Many higher education institutions have put interdisciplinary teaching and learning high on their agenda. We know students learn a lot from interdisciplinary education, and we know scholars learn from their educational scholarship, but what do scholars learn from engaging in interdisciplinary education? I interviewed seven mid-career scholars…

Four stories of social learning from one Australian university reflect on communities of practice (CoPs) focused on different aspects of quality in teaching and learning. Each convener writes about their CoP convening experience in the context of Wenger-Trayner and Wenger-Trayner's mapping of the "mindset of a systems convener" (2021,…

This paper explores how cross-institutional Peer Observation of Teaching (PoT) provided a structured opportunity for professional conversations by which observers and observees shared and developed their perspectives on teaching experience and skills. Such professional conversations offer opportunities for both parties to gain a perspective on…

Eating disorders (EDs) are increasingly prevalent and pose significant public health challenges. Yet, deficits exist in counselor education programs regarding ED assessment, conceptualization, and treatment. Consequently, counselors report feeling incompetent and distressed when working with ED clients. We propose a conceptual framework, the 3 Cs…

Aim/Purpose: This study aims to explore the reflective practices of educators in blended learning environments, specifically in interdisciplinary courses, and to understand how these practices impact student engagement and learning outcomes. Background: Blended learning, combining online and face-to-face instruction, has become increasingly…

In this reflective essay, we explore how we and our students experienced trust and opened ourselves up to being vulnerable in two iterations of a course that was built on the pedagogies of ungrading and co-creation in teaching and learning (CCTL). As approaches that fall under the broader umbrella of critical pedagogy, ungrading usually involves…

This descriptive phenomenological study examined how postsecondary faculty experienced instructional development workshops framed around the tenets of design-thinking. Semi-structured interviews were conducted with seven participants of varying disciplines from a private, R1 institution in New England. Transcripts were analyzed inductively using…

In 2017, the participants of a higher education professional development (PD) working group (meitheal) met face-to-face and remotely to examine the National Forum for the Enhancement of Teaching and Learning in Higher Education (NFTL) Framework for Professional Development. Through collaboration and mentorship, members of the meitheal successfully…

Teaching interdisciplinary courses requires instilling interdisciplinary habits of mind by using strategies for active learning and reflective thinking. This publication emerged from discussions and surveys used to evaluate interdisciplinary habits of mind and pedagogies drawn from different disciplines. Prior to face-to-face discussions, surveys…

Integrative learning is an important outcome for graduates of higher education. Therefore, it should be well-defined and assessed reliably. The American Association of Colleges & Universities has developed a rubric to define and assess integrative learning, but it has low reliability. This pilot study examines whether this rubric's reliability…

Contribution: This paper analyzes reflective thinking within organizational structures in higher education and draws parallels between the challenges faced by educators developing interdisciplinary courses and their students working in ill-structured projects. Background: Interdisciplinarity as a learning goal is prevalent across engineering…

Teaching performatively is an art that must be honed and developed through sustained practice. In this paper, I explore the theoretical considerations of a "performative-humanistic" approach to second language acquisition and the practical applications for a performance-based pedagogy, which is meant to offer readers an occasion to…

While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist-inspired and interdisciplinary contemplation program, Cognitively-Based Compassion Training® (CBCT®). Drawing from the author's…

This paper describes a faculty-led summer program in Madrid, Spain. We argue that it represents a case study in the implementation of best practices in study abroad, particularly as it relates to experiential programs that include an internship component. Adding to a growing consensus on best practices for these types of educational opportunities,…

Purpose: The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD). Design/methodology/approach: The "STSE" course is part of the department's…