Interdisciplinary teaching Interdisciplinary teaching and learningand learning

Lessons from the field and beyondLessons from the field and beyond

Lawrence AltrowsLawrence AltrowsCorinne HartCorinne Hart

Goals of the presentationGoals of the presentation

To present different approaches to interdisciplinary To present different approaches to interdisciplinary teaching and learningteaching and learning

To explore some of the benefits and challenges of To explore some of the benefits and challenges of interdisciplinary teaching/learninginterdisciplinary teaching/learning

To challenge participants to consider how To challenge participants to consider how interdisciplinary teaching/learning might apply to their interdisciplinary teaching/learning might apply to their own areasown areas

To begin a discussion about the place of To begin a discussion about the place of interdisciplinarity in the broader context of Ryersoninterdisciplinarity in the broader context of Ryerson

Multidisciplinary:Multidisciplinary:Fruit salad Fruit salad

Additive model – whole grows largerAdditive model – whole grows larger

Bringing own professional or disciplinary Bringing own professional or disciplinary perspective to the table, learning from othersperspective to the table, learning from others

Gaining an appreciation for other disciplinesGaining an appreciation for other disciplines

Often addresses short term issuesOften addresses short term issues

TransdisciplinaryTransdisciplinaryFruit juiceFruit juice

Whole is different from the sum of its partsWhole is different from the sum of its parts

Blending – disciplinary expertise is Blending – disciplinary expertise is blended outblended out

Has been called ‘non-disciplinary’Has been called ‘non-disciplinary’

Interprofessional EducationInterprofessional EducationHealth Canada DefinitionHealth Canada Definition

Education intended to:Education intended to:Appreciate shared problem solvingAppreciate shared problem solving

Develop mutual understanding of and Develop mutual understanding of and respect for contributions of other respect for contributions of other disciplinesdisciplines

Create socialization and competencies for Create socialization and competencies for collaborative practicecollaborative practice

Interdisciplinary: Interdisciplinary: FlowerFlower

Blurring/softening of disciplinary silosBlurring/softening of disciplinary silos

Synergistic – whole is greater than the Synergistic – whole is greater than the sum of its partssum of its parts

Holistic problem solvingHolistic problem solving

Appreciates but goes beyond disciplinary Appreciates but goes beyond disciplinary expertiseexpertise

Benefits of interdisciplinary Benefits of interdisciplinary teachingteaching

Professional developmentProfessional development

Broadening perspective – transferable to Broadening perspective – transferable to disciplinary teachingdisciplinary teaching

Models holistic approach to studentsModels holistic approach to students

Expands teaching repertoireExpands teaching repertoire

Benefits of interdisciplinary learningBenefits of interdisciplinary learning

Broadens strategies for problem solving Broadens strategies for problem solving

Can lead to creative insights and problem Can lead to creative insights and problem solvingsolving

Increases comfort in process skillsIncreases comfort in process skills

Models ‘real life’ practiceModels ‘real life’ practice

Student commentStudent comment

We each approached a problem from different We each approached a problem from different angles but ultimately we found that there were angles but ultimately we found that there were many similarities across the fields. … I think many similarities across the fields. … I think once we realized that we were working toward once we realized that we were working toward the same goal we relaxed a little and let the the same goal we relaxed a little and let the process happen. During the whole experience process happen. During the whole experience though we still identified specific areas that were though we still identified specific areas that were discipline related if they came up but the main discipline related if they came up but the main focus was not discipline basedfocus was not discipline based..

Benefits continued….Benefits continued….

Putting discipline specific expertise in a broader Putting discipline specific expertise in a broader contextcontext

Conflict management, consensus building, Conflict management, consensus building, without losing own lenswithout losing own lens

Increases understanding and respect for other Increases understanding and respect for other disciplinesdisciplines

Development of practitioners who see the value Development of practitioners who see the value in and are comfortable with collaborationin and are comfortable with collaboration

Students have said….Students have said….

I think that the experience in this group I think that the experience in this group has been very unique compared to groups has been very unique compared to groups I have previously been in with solely I have previously been in with solely nurses. I am not exactly sure why I feel nurses. I am not exactly sure why I feel that way, except that it feels as if we are that way, except that it feels as if we are all equals. I think that is because we are all equals. I think that is because we are appreciative of each person’s contribution appreciative of each person’s contribution and perspective in the team. I feel like we and perspective in the team. I feel like we are not competitive and that we are a real are not competitive and that we are a real team. team.

Institutional Challenges Institutional Challenges

Institutional / admin set up and buy inInstitutional / admin set up and buy in

Mind setMind set

Kudos/research/SRCKudos/research/SRC

TimetablingTimetabling

Credit for studentsCredit for students

BudgetBudget

Teaching/Learning ChallengesTeaching/Learning Challenges

Buy-in (professors and student)Buy-in (professors and student)

Ensuring quality – not blurring so much Ensuring quality – not blurring so much that there is no direction in problem that there is no direction in problem solvingsolving

Lack of experience in teaching through a Lack of experience in teaching through a holistic interdisciplinary modelholistic interdisciplinary model

Lack of understanding of what Lack of understanding of what interdisciplinary learning entailsinterdisciplinary learning entails

What does this all mean for us?What does this all mean for us?

How can we integrate interdisciplinary How can we integrate interdisciplinary teaching/learning at Ryerson?teaching/learning at Ryerson?

Future directions?Future directions?