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Arce, Pedro E.; Arce-Trigatti, Andrea; Loggins, Lacy; Sanders, J. Robby; Guerrero-Pérez, Juan S.; Bolaños Barrera, Gustavo E.; Oyanader, Mario A. – New Directions for Teaching and Learning, 2022
This chapter describes specific examples of the implementation of TSPACK framework in Foundry-guided contexts using a case study approach, featuring applications in both regional and international contexts. As education shifts toward active learning, discovery processes, and collaboration across disciplines, a space that fosters the facilitation…
Descriptors: Models, Case Studies, Active Learning, Discovery Processes
Williams, Richelle M.; Kuhl, Nicole K.; Kjos, Andrea L. – New Directions for Teaching and Learning, 2021
Drawing upon theory and prior research this article describes a comprehensive framework to enhance professional identity formation through the development of a health professions course involving multiple disciplines.
Descriptors: Professional Identity, Allied Health Occupations Education, Curriculum Development, Interdisciplinary Approach
Sarah Summers – New Directions for Teaching and Learning, 2024
This chapter describes a pedagogy-first summer faculty development program designed to support faculty who want to add digital components to a course or academic program.
Descriptors: College Faculty, Faculty Development, Summer Programs, Institutes (Training Programs)
Theisen, Cara H.; Modell, Amanda; Muñoz, Yvonne; Saichaie, Kem – New Directions for Teaching and Learning, 2020
This chapter describes a cross-disciplinary peer teaching consulting program and how graduate student programs and consultant training activities are integrated and aligned around core areas of practice.
Descriptors: Peer Teaching, Consultants, Instructional Design, Interdisciplinary Approach
Cuzzo, Maria Stalzer Wyant; Larson, Mimi Rappley; Mattsson, Lisa Miller; McGlasson, Terry D. – New Directions for Teaching and Learning, 2017
This chapter explores a multidisciplinary approach to teaching empathy in undergraduate and graduate universities. Specific recommended best practices are provided for using postmodernist methods of active teaching and learning on empathy.
Descriptors: Empathy, Teaching Methods, Interdisciplinary Approach, College Students
Currie, Genevieve – New Directions for Teaching and Learning, 2017
This chapter describes how seven disciplinary bottlenecks from four diverse disciplines were analyzed using a phenomenological perspective and includes a discussion of embodied knowing and implications for educators.
Descriptors: Phenomenology, Intellectual Disciplines, Barriers, Interdisciplinary Approach
Beck, Victoria Simpson; Boys, Stephanie K.; Haas, Hannah J.; King, Karen N. – New Directions for Teaching and Learning, 2017
Historically, a liberal arts education was thought to "liberate" students from the narrow perspective of experiential learning. Paradoxically, experiential learning is increasingly being used to broaden a liberal arts education. This chapter provides a discussion on three signature experiential learning practices, and suggests these…
Descriptors: Experiential Learning, Relevance (Education), Liberal Arts, Educational Practices
Miller-Young, Janice; Boman, Jennifer – New Directions for Teaching and Learning, 2017
This final chapter synthesizes the findings and implications derived from applying the Decoding the Disciplines model across disciplines and within communities of practice. We make practical suggestions for teachers and researchers who wish to apply and extend this work.
Descriptors: Communities of Practice, Interdisciplinary Approach, Models, Educational Practices
James, Peggy; Hudspeth, Christopher – New Directions for Teaching and Learning, 2017
We suggest four changes to the first-year experience (FYE): reconceptualize practices of engagement as verbs rather than nouns; remove the discrete borders between teacher and student; develop manifold opportunities within FYE; and create a learning place rather than a learning space.
Descriptors: First Year Seminars, Interdisciplinary Approach, Educational Practices, Verbs
Vandenhouten, Christine; Groessl, Joan; Levintova, Ekaterina – New Directions for Teaching and Learning, 2017
Problem-Based Learning (PBL) is an increasingly popular interdisciplinary pedagogy. In this chapter, we discuss its roots, benefits, and potential trade-offs and give practical advice applicable to a variety of academic disciplines.
Descriptors: Problem Based Learning, Educational Practices, Interdisciplinary Approach, Educational Development
Pettit, Jennifer; Rathburn, Melanie; Calvert, Victoria; Lexier, Roberta; Underwood, Margot; Gleeson, Judy; Dean, Yasmin – New Directions for Teaching and Learning, 2017
This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each coauthor participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.
Descriptors: Interviews, Interdisciplinary Approach, Teaching Methods, Educational Practices
Boman, Jennifer; Currie, Genevieve; MacDonald, Ron; Miller-Young, Janice; Yeo, Michelle; Zettel, Stephanie – New Directions for Teaching and Learning, 2017
In this chapter we describe the Decoding the Disciplines Faculty Learning Community at Mount Royal University and how Decoding has been used in new and multidisciplinary ways in the various teaching, curriculum, and research projects that are presented in detail in subsequent chapters.
Descriptors: Faculty Development, Communities of Practice, Interdisciplinary Approach, Teaching Methods
Walsh Marr, Jennifer – New Directions for Teaching and Learning, 2019
This article describes the rationale and process of a content and language integrated learning initiative. An academic English instructor of international students reflects on the limitations and impact of critical language teaching materials drawing on texts about First Nations history and political activism in Canada on student learning in the…
Descriptors: Language Teachers, Course Content, Interdisciplinary Approach, English (Second Language)
Nolan, Laurence J.; Jenkins, Steve M. – New Directions for Teaching and Learning, 2012
At Wagner College, students are required to participate in a series of three curriculum-based learning communities (C-BLCs) as the core of the undergraduate curriculum known as the Wagner Plan for the Practical Liberal Arts. This article describes the senior learning community (LC) in psychology at Wagner College, which is an example of a…
Descriptors: Liberal Arts, Transitional Programs, Undergraduate Study, Psychology
Johnson, James R.; Kovach, Ronald J.; Roberson, Patricia N. – New Directions for Teaching and Learning, 2010
This article is the third of three case studies of successful implementation of experiential education at very different types of institutions. This case study discusses the use of David A. Kolb's Experiential Learning Model in the implementation of innovative graduation requirements in experiential education that began in 2008. Purdue University…
Descriptors: Graduation Requirements, Experiential Learning, Organizational Change, Educational Change