Teaching a 'Humanistic' Science: Reflections on Interdisciplinary Course Design at the Post-Secondary Level
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| Title: | Teaching a 'Humanistic' Science: Reflections on Interdisciplinary Course Design at the Post-Secondary Level |
|---|---|
| Language: | English |
| Authors: | Epstein, Marcia Jenneth |
| Source: | Current Issues in Education. 2004 7(3). |
| Availability: | Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Opinion Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Pilot Projects, Ecology, Teaching Methods, Curriculum Development, Postsecondary Education, Interdisciplinary Approach, Instructional Development, Instructional Design, Foreign Countries, Acoustics, Science Education, Educational Philosophy, Experiential Learning, Science Instruction, Curriculum Implementation, Courses, Humanistic Education, Humanism, Environmental Education, Class Activities, Educational Innovation, Humanities, College Curriculum |
| Geographic Terms: | Canada |
| ISSN: | 1099-839X |
| Abstract: | Development of post-secondary curriculum in emerging interdisciplinary fields presents particular challenges in course design and resource utilization, especially when the field is interdisciplinary by nature of its inherent breadth. A new course at the University of Calgary, designed to introduce undergraduate students to the methods and philosophy of Acoustic Ecology--the study of sound and its effects on health, cognition and culture--exemplifies both the challenges and some practical solutions. Following a brief history of the concept and its philosophy, a summary and critique is presented from the first offering of the course as a pilot project. Conclusions drawn include the necessity of an integrative approach to interdisciplinary fields of study that are true "interdisciplines", the utility of experiential fieldwork, and the advantages presented by a student group with diverse academic backgrounds. (Contains 2 figures and 18 notes.) |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2010 |
| Access URL: | https://cie.asu.edu/volume7/number3/index.html |
| Accession Number: | EJ875540 |
| Database: | ERIC |
| Abstract: | Development of post-secondary curriculum in emerging interdisciplinary fields presents particular challenges in course design and resource utilization, especially when the field is interdisciplinary by nature of its inherent breadth. A new course at the University of Calgary, designed to introduce undergraduate students to the methods and philosophy of Acoustic Ecology--the study of sound and its effects on health, cognition and culture--exemplifies both the challenges and some practical solutions. Following a brief history of the concept and its philosophy, a summary and critique is presented from the first offering of the course as a pilot project. Conclusions drawn include the necessity of an integrative approach to interdisciplinary fields of study that are true "interdisciplines", the utility of experiential fieldwork, and the advantages presented by a student group with diverse academic backgrounds. (Contains 2 figures and 18 notes.) |
|---|---|
| ISSN: | 1099-839X |
