and learning? How might we envision new instructional approaches that positively impact student learning and success while simultaneously addressing the needs of our community partners? What new pedagogical approaches are emerging that might address challenges within higher education? Our inquiry here is focused on what might be if we make the time to explore new ways of teaching both in and out of the classroom. Following Hutchings' (2000) call for "visions of the possible" in higher education, we present three distinct case studies that demonstrate the potential of deeply engaged, collaborative teaching and learning across disciplines. We ask what this experimental approach might mean for future educators and students alike.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490507
Database: ERIC
FullText Text:
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  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
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  Data: In this article we explore the challenges and rewards of a multi-year, multidisciplinary, multi-institutional approach to collaborative teaching and learning. What does it mean to teach across disciplines and what might this look like for our students who are emerging professionals from very different fields of study? What are the challenges of adopting a collaborative model for teaching and learning? How might we envision new instructional approaches that positively impact student learning and success while simultaneously addressing the needs of our community partners? What new pedagogical approaches are emerging that might address challenges within higher education? Our inquiry here is focused on what might be if we make the time to explore new ways of teaching both in and out of the classroom. Following Hutchings' (2000) call for "visions of the possible" in higher education, we present three distinct case studies that demonstrate the potential of deeply engaged, collaborative teaching and learning across disciplines. We ask what this experimental approach might mean for future educators and students alike.
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      – Text: English
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        PageCount: 13
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      – SubjectFull: College Faculty
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