Interdisciplinary Problem Solving, Where Do We Go From Here? : A Commentary on Kim (2020)

2021 ◽  
Vol 18 (2) ◽  
pp. 118-122
Author(s):  
Youllee Kim
Keyword(s):  
Problem Solving ◽  
Interdisciplinary Problem Solving

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies

2013 ◽  
pp. 206-236
Author(s):  
Paul C. King
Keyword(s):  
New York ◽  
New York City ◽  
Problem Solving ◽  
York City ◽  
Department Of Education ◽  
City College ◽  
Core Skills ◽  
College Of Technology ◽  
Interdisciplinary Problem Solving ◽  
The City

Interdisciplinary problem solving and research skills require early preparation in two categories: critical thinking and communication. This chapter reviews the two-year process of interdisciplinary curriculum development, shaped by collaboration between the New York City Department of Education, the New York City College of Technology of the City University of New York, and City Polytechnic High School of Engineering, Architecture, and Technology. The resulting course, “Inter-Academy Integrated Projects” (IP), emphasizes multidisciplinary problem solving that includes creativity, observation, research, visual and discursive communication, and reflection. The collaborative lessons make use of project-based methodology and emphasize social responsibility. Core skills are combined across the two trimesters of IP. This endeavor will be contrasted and compared to the work of the Partnership for the 21st Century Skills by examining the use of high-impact learning practices, feedback from students and teachers, and the issues surrounding the implementation of any new curriculum.

Education Activities of Bioengineering for Undergraduate Students at UMBC

2011 ◽  
Author(s):  
Liang Zhu ◽  
Dwayne Arola ◽  
Charles Eggleton ◽  
Anne Spence
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Interdisciplinary Research ◽  
Technical Knowledge ◽  
Imaging Diagnosis ◽  
Nano Technology ◽  
Recent Developments ◽  
Interdisciplinary Problem Solving ◽  
Engineered Systems ◽  
New Research

Recent developments in micro- and nano-technology have become the primary thrust of many new research opportunities in bioengineering to provide better imaging, diagnosis, therapeutic therapy, and monitoring progression of various diseases. Biology and Chemistry are becoming highly quantitative disciplines, dealing with deeply complex interacting factors. Engineered systems are increasingly integrating biological operability and capabilities into traditional methodology. Light matter interactions traditionally employed in Optical Physics has generated new fields in Biophysics and Bioengineering. These are unique challenges often requiring interdisciplinary collaborations among researchers with diversified expertise. Therefore, it is important to educate the next generation of undergraduate students to possess the technical knowledge within their core discipline, to cultivate opportunities for interdisciplinary problem solving and to prepare them for an industrial or graduate environment involving interdisciplinary research.

Management Education: An Interdisciplinary Problem Solving Approach.

1975 ◽  
Vol 18 (2) ◽  
pp. 276-287
Author(s):  
T. E. Johnson ◽  
D. J. Werner
Keyword(s):  
Problem Solving ◽  
Management Education ◽  
Interdisciplinary Problem Solving

Interdisciplinary problem solving workshops for grizzly bear conservation in Banff National Park, Canada

2009 ◽  
Vol 42 (2) ◽  
pp. 163-187 ◽  
Author(s):  
Murray B. Rutherford ◽  
Michael L. Gibeau ◽  
Susan G. Clark ◽  
Emily C. Chamberlain
Keyword(s):  
Problem Solving ◽  
National Park ◽  
Grizzly Bear ◽  
Banff National Park ◽  
Interdisciplinary Problem Solving

Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies

2013 ◽  
pp. 1365-1387
Author(s):  
Paul C. King
Keyword(s):  
New York ◽  
New York City ◽  
Problem Solving ◽  
York City ◽  
Department Of Education ◽  
City College ◽  
Core Skills ◽  
College Of Technology ◽  
Interdisciplinary Problem Solving ◽  
The City

Interdisciplinary problem solving and research skills require early preparation in two categories: critical thinking and communication. This chapter reviews the two-year process of interdisciplinary curriculum development, shaped by collaboration between the New York City Department of Education, the New York City College of Technology of the City University of New York, and City Polytechnic High School of Engineering, Architecture, and Technology. The resulting course, “Inter-Academy Integrated Projects” (IP), emphasizes multidisciplinary problem solving that includes creativity, observation, research, visual and discursive communication, and reflection. The collaborative lessons make use of project-based methodology and emphasize social responsibility. Core skills are combined across the two trimesters of IP. This endeavor will be contrasted and compared to the work of the Partnership for the 21st Century Skills by examining the use of high-impact learning practices, feedback from students and teachers, and the issues surrounding the implementation of any new curriculum.

Sign in / Sign up

Export Citation Format

Share Document