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…

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.

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.

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.

Interprofessional education (IPE) provides healthcare students with educational experiences that will prepare them for the evolving team-based approach to healthcare. With significant differences in training approaches, areas of expertise, commitment to IPE, and resources among disciplines, curricular developers must be strategic and deliberate to…

Scientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1-1 single faculty-student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the…

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.

Teaching and learning can be especially difficult when the content includes race. We argue here that an effective approach is one that includes multiple angles, learning from our students and from a broad range of colleagues and disciplines.

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.

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…

This chapter reviews research linking the importance of community in increasing engagement in online courses from an interdisciplinary perspective. Additionally, we identify applicable teaching strategies that focus on the important elements of community building, namely teaching, social, and cognitive presence.

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.

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.

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.

This chapter will discuss global awareness in five distinctive disciplines (Communications, Literature, Mathematics, Social Work, and Sociology). Comparisons between the pedagogies in the disciplines focus on academic settings other than study abroad.