Discussions

Your Name and Title:  Salena Coller, MLS, Academic Librarian

School or Organization Name: St. Petersburg College

Co-Presenter Name(s):  Julia Rawa-White, Ph.D., Professor of English

Co-Presenter Name(s):  Jennifer Gregor, MLS, Academic Librarian

Area of the World from Which You Will Present: USA (Florida)

Language in Which You Will Present: English

Target Audience(s): College and University Instructors and Librarians

Short Session Description (one line):

Interdisciplinary education can enhance global competency. In particular, Interdisciplinary Studies Reading Groups (ISRGs) focused on celebrated world texts reach across boundaries; provide expansive opportunities for faculty & students; and advance global competency in this new, interdisciplinary world.  Contemporary research demonstrates that students who are given the opportunity to join learning communities and make interdisciplinary & international connections thrive and succeed—in their academic endeavors, in their professional lives, and in their contributions to a complex global community in which solving problems shall require new maps & approaches.

Full Session Description (as long as you would like):

Former Harvard Provost Steven Hyman observes, "For any university with global aspirations, it is critical to have strong programs [that are] interdisciplinary in scope” (2005). Interdisciplinary Studies Reading Groups (ISRGs) focused on global texts foster student achievement through interdisciplinary engagement and multinational maps. Dogan & Pahre point out that “The fruitful point of contact is established between sectors and not along disciplinary boundaries” (1996). The new century has brought many changes to education. Klein states that “Metaphors of knowledge have shifted from the static logic of a structure to the dynamic properties of a network, a web, a system, and a field” (2000). Contemporary research demonstrates that students who are given the opportunity to join learning communities and make interdisciplinary & international connections thrive and succeed—in their academic endeavors, in their professional lives, and in their contributions to a complex global community in which solving problems shall require interdisciplinary approaches. The evidence shows that interdisciplinarity provides the conditions in which effective learning occurs: “Students learn more when they use communications to explore what they are learning, write about what they are learning, and interact with their classmates, teachers, and members of the community” (Thaiss, 1986; National Academies, 2005-2011). This learning is broadened if linked to global consciousness. The main goals of Interdisciplinary Studies Reading Groups are to nurture (1) Interdisciplinary Learning and (2) Global Competency. Per the ISRG model, faculty & student reading groups study world texts that cross disciplines because “interdisciplinarity speaks at once to our most deeply meaningful and pragmatic intellectual interests” (Tufts 2013). Many world texts (both ancient and contemporary) are transdisciplinary. Interdisciplinary Studies Reading Groups reach across boundaries; provide expansive opportunities for faculty & students; and advance global competency in this dynamic, new world. ISRGs create faculty and students able to transcend boundaries via interdisciplinary proficiencies and global insights.

Websites / URLs Associated with Your Session:

About the Center for Interdisciplinary Studies. (2013). Tufts University Center for

Interdisciplinary Studies. Retrieved from http://cis.tufts.edu/default.aspx.

De Zure, D. (1999). Interdisciplinary Teaching and Learning. Retrieved from

http://teaching.uchicago.edu/pod/dezure.html

Hyman, Steven. (2005). Harvard Gazette. Retrieved from

http://news.harvard.edu/gazette/tag/steven-e-hyman/

National Academy of Sciences. (2005). Facilitating Interdisciplinary Research. Washington D.C: The National Academies Press. Retrieved from

http://www.nordp.org/assets/resources-docs/facilitating_interdisc_research.pdf

National Committee of Inquiry into Higher Education. (1997). Report of the National

Committee. (Chairman: Sir Ron Dearing). Retrieved from

www.leeds.ac.uk/educol/ncihe/nr_001.htm

Struppa, C. D. (2002) The Nature of Interdisciplinarity. Retrieved from

http://cas.gmu.edu/deans_welcome/about_the_dean/articles/interdisciplinarity/index

Witte, J. and Robitscher, J. (1999). Interdisciplinarity and the Disciplines. Retrieved from

www.emory.edu/ACAD_EXCHANGE/1999/mayjune99/qawitte.html