A Competency-based Approach to Environmental Education: Learning About "Radioecology"

The research objective was to develop a new approach and methodology for the discipline of “Radioecology.” This ensures that the education is practice-orientated, with the possibility of distance and independent learning, skills improvement, and the development of interdisciplinary relationships. The research methods used a theoretical and methodological analysis of scientific and educational literature, logical and semantic modeling of the learning content, design, theoretical analysis and synthesis. The research achieved a new curriculum for "Radioecology," the creation and implementation of a theoretical course and the development of the practical part of the discipline. This was differentiated by difficulty levels and aimed at solving specific situational problems. The work proposed the creative component of the practical part in the form of individual tasks requiring the learner to resolve a specific production problem situation. It also created a laboratory workshop with the development of modern scientific methods a textbook on radioecology and an electronic version of the methodological support of the discipline, facilitating independent training and making distance learning possible.

Interdisciplinary Gerontology in Higher Education: A Case Study From Soup to Nuts

Through the lens of a multi-year joint project initiated by faculty in Social Work and Digital Arts at Lehman College, the City University of New York's senior college in the Bronx, NY, this paper provides a guide on how to initiate, implement and evaluate interdisciplinary collaborations in gerontology. The paper also suggests ways to ensure that these collaborations can support tenure and promotion processes, funding initiatives, and pedagogical enhancements. The paper focuses on how to make use of campus resources, including departmental Chairs, research offices, and campus-wide committees to identify appropriate collaborators and funding sources; how to nurture productive interdisciplinary relationships, such as clarifying disciplinary expectations and participants' professional needs; and how to maximize return on the effort for tenure and promotion, such as producing publishable content, identifying appropriate opportunities for interdisciplinary publishing and presenting, advocating for interdisciplinary collaborations, and developing interdisciplinary syllabi, an example of evidence-based high-impact pedagogy.

The Influence of the Developed Specific Multi-Paradigm Programming in Digital Logic Education

This article introduces the possible usage of the developed programming discourse that can be used to support training in the digital logic area. The discourse merges several programming paradigms into one solution. The intended learners are secondary school students focused on digital system programming. The main intent is to find out whether digital logic curriculum based on Digital Circuits Based Logical Programming (DCBLP) inheritance has positive impact on the students and the way they explore the digital logic itself. Students’ cognitive and affective areas are in the scope of this preliminary research and questionnaires and cognitive tests will help to support the research. Experimental and control groups were used to gather relevant records. To analyse and support the interpretation of the data gathered by questionnaires, the chi-square test (two-tailed) has been used. ANOVA has been used to evaluate data for the achievement test results. The preliminary research revealed there is a possibility of using developed programming discourse DCBLP in digital logic training. Students claim overall usefulness of the discourse in the training; the strong motivation power of the programming discourse itself has not been discovered. From the test we conclude that the performance of the students trained using new programming discourse is significantly better. It is possible to use more different programming paradigms, such as imperative and declarative, in one solution to support training in the area of digital logic. Such solutions can enhance the way the students deal with the programming languages and also supports interdisciplinary relationships.

Post-professionalism and allied health

This chapter explores post-professional roles in detail, and the implications of these roles for the allied health professions generally. One relatively unique feature of the allied health professions is the extent of interdisciplinary and transdisciplinary working across the continuum of professionalisation. These trans- and interdisciplinary relationships can be negotiated at a team or institutional level; however, they are also formalised into recognised training structures and professional hierarchies, particularly in the fields of diabetes education, mental health and in generic assessment and case management roles, such as with the National Disability Insurance Scheme in Australia and with intermediate and transitional care for older people in the UK.

On Strengthening the Interest of Architecture Students in Bio-informed Solutions: A Systematic Approach for Learning from Nature

The bio-informed concept, which means “designing by learning from nature’s best ideas” as an approach, method, tool, discipline or strategy, is one of the most important research areas of today. It does not only shape designs, but also is based on collaborative/interactive/creative methods in education and can be integrated with contemporary educational approaches. This paper questions how to translate the bio-knowledge, which can be an effective and useful method for developing designers’ skills such as system-thinking, innovative thinking and problem-based learning, to design education in an easy and understandable way. In this context, the method of determining and applying biological phenomena/systems into architectural design process through the “natural language approach” is investigated. With this research, it is aimed to open the way to reach more innovative and sustainable solutions by establishing a bridge between architectural and biological terminology while creating architectural structures. It has been shown how to increase the biodiversity utilized for bio-informed solutions in the architectural field by proposing a systematic approach to search for biological systems. From this point of view, this study emphasizes the importance of promoting the bio-informed design approach, increasing interdisciplinary relationships and orienting individuals to nature for creativity and sustainability.

Recognizing the Plural Sector: Nonprofit Studies in a Business School Environment

The “best place” debate centers on which disciplinary setting is best for degree programs in nonprofit management education. We contribute to the discussion by reflecting on the constraints and opportunities intentionally identified in a developing program within an established business school. We ground our work in the nonprofit sector’s interdependence with the market and public sectors, and identify opportunities for reciprocity within a business school setting. Finally, we identify cultivating interdisciplinary relationships as a strategy to ameliorate tension between a competitive vs. collaborative “forced choice” approach.

Educational innovation in the comprehensive training of nursing graduates

A multi and interdisciplinary teamwork was developed on the integration of basic sciences among themselves and their contribution to professional training. Work was done on the identification of essentialities, organization and structuring of contents according to the requirements and precedence relationships of the Nursing discipline. The general objective was to identify the interdisciplinary relationships between the basic sciences of the nursing career to improve the quality of teaching. A qualitative and descriptive study was carried out through a historical-logical analysis based on documents, syllables, teachers of the basic training semesters and students. Interviews with teachers and student surveys were applied and it was found that there is a need to develop methodological career work aimed at disciplinary integration. Failures were detected such as an inadequate perception of the students about the role of interdisciplinarity in their training, no planning of methodological career activities that promote interdisciplinarity, dissatisfaction with integration in knowledge-integrating projects, and the need for methodological proposals for the interdisciplinarity from the first year of the degree. An integration of the contents was achieved with an inter and transdisciplinary approach, which is recognized as having a favorable impact on academic success and the quality of teacher training.

Interdisciplinary teaching practices: Reflections from a teaching triangle

Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.

The Importance Of Interdisciplinary Integration In Preparing Future Vocational Education Teachers For Professional Activities

This article highlights the importance of interdisciplinary integration in preparing future vocational education teachers for professional work, interdisciplinary relationships, mechanisms for forming professional competencies in the development of student learning activities, and pedagogical conditions for effective interdisciplinary integration. The emphasis is placed on systematic inclusion of university teachers in achieving the goals and objectives of building professional competence of students through interdisciplinary integration.