Journal articles on the topic 'Interdisciplinary program design'
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Simpson, Tim, Russell Barton, and Dave Celento. "Interdisciplinary By Design." Mechanical Engineering 130, no. 09 (September 1, 2008): 30–33. http://dx.doi.org/10.1115/1.2008-sep-2.
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This article highlights about the fact that many speculate on the outcomes of design, but how many consider the process by which designs are executed. The seed for many of these emerging interdisciplinary programs in design is not new either—cutting-edge research and advancements invariably lie at the boundaries of departmental silos. The product-architecture program at Stevens has successfully integrated architecture, engineering, computation, and product development, attracting students with wide-ranging interests and diverse backgrounds in architecture, visual arts, industrial design, mathematics, computer science, and mechanical, aerospace, and biomedical engineering. By focusing on the product or system being designed, the program is dissolving boundaries in design education and launching students along trajectories of design leadership and social entrepreneurialism. As globalization moves engineering, business, and design closer together, many argued that interdisciplinary graduate design programs are the future for the United States to maintain its position in product leadership.
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Summers, Pere’ M., Nola Nadermann, Ruth M. Turnis, Paulette Lynn, R. Rechlin, J. Hentges, and A. Roche. "Quality Management: Program Design An Interdisciplinary Approach." Nursing Clinics of North America 23, no. 3 (September 1988): 665–70. http://dx.doi.org/10.1016/s0029-6465(22)01422-0.
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J., Rollo, and Esteban Y. "Urbanheart Surgery – a Collaborative Interdisciplinary Design Studio." KnE Engineering 2, no. 2 (February 9, 2017): 308. http://dx.doi.org/10.18502/keg.v2i2.631.
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<p class="Body1">The following paper presents an interdisciplinary design studio program at the School of Architecture and Built Environment, Deakin University, referred to as the ‘UrbanHeart Surgery’. This is a design based research forum that attempts to facilitate a landscape of decision-making that stimulates an integrated approach to design within the urban context.</p><p>The Urbanheart program has developed into a very successful teaching, research and public/community relations program. It has not only secured an ongoing relationship with various planning authorities, but its core of industrial partnerships has expanded to include four regional councils (Bendigo, Ballarat, Geelong, Surfcoast and Warrnambool), three metropolitan municipalities (Melbourne City, Port Phillip, Wyndham and Maribyrnong) and close links with various Victorian State government departments.</p><p>The program actively integrates postgraduate students from Architecture, Urban Design, Landscape Architecture and Planning. The different scales of resolution at which the unit operates would welcome further integration with students from Mechanical Engineering, Art and Design, Information Technology and Environmental Science.</p>
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Xu, Cong, Chih-Fu Wu, Dan-Dan Xu, Wen-Qian Lu, and Kai-Yi Wang. "Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study." Journal of Intelligence 10, no. 4 (October 17, 2022): 88. http://dx.doi.org/10.3390/jintelligence10040088.
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In order to meet industrial demands, some colleges and universities have offered interdisciplinary programs that integrate design, engineering, and business. However, how many changes these programs have brought to students, and whether students participating in these programs have had better interdisciplinary ability than students involved in a single discipline study have always been questions that many researchers want to explore. In a university that offers an interdisciplinary program, we found that there is no significant difference in interdisciplinary integration ability between the students participating in the interdisciplinary program and the students involved in a single discipline study through quantitative comparisons of 91 student questionnaires and analyses of interviews with nine teachers of interdisciplinary courses and other related staff members. This may result from the students’ lack of motivation, lack of prior experience, the influence of individual traits, the increase of learning pressure and academic burden, and the interference of disciplinary factors during interdisciplinary learning. The research finding is intended to improve student interdisciplinary learning effectiveness by facilitating interdisciplinary teachers’ understanding of the influencing factors of student interdisciplinary learning, and by providing a reference for interdisciplinary teaching design.
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Chang, Chi-Ning, Brandie Semma, Marta Lynn Pardo, Debra Fowler, Patrick Shamberger, and Raymundo Arroyave. "Data-Enabled Discovery and Design of Energy Materials (D3EM): Structure of An Interdisciplinary Materials Design Graduate Program." MRS Advances 2, no. 31-32 (2017): 1693–98. http://dx.doi.org/10.1557/adv.2017.228.
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ABSTRACTThe Materials Genome Initiative (MGI) calls for the acceleration of the materials development cycle through the integration of experiments and simulations within a data-aware/enabling framework. To realize this vision, MGI recognizes the need for the creation of a new kind of workforce capable of creating and/or deploying advanced informatics tools and methods into the materials discovery/development cycle. An interdisciplinary team at Texas A&M seeks to address this challenge by creating an interdisciplinary program that goes beyond MGI in that it incorporates the discipline of engineering systems design as an essential component of the new accelerated materials development paradigm. The Data-Enabled Discovery and Development of Energy Materials (D3EM) program seeks to create an interdisciplinary graduate program at the intersection of materials science, informatics, and design. In this paper, we describe the rationale for the creation of such a program, present the pedagogical model that forms the basis of the program, and describe some of the major elements of the program.
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McKee, Kelsey E., Daniel Serrano, Michelle Girvan, and Gili Marbach-Ad. "An integrated model for interdisciplinary graduate education: Computation and mathematics for biological networks." PLOS ONE 16, no. 9 (September 28, 2021): e0257872. http://dx.doi.org/10.1371/journal.pone.0257872.
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The current challenges at the forefront of data-enabled science and engineering require interdisciplinary solutions. Yet most traditional doctoral programs are not structured to support successful interdisciplinary research. Here we describe the design of and students’ experiences in the COMBINE (Computation and Mathematics for Biological Networks) interdisciplinary graduate program at the University of Maryland. COMBINE focuses on the development and application of network science methods to biological systems for students from three primary domains: life sciences, computational/engineering sciences, and mathematical/physical sciences. The program integrates three established models (T-shaped, pi-shaped and shield-shaped) for interdisciplinary training. The program components largely fall into three categories: (1) core coursework that provides content expertise, communication, and technical skills, (2) discipline-bridging elective courses in the two COMBINE domains that complement the student’s home domain, (3) broadening activities such as workshops, symposiums, and formal peer-mentoring groups. Beyond these components, the program builds community through both formal and informal networking and social events. In addition to the interactions with other program participants, students engage with faculty in several ways beyond the conventional adviser framework, such as the requirement to select a second out-of-field advisor, listening to guest speakers, and networking with faculty through workshops. We collected data through post-program surveys, interviews and focus groups with students, alumni and faculty advisors. Overall, COMBINE students and alumni reported feeling that the program components supported their growth in the three program objectives of Network Science & Interdisciplinarity, Communication, and Career Preparation, but also recommended ways to improve the program. The value of the program can be seen not only through the student reports, but also through the students’ research products in network science which include multiple publications and presentations. We believe that COMBINE offers an effective model for integrated interdisciplinary training that can be readily applied in other fields.
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Chouvarda, Ioanna, Nicola Mountford, Vladimir Trajkovik, Tatjana Loncar-Turukalo, and Tara Cusack. "Leveraging Interdisciplinary Education Toward Securing the Future of Connected Health Research in Europe: Qualitative Study." Journal of Medical Internet Research 21, no. 11 (November 13, 2019): e14020. http://dx.doi.org/10.2196/14020.
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Background Connected health (CH) technologies have resulted in a paradigm shift, moving health care steadily toward a more patient-centered delivery approach. CH requires a broad range of disciplinary expertise from across the spectrum to work in a cohesive and productive way. Building this interdisciplinary relationship at an earlier stage of career development may nurture and accelerate the CH developments and innovations required for future health care. Objective This study aimed to explore the perceptions of interdisciplinary CH researchers regarding the design and delivery of an interdisciplinary education (IDE) module for disciplines currently engaged in CH research (engineers, computer scientists, health care practitioners, and policy makers). This study also investigated whether this module should be delivered as a taught component of an undergraduate, master’s, or doctoral program to facilitate the development of interdisciplinary learning. Methods A qualitative, cross-institutional, multistage research approach was adopted, which involved a background study of fundamental concepts, individual interviews with CH researchers in Greece (n=9), and two structured group feedback sessions with CH researchers in Ireland (n=10/16). Thematic analysis was used to identify the themes emerging from the interviews and structured group feedback sessions. Results A total of two sets of findings emerged from the data. In the first instance, challenges to interdisciplinary work were identified, including communication challenges, divergent awareness of state-of-the-art CH technologies across disciplines, and cultural resistance to interdisciplinarity. The second set of findings were related to the design for interdisciplinarity. In this regard, the need to link research and education with real-world practice emerged as a key design concern. Positioning within the program context was also considered to be important with a need to balance early intervention to embed integration with later repeat interventions that maximize opportunities to share skills and experiences. Conclusions The authors raise and address challenges to interdisciplinary program design for CH based on an abductive approach combining interdisciplinary and interprofessional education literature and the collection of qualitative data. This recipe approach for interdisciplinary design offers guidelines for policy makers, educators, and innovators in the CH space. Gaining insight from CH researchers regarding the development of an IDE module has offered the designers a novel insight regarding the curriculum, timing, delivery, and potential challenges that may be encountered.
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Chen, Jamie, Jill Kouts, Michael A. Rippee, Stephen Lauer, David Smith, Tracy McDonald, Monica Kurylo, and Tanya Filardi. "Developing a Comprehensive, Interdisciplinary Concussion Program." Health Services Insights 13 (January 2020): 117863292093867. http://dx.doi.org/10.1177/1178632920938674.
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There has been a growing trend of local and national coverage of and interest in concussion injuries over the past 2 decades. Increasing public concern over potential catastrophic and unknown long-term effects of sports-related concussion injuries has led to an acknowledgment of the strong public health need for addressing all concussion injuries, regardless of mechanism of injury. In efforts to address this need for concussion prevention and management, both in sports and nonsports, The University of Kansas Health System initiated the interdisciplinary Center for Concussion Management program in 2012. The program was created as a virtual clinic concept and includes voluntary participation from various providers across the institution, limited budget, and space obstacles. Since its inception, the program has continued to operate as its initial design of a multidisciplinary team model outside the sole ownership of 1 department, and has expanded to include education and outreach to local and regional schools and groups.
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O’Meara, KerryAnn, and Dawn Culpepper. "Fostering collisions in interdisciplinary graduate education." Studies in Graduate and Postdoctoral Education 11, no. 2 (May 14, 2020): 163–80. http://dx.doi.org/10.1108/sgpe-08-2019-0068.
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Purpose Using the lens of social physics, this study aims to examine how, if at all, one graduate training program fostered collisions or meaningful interactions, between students and faculty from different disciplinary backgrounds. Design/methodology/approach Qualitative, ethnographic case study methods. Findings The University of Maryland’s National Research Traineeship program fostered collisions between students and faculty from different disciplinary backgrounds by facilitating exploration, idea flow and engagement within an interdisciplinary scholarly community. These collisions generated productive opportunities for student learning, development and collaborations, but at times also produced non-generative outcomes. Practical implications This study names specific, strategic activities (e.g. regular research talks, physical space) that graduate programs can use to facilitate interdisciplinary collaborations among students and faculty and considers the extent to which such activities contribute to organizational change. Originality/value This paper applies new theories (collisions and social physics) to understanding interdisciplinary collaboration and identifies aspects of graduate training programs that may be replicable in other institutional settings.
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Brock, Barbara L., Isabelle Cherney, James R. Martin, Jennifer Moss Breen, and Gretchen Oltman. "How to Launch a Doctoral Interdisciplinary Leadership Program." Creighton Journal of Interdisciplinary Leadership 1, no. 1 (May 15, 2015): 14. http://dx.doi.org/10.17062/cjil.v1i1.18.
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<p>Building a doctoral program in leadership is never an easy task, and building an interdisciplinary doctoral program is even more difficult. Yet, it is the interdisciplinary approach that differentiates typical leadership programs from others and offers learners an integrated view of leadership theories and practices. This special report presents an example of designing and implementing an interdisciplinary doctoral program that promotes social justice leadership. Drawing from firsthand experiences of program faculty, staff, and administration, we share lessons learned and the logic behind adopting an interdisciplinary approach for those creating programs that seeks to promote social justice. We found that by allowing students and faculty to convene together, rather than disperse into separate, isolated academic disciplines, emerging scholar-practitioners are encouraged to engage in realistic, professional practice investigation and problem-solving techniques. Through this experience, we also found that conscious coursework design involves integrating multiple, often quite divergent, disciplines into a core set of courses. Additionally, we learned that unifying students through a common mission permits distinctive discussions, including personal reflection and ethical decision-making opportunities among the concepts, constructs, and knowledge that extend beyond disciplinary lines (Cherney et al., 2012). We also found that cultivating a diverse student body and faculty base requires everyone to work strategically within the program, recognizing the call for coherence and consistency across disciplinary lines. Finally, we discovered that developing a dissertation in practice allows students to implement an evidence-based solution within their professional practice setting as their pinnacle doctorate work (Herr & Anderson, 2014; Olson & Clark, 2009). We conclude this paper by reiterating our finding that leadership programs that promote social justice are enhanced by adopting an interdisciplinary approach as this allows for the creation of a program that challenges students to learn at a more complex level, faculty to integrate disciplines, and programs to promote socially just ideals. We discuss implications for other schools seeking to develop an interdisciplinary doctoral leadership program.</p>
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Wilson, Lynn. "Increasing Graduate Education Relevance Through Innovative Marketing." International Journal of Technology and Educational Marketing 1, no. 2 (July 2011): 72–78. http://dx.doi.org/10.4018/ijtem.2011070105.
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The aim of this paper is to illustrate innovative interdisciplinary and transdisciplinary implications for marketing for an academically rigorous graduate program that serves the needs of employers in the emerging field of environmental policy. By linking interdisciplinary curriculum design to the transdisciplinary nature of environmental policy work, program design and marketing become interwoven.
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Bachynska, Nadiia. "Educational and Professional Program Web Project Management, Digital Content Design: Labor Functions and Activities’ Types of the Future Specialist." Digital Platform: Information Technologies in Sociocultural Sphere 5, no. 2 (December 27, 2022): 231–42. http://dx.doi.org/10.31866/2617-796x.5.2.2022.270126.
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The purpose of the research is to identify the main labor functions and activities of a future specialist in the current educational and professional program Web Projects Management, Digital Content Design of the specialty Information, Library, and Archival Affairs.
Research methodology. General scientific research methods were used, in particular, analysis and synthesis; a hypothetical method, which made it possible, based on the analysis of interdisciplinary educational and professional programs in other humanitarian specialties, to formulate the didactic validity and pedagogical expediency of the proposed educational and professional program Web Projects Management, Digital Content Design of the specialty Information, Library, and Archival Affairs; methods of semantic and logical analysis of an array of documents (professional scientific publications, content of Internet resources) – to identify the state of theory and practice of training specialists under interdisciplinary educational and professional programs; the method of analogies – to establish similarities between pedagogical systems based on the signs of interdisciplinarity to justify the didactic possibility of implementing the studied educational and professional program.
The scientific novelty of the research consists in identifying the labor functions and types of activities of the future specialist under the educational and professional program Web Projects Management, Digital Content Design.
Conclusions. Strengthening the social-communicative function of organizations in the document and information sphere, in particular in the presentation of their activities in the web environment, actualizes the training of IT specialists for this subject area.
The requirements for a modern specialist in the document and information field, the convergence of activities’ types and tasks that appear in the course of his work, determine the convergence of the program content Management of Web Projects, Design of Digital Content with the areas of IT and project management activities.
The interdisciplinarity of the studied educational and professional program corresponds to the content of the activities of an information resources specialist in the context of digitalization.
The analyzed drafts of professional standards and the experience of pedagogical systems functioning, the main concept of which is the integration of knowledge in the subject area with knowledge in the field of implementation and support of digital technologies that ensure its innovative functioning, are pedagogically appropriate and require further research to determine the content, forms, and methods of specialist training.
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Chang, Chi-Ning, Clinton A. Patterson, Willie C. Harmon, Debra A. Fowler, and Raymundo Arroyave. "Intellectual Community as a Bridge of Interdisciplinary Graduate Education in Materials Data Science." MRS Advances 5, no. 7 (2020): 355–62. http://dx.doi.org/10.1557/adv.2020.140.
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AbstractRecognizing materials development was advancing slower than technological needs, the 2011 the Materials Genome Initiative (MGI) advocated interdisciplinary approaches employing an informatics framework in materials discovery and development. In response, an interdisciplinary graduate program, funded by the National Science Foundation, was designed at the intersection of materials science, materials informatics, and engineering design, aiming to equip the next generation of scientists and engineers with Material Data Science. Based on the 4- year implementation experience, this report demonstrates how intellectual communities bridge students interdisciplinary learning processes and support a transition from disciplinary grounding to interdisciplinary learning and research. We hope this training model can benefit other interdisciplinary graduate programs, and produce a more productive and interdisciplinary materials workforce.
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Şeyihoğlu, Ayşegül, Ayça Kartal, Ahmet Tekbiyik, Gülşah Sezen Vekli, and Kader Birinci Konur. "THE DESIGN AND IMPLEMENTATION OF A TEACHER TRAINING PROGRAM FOR IMPROVING TEACHERS' DISASTER LITERACY: INTERDISCIPLINARY DISASTER EDUCATION PROGRAM (IDEP)." Problems of Education in the 21st Century 79, no. 5 (October 10, 2021): 781–803. http://dx.doi.org/10.33225/pec/21.79.781.
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The interdisciplinary aspect of natural disasters requires their correlation with more than one discipline and orientation for understanding and teaching the inevitable nature of disasters. This study aimed to design a teacher training program called the Interdisciplinary Disaster Education Program (IDEP) and reveal its effect on improving teachers' natural disaster literacy. Furthermore, teachers' opinions about program were examined. The mixed-method design was used in the study. The study participants consisted of 36 teachers (science, classroom, and social studies teachers) working on different subjects. Data were obtained using the Natural Disaster Literacy Scale and the survey for the IDEP. The data collected from the scale were analyzed using two-way mixed ANOVA. The qualitative data collected from the survey were subjected to content analysis. The results indicated that the IDEP statistically improved teachers' natural disaster literacy. Moreover, the survey results highlighted that different instructional activities (experiments, modeling, workshops, rock/soil analysis, coding, augmented reality, and STEM applications, etc.) related to natural disasters contributed to a lot of professional and personal knowledge of teachers, particularly disaster management. Keywords: disaster literacy, interdisciplinary education, mixed method, natural disaster, teacher training program
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Giever, Dennis. "An Argument for Interdisciplinary Programs in Cybersecurity." International Journal of Cybersecurity Intelligence and Cybercrime 1, no. 1 (August 15, 2018): 69–73. http://dx.doi.org/10.52306/01010718qkyz9556.
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In this commentary Dr. Giever presents a compelling argument for interdisciplinary programs in cybersecurity at the university level. He argues that we no longer have the luxury of allowing barriers to exist between those tasked with IT security and those who provide physical security. He recommends that any security program take an “all possible paths” or “balanced approach” to the protection of assets within an organization. Students in computer science, criminal justice, business, human resources, and others should work collaboratively within education programs learning these necessary skills. A team effort is needed to accomplish the myriad of tasks necessary to protect assets today. Graduates from such programs will possess the skills and abilities to work collaboratively on a comprehensive security design for their organization.
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Snow, M. Elizabeth, and Nancy Snow. "Interactive Logic Models: Using Design and Technology to Explore the Effects of Dynamic Situations on Program Logic." Evaluation Journal of Australasia 17, no. 2 (June 2017): 20–28. http://dx.doi.org/10.1177/1035719x1701700204.
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Logic models are commonly used by evaluators to illustrate relationships among a program's inputs, activities, outputs, and outcomes. They are useful in helping intended users develop programs, communicate a program's theory of change, and design evaluations. However, as static documents, logic models can be challenging to build, work with, and present to stakeholders, especially for large and complex programs. Challenged by this inadequacy of static logic models, a program evaluator turned to a graphic designer and a software developer for help. Together, this interdisciplinary group developed web-based software (Dylomo) that allows evaluators to create logic models that better communicate the logic within the model. In this paper, we describe the process by which this interdisciplinary group created this new technology—including a user-testing experience at the Canadian Evaluation Society Conference in Canada in June 2016—to build and present logic models that use interactivity and allow program evaluators to more easily demonstrate the logic within a complex program and to visually explore the potential effects of changes within the program's landscape. This software is freely available on the web, so readers can apply it to their own evaluation practice.
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Lee, Kyung ah. "Design convergence curriculum research for design education accreditation." Korea Institute of Design Research Society 7, no. 4 (December 31, 2022): 126–39. http://dx.doi.org/10.46248/kidrs.2022.4.126.
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This study discusses the development of a design convergence curriculum for design education accreditation. The research keyword, design education accreditation, design convergence, and core competencies were investigated. And based on the keyword, the design convergence curriculum system of K University's Communication design major was defined. Design education should provide continuous interdisciplinary learning so that future designers can flexibly adapt to the social environment they will face. To this end, workshops for current students and intensive interviews for graduates and industry officials were conducted. However, this study has limitations in that it could not present an empirical education accreditation program or evaluation model according to the design convergence curriculum system. This will be supplemented and developed through future research, the development of an educational qualification program that rethinks the employment rate of design majors.
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Cai, WeiWei, and Gopal Sankaran. "Promoting Critical Thinking through an Interdisciplinary Study Abroad Program." Journal of International Students 5, no. 1 (January 1, 2015): 38–49. http://dx.doi.org/10.32674/jis.v5i1.441.
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This paper discusses the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty as well as details the implementation of an experiential short-term study abroad program in China. To achieve this educational goal of critical thinking, along with meeting the requirements specific to each course, the program was built on a framework using two interrelated approaches – theme-based interdisciplinary curriculum and cultural immersion. The theme-based interdisciplinary curriculum was constructed on three principles (the ability to pose great questions that encompassed drawing knowledge and skills from each discipline, acquiring global awareness, and developing glocal awareness). Cultural immersion was accomplished through carefully selected site visits, activities, and assignments. Students’ experiences, reflections, and applications were assessed through formative and summative evaluation.
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Poduval, Shoba, Jamie Ross, Kingshuk Pal, Nikki Newhouse, Fiona Hamilton, and Elizabeth Murray. "Web-Based Structured Education for Type 2 Diabetes: Interdisciplinary User-Centered Design Approach." JMIR Human Factors 9, no. 1 (January 14, 2022): e31567. http://dx.doi.org/10.2196/31567.
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Background Digital health research encompasses methods from human-computer interaction and health research. Objective This paper aims to describe how these methods were combined to develop HeLP-Diabetes: Starting Out, a web-based structured education program for people newly diagnosed with type 2 diabetes. Methods The development process consisted of three phases: initial design for effectiveness, optimization for usability, and in the wild testing in the National Health Service with people newly diagnosed with type 2 diabetes, and further revisions. We adopted an iterative user-centered approach and followed steps from the human-computer interaction design life cycle and the Medical Research Council guidelines on developing and evaluating complex interventions. Results The initial design process resulted in an 8-session program containing information and behavior change techniques targeting weight loss, being more active, and taking medication. The usability testing was highlighted at an early stage, where changes needed to be made to the language and layout of the program. The in the wild testing provided data on uptake of and barriers to use. The study suggested low uptake and completion of the program, but those who used it seemed to benefit from it. The qualitative findings suggested that barriers to use included an expectation that the program would take too long. This informed refinements to the program. Conclusions The use of interdisciplinary methods resulted in an iterative development process and refinements to the program that were based on user needs and data on uptake. The final intervention was more suitable for a definitive evaluation than the initial version. The description of our approach informs other digital health researchers on how to make interventions more sensitive to user needs.
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Wincentak, Joanne, Stephanie Cheung, and Shauna Kingsnorth. "Utilizing a Journal Club to Build Research Competencies in a Cross-Disciplinary Environment." Scholarly and Research Communication 10, no. 3 (June 17, 2019): 16. http://dx.doi.org/10.22230/src.2019v10n3a337.
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Background The goal of this process-focused field note is to detail the steps taken to design and implement the pilot of a cross-disciplinary research-trainee-led journal club within a hospital-based research institute.Analysis The journal club was designed to support learning goals in the areas of critical appraisal, research knowledge, and communication within a cross-disciplinary environment. The evaluation data for the three pilot sessions are presented, and successes and challenges are discussed.Conclusion and implications Recommendations for institutes interested in the implementation of similar programs focused on research competencies within a cross-disciplinary setting are given.
Keywords Knowledge dissemination; Tools and practices; Journal club; Research training; Interdisciplinary communication; Program development
Résumé
Le but de cette note de terrain est de détailler les étapes de la conception et exécution du pilote d’un club de lecture scientifique interdisciplinaire dirigé par des étudiants au sein d’un institut de recherche en milieu hospitalier. Le club de lecture a été conçu pour soutenir des objectifs d’apprentissage relevant des domaines de l’analyse critique, du savoir, et de la communication de recherche au sein d’un environnement interdisciplinaire. Les données d’évaluation pour les trois sessions pilotes sont présentées dans cet article et les succès et défis discutés. Des recommandations sont faites pour les instituts intéressés par l’exécution de programmes similaires axés sur des compétences de recherche dans un cadre interdisciplinaire.
Mots clés Knowledge dissemination: Tools and practices; Journal club; Research training; Interdisciplinary communication; Program development
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Martyn, Julie-Anne, Jackie Scott, Jasper H. van der Westhuyzen, Dale Spanhake, Sally Zanella, April Martin, and Ruth Newby. "Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce." Australian Health Review 43, no. 3 (2019): 345. http://dx.doi.org/10.1071/ah17124.
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Objective Continuing education (CE) is essential for a healthcare workforce, but in regional areas of Australia there are challenges to providing and accessing relevant, reliable and low-cost opportunities. The aim of the present study was to collaborate with the local regional healthcare workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. Methods A participatory action research (PAR) model combined with an appreciative inquiry (AI) framework was used to design, deliver and evaluate an ICE program. A focus group of 11 health professionals developed an initial program. Evaluation data from 410 program participants were analysed using AI. Results The ICE program addressed the CE barriers for the regional healthcare workforce because the locally derived content was delivered at a reasonable cost and in a convenient location. Program participants identified that they most valued shared experiences and opportunities enabling them to acquire and confirm relevant knowledge. Conclusion ICE programs enhance interdisciplinary collaboration. However, attendance constraints for regional healthcare workforce include location, cost, workplace and personal factors. Through community engagement, resource sharing and cooperation, a local university and the interdisciplinary focus group members successfully designed and delivered the local education and research nexus program to address a CE problem for a regional healthcare workforce. What is known about the topic? Participation in CE is mandatory for most health professionals. However, various barriers exist for regional health workers to attending CE. Innovative programs, such as webinars and travelling workshops, address some of the issues but create others. Bringing various health workers together for the simultaneous education of multiple disciplines is beneficial. Collectively, this is called ICE. What does this paper add? Using PAR combined with AI to design an ICE program will focus attention on the enablers of the program and meet the diverse educational needs of the healthcare workforce in regional areas. Engaging regional health professionals with a local university to design and deliver CE is one way to increase access to quality, cost-effective education. What are the implications for practitioners? Regional healthcare workers’ CE needs are more likely to be met when education programs are designed by them and developed for them. ICE raises awareness of the roles of multiple healthcare disciplines. Learning together strengthens healthcare networks by bolstering relationships through a greater understanding of each other’s roles. Enriching communication between local health workers has the potential to enhance patient care.
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Winkler, Christoph, Doan Winkel, Julienne Shields, Dennis Barber, Donna Levin, and Lee J. Zane. "Editorial: Special Issue on Interdisciplinary and Experiential Entrepreneurship Education." Entrepreneurship Education and Pedagogy 4, no. 2 (February 10, 2021): 96–99. http://dx.doi.org/10.1177/2515127421992519.
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A group of six colleges and universities (East Carolina University, Iona College, John Carroll University, Millikin University, Rowan University, Worcester Polytechnic Institute) partnered up to co-host the January 2020 USASBE Conference in New Orleans, LA, with the theme Interdisciplinary & Experiential Entrepreneurship Education. The conference thematically aligned its overall program with this special issue, which features scholars and programs representing the arts, design, engineering, liberal arts, physical sciences, STEM, and – yes – business. This editorial further discusses the importance of interdisciplinary entrepreneurship education as an inherent feature of itself to truly evolve as a discipline.
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Guise, Jeanne-Marie, Susan Winter, Stephen M. Fiore, Judith G. Regensteiner, and Joan Nagel. "Organizational and training factors that promote team science: A qualitative analysis and application of theory to the National Institutes of Health’s BIRCWH career development program." Journal of Clinical and Translational Science 1, no. 2 (February 8, 2017): 101–7. http://dx.doi.org/10.1017/cts.2016.17.
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IntroductionResearch organizations face challenges in creating infrastructures that cultivates and sustains interdisciplinary team science. The objective of this paper is to identify structural elements of organizations and training that promote team science.MethodsWe qualitatively analyzed the National Institutes of Health’s Building Interdisciplinary Research Careers in Women’s Health, K12 using organizational psychology and team science theories to identify organizational design factors for successful team science and training.Principal ResultsSeven key design elements support team science: (1) semiformal meta-organizational structure, (2) shared context and goals, (3) formal evaluation processes, (4) meetings to promote communication, (5) role clarity in mentoring, (6) building interpersonal competencies among faculty and trainees, and (7) designing promotion and tenure and other organizational processes to support interdisciplinary team science.ConclusionThis application of theory to a long-standing and successful program provides important foundational elements for programs and institutions to consider in promoting team science.
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Jaenullah, Mispani, and Choirudin. "KONSTRUKSI DISTINGSI KEILMUAN PRODI PENDIDIKAN AGAMA ISLAM MELALUI PENDEKATAN INTERDISIPLINER DAN MULTIDISIPLINER PADA PROGRAM PASCASARJANA." Jurnal Manajemen Pendidikan Islam Al-Idarah 6, no. 02 (July 1, 2021): 86–91. http://dx.doi.org/10.54892/jmpialidarah.v6i02.157.
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Abstract
This paper discusses the construction of the scientific distinction of the Islamic study prograrm (PAI) through an interdisciplinary and multidisciplinary learning approach at the Institut Agama Islam Ma’arif NU (IAIMNU) Metro Lampung Postgraduate Program. This type of study used qualitative methods with a phenomenological approach. This research concludes firstly that the construction of the scientific distinction of the PAI Masters Program in the IAIMNU Metro Lampung Postgraduate Program has superior characteristics, namely to become educators, researchers, and practitioners who are able to design Islamic Islamic Studies curriculum based on Nusantara Islam, the second paradigm of learning interdisciplinary and multidisciplinary approaches in the Study Program. Postgraduate Program is carried out by applying the integration of interdisciplinary and multidisciplinary knowledge seen in the curriculum structure applied in the PAI Study Program, which then affects student thesis studies that are integrated with other disciplines.
Keywords: Interdisciplinary and Multidisciplinary Learning Approach, Islamic Study, Scientific Distinction Construction, Postgraduate Program
Abstrak
Tulisan ini membahas mengenai konstruksi distingsi keilmuan Prodi PAI melalui pendekatan pembelajaran interdisipliner dan multidisipliner pada Program Pascasarjana IAIMNU Metro Lampung. Jenis penelitian yang digunakan metode kualitatif dengan pendekatan fenomenologi. Penelitian ini menyimpulkan pertama bahwa konstruksi distingsi keilmuan prodi S2 PAI Program Pascasarjana IAIMNU Metro Lampung telah memiliki karakteristik keunggulan, yaitu untuk menjadi tenaga pendidik, peneliti, dan praktisi yang mampu mendesain kurikulum PAI berbasis Islam Nusantara, kedua paradigma pembelajaran pendekatan interdisipliner dan multidisipliner pada Prodi S2 PAI dilakukan dengan pengaplikasian integrasi ilmu yang interdisipliner dan multidisipliner terlihat pada struktur kurikulum yang diterapkan di Prodi PAI, yang kemudian berpengaruh pada kajian tesis mahasiswa yang terintegrasi dengan keilmuan lain.
Kata Kunci: Konstruksi Distingsi Keilmuan, Pendidikan Agama Islam, Pendekatan Interdisipliner dan Multidisipliner, Program Pascasarjana
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Mamontov, Sergey. "Postgraduate “Management” program design for small and medium business managers." SHS Web of Conferences 97 (2021): 01013. http://dx.doi.org/10.1051/shsconf/20219701013.
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The paper suggests an approach to teaching and implementing research in the master’s degree studies, which are oriented at system training of heads/owners and managers of small and medium-sized businesses that do not have basic management education, but, as a rule, have a higher technical or technological education and sufficient practical experience. Hypothesis of the article is the assumption that the teaching specifics of this segment should be based on interdisciplinary coordination of content, organization of training, and communication. Verifying this hypothesis based on a review of the literature and identifying the specifics of the segment is the overall goal of the article. As a particular corollary we justify a special educational event (a cycle of research seminars) that integrates various components of training students in the master’s program, in the framework of project activities logic that corresponds to the logic of the modern production process. We show the difference between this segment and consumers who are focused on the MBA and MIM programs, and provide examples from Russian reality. Taking into account the consumer characteristics of the segment, we propose an organizational and pedagogical approach to the formation of key competencies in the field of management for students representing this segment. In particular, we argue for teaching students of this group in the frame of the master’s program, based on the project approach both in the content and in its organization. The article notes that the pedagogical features of the formation of project competencies in students of this segment dictate the use of the method of ascending from the abstract to the concrete as a basis for building a general learning strategy. Decomposition of the learning strategy and the master’s thesis research demonstrates the need for interdisciplinary coordination of content, training and organizing communication.
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Friesen, Sharon, and Michele Jacobsen. "Collaborative Design of Professional Graduate Programs in Education." International Journal of Designs for Learning 12, no. 1 (April 12, 2021): 64–76. http://dx.doi.org/10.14434/ijdl.v12i1.25778.
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Faculties of Education in North America are experiencing an increase in demand for professional graduate programs that provide flexible and accessible research pathways for working professionals. Our School of Education offers high quality professional graduate programs that increase access and respond directly to complex needs and problems of practice in education. We describe the design and design thinking approach our faculty collectively undertook to redesign our professional graduate programs. The design was guided by a commitment to research informed and research active learning experiences that enable professionals to develop expertise, draw upon evidence, and act with integrity as they lead innovation and change in educational organizations. The program design provides professionals with opportunities to complete their graduate program in both blended and online formats. Degree programs are cohort based, discipline focused, and coherently structured. Many of our specialized topics are developed in partnership with the professions we serve, and each of our graduate programs is grounded in current research and engages students in active research-based learning. Participatory, collaborative, and interdisciplinary learning experiences are characterized by signature pedagogies. Our professional graduate programs create scholars of the profession through strong connections with the disciplines, communities, and professions we serve. Results of the redesign include improved results in student satisfaction, time to completion, increased retention, and have yielded high completion rates. Design knowledge and insights gained after eight years of evaluation document the strength and quality of our graduates and an increased proportion of international students in all of our graduate program areas.
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Yoon, Heojeong, and Dami Bang. "Design and Implementation of the Interdisciplinary Class based on I4MAT model focusing on learners’ interaction." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 665–78. http://dx.doi.org/10.22251/jlcci.2022.22.23.665.
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Objectives In the interdisciplinary education, the cooperative interaction between learners is important to derive a comprehensive understanding by synthesizing knowledge from a wide range of academic fields. In this study, an interdisciplinary class was designed based on the I4MAT model focusing on learners’ interaction proposed by Kim, Yoon & Bang(2021), and implemented to explore the educational effects. Methods To this end, we first analyzed and reorganized the learning elements of elementary school science, social studies, and morals curriculum to select a interdisciplinary theme that became the center of class design. For the selected theme, learning activities and contents were designed by the categories of the model, and learners’ interaction activities, interaction competencies. Then the teaching strategies were specified. After applying teaching program to 83 elementary school pre-service teachers enrolled in an university of education located in a non-metropolitan area, the change in competencies was explored. Results The Interdisciplinary class was designed based on the I4MAT model focusing on learners’ interaction using two themes: plastic use and wildfire response. As the results of the implementation, the interaction competency and interdisciplinary thinking competency of pre-service teachers were significantly improved. Conclusions Based on the results, educational implications for the design and implementation of interdisciplinary education focused learners’ interaction were discussed.
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Lacerda, Maíra Gonçalves, and Jackeline Lima Farbiarz. "Uma proposta de design na leitura: reflexões sobre sujeitos, objetos-livro e políticas públicas para a formação do leitor | A proposal of design in reading: reflections on subject, book as object and public policies for the formation of the reader." InfoDesign - Revista Brasileira de Design da Informação 13, no. 3 (October 4, 2016): 277–90. http://dx.doi.org/10.51358/id.v13i3.507.
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A partir da apresentação do conceito de Design na Leitura e da reflexão a respeito dos lugares ocupados pelo Design nos livros de literatura voltados para crianças e jovens chancelados pelas políticas públicas, o presente artigo procura avaliar as relações existentes entre sujeitos leitores, objetos-livro e políticas públicas para a formação do leitor. A exposição do processo metodológico desenvolvido para análise gráfica de livros selecionados pelo Programa Nacional Biblioteca da Escola (PNBE), para os jovens estudantes dos anos finais do Ensino Fundamental, e apresentação dos dados encontrados resultaram na elaboração de propostas que visam contribuir para a consolidação do Design como campo interdisciplinar junto às diretrizes nacionais de fomento à leitura.This paper evaluates the relationships among readers, books and public policies forreaders’ education based on the presentation of the concept of Design in Reading andthe reflection on the role of Design in literature books targeted at children and youngpeople that are recognized by public policies. The methodology involved the graphicanalysis of books that were selected by the National Program of School Libraries(Programa Nacional Biblioteca da Escola - PNBE) for young students at the last yearsof Basic Education. This analysis resulted in proposals that aim at contributing to theconsolidation of Design as an interdisciplinary field in national guidelines for readingpromotion.
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Rodwell, Elizabeth A. "A Pedagogy of Its Own: Building A UX Research Program." Practicing Anthropology 43, no. 2 (March 1, 2021): 17–21. http://dx.doi.org/10.17730/0888-4552.43.2.17.
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Abstract While there is insufficient scholarly literature on UX pedagogy in general, there is a particular lack of work on how to construct a UX Research degree program, rather than one in UX Design. Therefore, this article examines what the requirements for such a program would be, the impediments to building it, and whether a distinct program emphasizing research is necessary. Based on my experience working as a UX Researcher and as an Assistant Professor teaching UX/Applied Anthropology, I argue that the industry would benefit from interdisciplinary UX Research programs that harness the strengths of several departments to teach the skill set involved in this role.
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Liu, Jue, and Ken Nah. "Using CIPP Model Evaluation for Interdisciplinary Design Curriculum in IDBM Program at Aalto University." JOURNAL OF THE KOREAN SOCIETY DESIGN CULTURE 27, no. 1 (March 31, 2021): 247–59. http://dx.doi.org/10.18208/ksdc.2020.27.1.247.
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Gautier, Jody, Elizabeth L. Polinard, Lauren Montgomery, Jessica Moon, Sarah Payne, and Teresa Salinas. "The Design and Implementation of an Innovative, High-Volume, High-Impact, Interdisciplinary Simulation Program." Journal of Obstetric, Gynecologic & Neonatal Nursing 50, no. 5 (October 2021): S33. http://dx.doi.org/10.1016/j.jogn.2021.08.068.
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Brittz, Karli, Montlenyane Madisa, Lizemari Hugo-Van Dyk, Celia Filmalter, and Tanya Heyns. "A Cost-Effective Work-Based Interprofessional Collaboration Program for Healthcare Professionals." International Journal of Online Pedagogy and Course Design 13, no. 1 (January 1, 2023): 1–16. http://dx.doi.org/10.4018/ijopcd.315589.
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Despite the availability of online interprofessional collaboration (IPC) programs, few cater for low- and middle-income communities and healthcare workers with limited Internet resources. This article describes how an interdisciplinary team developed an IPC blended learning program for healthcare workers in a low- and middle-income maternity setting. The purpose of the article is to discuss and outline how the authors developed an IPC program that is easily accessible and cost-effective to implement in low- and middle-income communities. To scaffold the program content and structure, the authors integrated IPC principles and the ADDIE instructional design model. By discussing the design process and methodology, the article aims to demonstrate how an accessible learning program can be developed using a work-based pedagogy and blended learning approach. In doing so, the authors trust the design process and approach can guide other healthcare professionals and educators in similar contexts, as well as encourage educational professionals to utilize resources optimally.
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Mion, Giorgio, and Renzo Beghini. "Developing virtue ethics in management: a case of an interdisciplinary educational approach." Development and Learning in Organizations: An International Journal 34, no. 4 (November 14, 2019): 5–8. http://dx.doi.org/10.1108/dlo-04-2019-0078.
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Purpose This paper aims to present and discuss an interdisciplinary educational approach to business ethics, based on a virtue ethics framework and the common good paradigm. This approach addresses the challenges that businesses face in building legitimacy and creating shared values. Design/methodology/approach The paper presents a case study of an experience of an interdisciplinary postgraduate course, discussing both the design of the program and its first results. Findings The paper focuses on the theoretical and practical reasons for the interdisciplinary nature of business ethics education and contributes to the literature on business ethics education as well as training and educational practices in academic and professional contexts. Practical implications This paper can positively influence business education practices by sharing a replicable educational model and fostering virtuous practices that contribute to renewing the perception of the purpose of firms. Social implications Improving business ethics education can positively affect the social performance of firms contributing to the common good. Originality The paper presents an innovative interdisciplinary educational program that, to the best of our knowledge of the current literature, can be consider an original contribution.
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Hyeonjoo Kang. "A Research on the Interdisciplinary Design Education in Sweden -The Case of K3 Design Program at Malmo University-." Journal of Digital Design 7, no. 2 (April 2007): 67–76. http://dx.doi.org/10.17280/jdd.2007.7.2.007.
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Osthoff, Simone. "Art & Design Education Centered Around Democratic and Disruptive Practices." DAT Journal 4, no. 2 (August 5, 2019): 84–96. http://dx.doi.org/10.29147/dat.v4i2.133.
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This article emphasizes approaches to design which are centered on democratic and disruptive practices. By focusing on artists and designers who embrace a critical edge of the discipline, it begins describinga few themes explored in the symposium Matters of Art & Design Education (MADE), at the Pennsylvania State University, and examines some of the theoretical horizons they point to. In the second part of the article, the author interviews the artist and designer Carlos Rosas, who helped develop, and is currently the Professsor in Charge of the IDS—Interdisciplinary Digital Studio program, a Bachelor of Design (B.Des) program in the School of Visual Arts, at that prestigious research University.
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Hoyle, Jeffrey, and Mark Edward Deschaine. "An interdisciplinary exploration of collegiate internships." Education + Training 58, no. 4 (April 11, 2016): 372–89. http://dx.doi.org/10.1108/et-10-2015-0098.
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Purpose – Collegiate internships play an important role in the development of professionals. They provide students the opportunity to experience real world expectations embedded within actual vocational environments under the support of their collegiate faculty. Although there are a number of common reasons why internships are utilized in each academic area, the requirements for the experiences are substantially different across disciplines and level of coursework. The purpose of this paper is to explore some of the commonalities and differences that exist for internships across collegiate academic disciplines at both the undergraduate and graduate levels, and identify their salience for programs from an interdisciplinary perspective. Design/methodology/approach – For this conceptual piece, the authors took an introspective qualitative look at both programs and compared and contrasted them based on internally available documentation and information. Although this was theoretical in nature, the authors utilized materials available for certification and accreditation purposes for each of their programs. Multiple data sources were stakeholder interviews and conversations, site visits/observations, and site artifacts/documents. Findings – The authors found a great deal of both similarity and dissimilarity across programs, and these findings were utilized as grounds for programmatic introspection, evaluation, accreditation, and certification to better understand how stakeholder voice is involved in the processes. Table I provides an overview of items identified, and will serve as a guide for the remainder of this paper. Originality/value – An inclusive awareness will consider the voices of the student, university, employer, and other stakeholders, including co-workers and employers that currently do not offer internships. Given the rising cost of tuition and the wealth of competition in the market, the pressure is on for institutions of higher education to up the ante when it comes to providing quality experiential learning opportunities. The next step should focus on defining expectations and tailoring each internship program, and for that to be accomplished, all stakeholders must be “all in.”
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Makhanov, K. M., and L. V. Chirkova. "Interdisciplinary communication of physics, schemes and programming." Bulletin of the Karaganda University. "Physics" Series 98, no. 2 (June 30, 2020): 143–49. http://dx.doi.org/10.31489/2020ph2/143-149.
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The article presents the results of the development of an electronic device based on digital components, carried out jointly with schoolchildren and students. The aim of this work was the design and development of an electronic device based on 32-bit microcontrollers of the STM32 series. For the design and development of the electronic part of the device, the integrated development environment Altium Designer was used. Using a high-level C ++ language, a control program was developed in the Keil v.5 debugging environment. The microcontroller of the STM32F030K6T6 series was used as the central control processor. The electrical circuit and the circuit board of the device are developed. A highly sensitive gas sensor TGS 2610, manufactured by Figaro (Japan), was used as a sensor element. For SMS transmission, the SIM800A module was used. In the process of doing the work, students independently made electric boards using the method of irradiation of a special photoresist with a UV lamp. Practically all the components were arranged and soldered by the students on their own. Together with the students, a control program for the microcontroller was developed. To manufacture the case of the device, the «KOMPAS» environment was used. The case was printed on a 3D — printer. Calibrated the device and its test tests. According to the results of preliminary test tests of the device, it was found that the gas sensor responds to the presence of gas during the first 20 seconds from the time the leak started. False positives of the device are not fixed. The importance of the foundations of physics, computer science and mathematics in the process of designing digital devices and instruments is shown.
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Edwards, Kim, Nez Elik, C. Meghan McMurtry, Sheri Findlay, Allison Rodrigues, and Deepa Kattailr. "TWO YEARS IN THE DEVELOPMENT OF A NEW INTERDISCIPLINARY PEDIATRIC CHRONIC PAIN PROGRAM: OPPORTUNITIES, INITIATIVES, AND CHALLENGES." Paediatrics & Child Health 23, suppl_1 (May 18, 2018): e1-e2. http://dx.doi.org/10.1093/pch/pxy054.003.
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Abstract BACKGROUND “…The field of paediatric pain medicine has demonstrated the benefits of interdisciplinary collaboration more than any other endeavour” (Law, Palermo, & Walco, 2013). Recently, the Ontario Ministry of Health and Long-term Care announced the funding of specialty paediatric chronic pain programs in several children’s hospitals across the province of Ontario, including McMaster Children’s Hospital. The Pediatric Chronic Pain Program includes Physicians (Pediatricians, Psychiatrist, Anesthesiologist), Psychologists, Child Life Specialist, Registered Nurse, Nurse Practitioner, Occupational Therapist, Physiotherapist, Social Workers, Pharmacist, and a Clinical Manager. OBJECTIVES The purpose of this poster is to highlight new initiatives within our clinic, including the development of a pain education session for families, group treatments (e.g., a 5 week Rise Above Pain Group; a 5-week Parenting Group), and a research database (to allow for program evaluation integrated within our clinical work). DESIGN/METHODS Challenges in developing a new clinic/new programs and providing care to complex families (e.g., professional roles and competencies, diagnostic discrepancies) will be discussed. CONCLUSION Implications for program development in new and established clinics will be highlighted.
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Li, Qian. "Interdisciplinary Education in Language Universities - A Survey on Postgraduate Students’ Attitude and Its Implications." Higher Education Studies 10, no. 3 (July 30, 2020): 94. http://dx.doi.org/10.5539/hes.v10n3p94.
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The current rapid development of economy and technology calls for the cultivation of interdisciplinary talents in universities. When faced with this challenge, language universities, as a specialized type, need to take a range of factors into consideration, among which language students’ attitudes play a crucial role for further course design. This present study carried out a survey among students in the major language universities in China, and analyzed the results to identify students’ attitudes to interdisciplinary education. Results show half of the students are positive about the implementation of interdisciplinary education, however they lack the knowledge about what interdisciplinary education is and how it is carried out. The problems are discussed and a series of suggestions are proposed in order to promote the interdisciplinary program in language universities efficiently and effectively.
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Koutsoubakis, Dimitri. "Testing the effectiveness of a gym orientation program." Journal of Human Sciences 17, no. 2 (May 1, 2020): 469–84. http://dx.doi.org/10.14687/jhs.v17i2.5980.
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The study was set at a commercial Fitness Center facility based in Dubai, UAE, and aimed to test the effectiveness of a Gym Orientation Program designed to help new members with little-to-no training experience acclimatize to the facility and to fitness training.
The practical end of all orientation programs is to ameliorate Member Retention; the purpose of the present study was to investigate whether the Gym Orientation Program supported member retention via its impact on intermediary perceptual constructs.
A longitudinal design was used to collect data at three distinct points in the customer journey, on-boarding, completion of the Gym Orientation Program, and at Membership Renewal, one year after joining. Questionnaire instruments were adapted from studies on Student Retention in Higher Education.
Multivariate analysis of covariance and multiple regression were used to determine whether Gym Members who participated in the Gym Orientation Program differed significantly from those who did not on the basis of institutional and social integration constructs. Multiple Regression was used to assess the impact of the integration metrics on self-reported intent to persist.
Results suggest that the Gym Orientation Program promoted significantly increased levels of integration and intent to persist, ultimately leading to increased Member Retention. In terms of practical implications, the findings support the conclusion that it is possible to design and implement effective interventions that explicitly aim to increase the sense of institutional and social belonging in order to increase Member Retention.
The study adopts an original, interdisciplinary approach by deploying the methodological paradigm deployed and refined over five decades in the field of student retention scholarship within Higher Education, underlining the conviction that there is much to be gained by adopting an interdisciplinary perspective.
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Mutambuki, Jacinta M., and Renee Schwartz. "We don’t get any training: the impact of a professional development model on teaching practices of chemistry and biology graduate teaching assistants." Chemistry Education Research and Practice 19, no. 1 (2018): 106–21. http://dx.doi.org/10.1039/c7rp00133a.
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This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program,EngagePD. Additionally, we examined GTAs’ experiences in implementing specific PD aspects. The PD program took place as the GTAs taught sections of biology and chemistry laboratory courses, each comprising five interdisciplinary experiments. The PD aspects included defining expected learning outcomes, subject-matter knowledge, relevance to real-world and chemistry-biology connections, and other active classroom teaching practices. Data were collected through classroom observations, reflection questionnaires, and individual interviews. Findings indicated that 57% of the PD aspects investigated were implemented in the five interdisciplinary experiments. Results also revealed GTAs’ initial areas of struggle in implementing specific PD aspects. Perceived implementation difficulties were attributed to individual perceptions and beliefs, and contextual factors. Through practice, continuous feedback, and reflections, most GTAs overcame the hurdles and refined their teaching. Findings imply the need to design training PD programs that offer mentoring and support to GTAs and future faculty in implementing teaching innovations. The teaching context and reflection prompts are helpful in identifying areas of difficulties and how to improve.
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Portnova, Tatiana. "Dance in the system of contemporary integrative Art Studies." SHS Web of Conferences 55 (2018): 03007. http://dx.doi.org/10.1051/shsconf/20185503007.
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The paper considers innovative models of interaction between art courses in the format of their comprehensive study on the basis of the new author’s program “Ballet and synthesis of plastic arts,” created for the direction “Choreographic Art” of various profiles (direction of Ballet Theater, Pedagogy of Choreography, Performing Arts). The conceptual approaches outlined in the program, based on interdisciplinary contacts of related arts, make it possible to include it in the professional cycle of Master’s programs and additional training at universities and other organizations that carry out educational activities, as well as in the system of retraining directors of theaters in the transition to modern design technologies.
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Gardasevic, Stanislava. "User-driven efforts in creating knowledge graph information system." Digital Library Perspectives 36, no. 2 (April 18, 2020): 97–111. http://dx.doi.org/10.1108/dlp-12-2019-0043.
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Purpose This paper presents the results of a qualitative study that involved students of an interdisciplinary PhD program. The study objective was to gather requirements to create a knowledge graph information system. The purpose of this study was to determine information-seeking practices and information needs of this community, to inform the functionalities of a proposed system, intended to help students with relevant resource discovery and decision-making. Design/methodology/approach The study design included semi-structured interviews with eight members of the community, followed by a website usability study with the same student participants. Findings Two main information-seeking styles are recognized and reported through user personas of international and domestic (USA) students. The findings show that the useful information resides within the community and not so much on the program website. Students rely on peer communication, although they report lack of opportunities to connect. Students’ information needs and information seeking are dependent on their progress through the program, as well as their motivation and the projected timeline. Practical implications Considering the current information needs and practices, a knowledge graph hosting both information on social networks and the knowledge produced by the activities of the community members would be useful. By recording data on their activities (for example, collaboration with professors and coursework), students would reveal further useful system functionalities and facilitate transfer of tacit knowledge. Originality/value Aside from the practical value of this research that is directly influencing the design of a system, it contributes to the body of knowledge on interdisciplinary PhD programs.
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Lagoe, Carolyn, Derek Newcomer, and Ashley Fico. "The Development of an Interdisciplinary and Integrated Model of Occupational Safety." Social Marketing Quarterly 27, no. 3 (August 17, 2021): 249–62. http://dx.doi.org/10.1177/15245004211037933.
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Background: Occupational safety and health professionals facilitate safer workplaces through the development and implementation of interventions. Empirically validated theories can enhance the likelihood that an intervention will be successful in achieving the desired outcome; however, occupational safety interventions are often devoid of theory or utilize frameworks that fail to take a comprehensive approach to conceptualizing occupational safety processes. Focus of the Article: The current paper seeks to address these gaps by proposing an interdisciplinary and integrated model of occupational safety (IIMOS). Importance to the Social Marketing Field: IIMOS takes an interdisciplinary approach, examining the combined influence of concepts from psychology, social marketing, and occupational safety on behavioral change. This model accounts for the influence that threat appraisal, coping appraisal, and customer service factors can have on safety behaviors’ initiation/adoption and maintenance. Recommendations for Research and Practice: IIMOS may inform the design, implementation, and evaluation of occupational safety and health programs. Although future empirical work must still test the model’s propositions, the model’s in-depth application of social marketing techniques is a novel addition to the field. This model can encourage practitioners to develop innovative products, build relationships with consumers, and design upstream efforts to support program adoption.
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Gibbs, Chris, Barbara Murphy, Deepika Ratnaike, Kate Hoppe, and Harry Lovelock. "Implementing a collaborative mental health care model: the MHPN." Journal of Integrated Care 25, no. 4 (October 16, 2017): 237–46. http://dx.doi.org/10.1108/jica-06-2017-0014.
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Purpose The purpose of this paper is to describe the development and experience of the Mental Health Professionals’ Network (MHPN) in building and supporting a national interdisciplinary professional development platform in community mental health to enhance practitioner response to the needs of consumers. Design/methodology/approach The key components of the MHPN model are described highlighting effective ways of engaging practitioners and supporting interdisciplinary practice. The MHPN has two key programs – Face-to-Face Interdisciplinary Practitioner Networks and an Online Professional Development Program. Findings The MHPN model has had significant uptake in communities across Australia and continues to grow. Practitioners report positive outcomes in engaging with other practitioners, improving their professional knowledge and having gained increased confidence in the provision of mental health care to patients. Practical implications The progress and learnings to date offer some useful insights that can be applied to other settings to support integrated care for patients with mental health problems through enhancing collaborative care among practitioners at the primary care level. Originality/value MHPN is a unique, national, successful platform delivering opportunities for interdisciplinary professional development in the primary mental health sector. The model is cost effective, practitioner driven, and transferable to other settings.
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Ermilova, Mariia, Mitsunari Terada, Ryosuke Shimoda, and Isami Kinoshita. "Improving the Practice of Landscape Design Collaboration between University and Local Community: Case study in Matsudo, Japan." Environment-Behaviour Proceedings Journal 3, no. 9 (November 22, 2018): 25. http://dx.doi.org/10.21834/e-bpj.v3i9.1491.
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This paper is based on the two years community-based participatory action research (CBPAR), focusing on Cross-Cultural Design Collaboration (CCDC) landscape design studio, held in Iwase Neighborhood Association area, Matsudo, Japan. We first briefly introduce the problems of Japanese local community and introduce the priorities of collaboration between university and community in Japan. Then, we introduce the Design and Build program, which was incorporated into the Chiba University CCDC studio in 2014. The authors suggest “Students live in the Neighborhood Association” model as an effective way to facilitate the collaborative programs between university and local community. We critically reflect on the process of CCDC landscape design studio held in Iwase, Matsudo city in 2017-2018. Based on that, we provide the recommendations for the implementation of interdisciplinary practical programs in Universities, so they can contribute to the quality of life of local communities utilizing the suggested model.Keywords: community, landscape design, interdisciplinary research, community-based participatory action researcheISBN 2398-4287 © 2018. The Authors. Published for AMER ABRA cE- Bs by e-International Publishing House, Ltd., U.K. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.https://doi.org/10.21834/e-bpj.v3i9.1491
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Powers, Michael D. "Promoting Community-Based Services: Implications for Program Design, Implementation, and Public Policy." Journal of the Association for Persons with Severe Handicaps 11, no. 4 (December 1986): 309–15. http://dx.doi.org/10.1177/154079698601100412.
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As persons with severe developmental disabilities are transferred from institutional environments to community-based programs for habilitation and residential care, a wide variety of service delivery needs and public policy issues must be confronted. In those jurisdictions where the courts have intervened and mandated alternatives to institutional living, the process of change and ensuing alternatives can be profoundly affected by appropriate legal intervention. The task of balancing professional, community, legal, ethical, and political needs in bringing alternatives into existence represents a formidable challenge to all involved. This article describes five community-based projects developed and maintained by the Georgetown University Child Development Center University Affiliated Facility providing services to children and adults with severe developmental disabilities and those at risk for handicapping conditions. Special emphasis is placed on training and public policy issues, the consultative process, and interdisciplinary service delivery models as they relate to the development of community-based programs.
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Dzurak, Ewa, Kerry A. Falloon, and Jonathan Cope. "Evaluating and planning for interdisciplinary collection development: a case of an East Asian collection at the College of Staten Island Library." Collection Building 34, no. 2 (April 7, 2015): 51–58. http://dx.doi.org/10.1108/cb-01-2015-0002.
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Purpose – The purpose of this article is to examine the challenges of collection analysis and development in response to a new academic interdisciplinary program in East Asian Studies at the College of Staten Island, City University of New York. Design/methodology/approach – First, the authors examined the needs of a new East Asian Studies program and its interdisciplinary nature. Next, an automated collection development tool was chosen that provides a snapshot of current monograph holdings and a comparison with other equivalent institutions. Lastly, the authors conduct an analysis of citations in key Asian Studies journals, library holdings in relevant top electronic resources and core journal subscriptions. For future collection building, vendor tools and patron-drive acquisitions are explored. Findings – Traditional methods of collection development can prove inadequate. A variety of tools and methods need to be used to guarantee adequate results. Originality/value – This paper builds on prior research related to developing interdisciplinary collections by using traditional methods of collection development with critical judgments.
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Reynolds, Suzanne L., Michael Mahan, Barbara Lee, and Gilda DelRisco. "Building for the Future: The Mathematics of Architecture and Design." Mathematics Teaching in the Middle School 13, no. 7 (March 2008): 382–89. http://dx.doi.org/10.5951/mtms.13.7.0382.
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The Connection Standard in Principles and Standards for School Mathematics (NCTM 2000) emphasizes the importance of interdisciplinary experiences in the teaching and development of mathematical ideas. This article describes a four-week summer enrichment program relating mathematics to real-life applications in architecture and design, produced by the faculty from Kean University (through an Improving Teacher Quality Partnership grant awarded by the state of New Jersey). The focus of this summer program was to provide both a professional development opportunity for teachers and preservice teachers from the university as well as an opportunity for accelerated learners to have authentic hands-on experience in the critical content areas of data analysis, measurement, and proportionality. The students selected were rising sixth and seventh graders from an urban New Jersey school district.
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Rancourt, Ann. "Assessing Academic/Intellectual Skills in Keene State College's Integrative Studies Program." Journal of Assessment and Institutional Effectiveness 1, no. 1 (2010): 1–57. http://dx.doi.org/10.2307/41163333.
Full textAbstract:
Abstract Key to the design of Keene State College's Integrative Studies Program (ISP) was the intention to create a program based on a conceptual framework. The framework came from AAC&U's Greater Expectations report (2002) in which the essential learning outcomes for a liberal education were identified. In 2007 the program was implemented. The program has three sets of outcomes (intellectual skills, perspectives and interdisciplinary outcomes and integrative outcomes). The focus of this paper will be on the development of our process and on the assessment of intellectual skills.