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Can teacher collaboration overcome interdisciplinary barriers in a university structured around traditional disciplines? A case study using climate change
Citation
Pharo, EJ and Davison, A and Warr, K and Nursey-Bray, M and Beswick, K and Wapstra, E and Jones, C, Can teacher collaboration overcome interdisciplinary barriers in a university structured around traditional disciplines? A case study using climate change, Teaching in Higher Education, 17, (5) pp. 497-507. ISSN 1356-2517 (2012) [Refereed Article]
Copyright Statement
Copyright 2012 Taylor & Francis
DOI: doi:10.1080/13562517.2012.658560
Abstract
A teacher network was formed at an Australian university in order to better promote interdisciplinary student learning on the complex social-environmental problem of climate change. Rather than leaving it to students to piece together disciplinary responses, eight teaching academics collaborated on the task of exposing students to different types of knowledge in a way that was more than the summing of disciplinary parts. With a part-time network facilitator providing cohesion, network members were able to teach into each other’s classes, and share material and student activities across a range of units that included business, zoology, marine science, geography and education. Participants reported that the most positive aspects of the project were the collegiality and support for teaching innovation provided by peers. However, participants also reported being time- poor and overworked. Maintaining the collaboration beyond the initial one year project proved difficult because without funding for the network facilitator, participants were unable to dedicate the time required to meet and collaborate on shared activities. In order to strengthen teacher collaboration in a university whose administrative structures are predominantly discipline-based, there is need for recognition of the benefits of interdisciplinary learning to be matched by recognition of the need for financial and other resources to support collaborative teaching initiatives.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | interdisciplinary, climate change, community of practice, workload, faculty learning community |
| Research Division: | Biological Sciences |
| Research Group: | Other Biological Sciences |
| Research Field: | Global Change Biology |
| Objective Division: | Environment |
| Objective Group: | Other Environment |
| Objective Field: | Environment not elsewhere classified |
| UTAS Author: | Pharo, EJ (Dr Emma Pharo) |
| UTAS Author: | Davison, A (Associate Professor Aidan Davison) |
| UTAS Author: | Warr, K (Ms Kristin Warr) |
| UTAS Author: | Nursey-Bray, M (Ms Melissa Nursey-Bray) |
| UTAS Author: | Beswick, K (Professor Kim Beswick) |
| UTAS Author: | Wapstra, E (Associate Professor Erik Wapstra) |
| UTAS Author: | Jones, C (Dr Colin Jones) |
| ID Code: | 70807 |
| Year Published: | 2012 |
| Web of Science® Times Cited: | 20 |
| Deposited By: | Zoology |
| Deposited On: | 2011-07-04 |
| Last Modified: | 2017-11-21 |
| Downloads: | 0 |
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