Please do consider contributing to this issue - we hope to include as
many disciplinary perspectives as possible.
Lesley Smith
Editor, inventio
Call for Articles
inventio, George Mason University's online journal devoted to the
scholarship of teaching and learning, invites articles for a special
issue (Spring 2001) on the theme of interdisciplinarity in teaching and
learning.
Interdisciplinarity has featured in thinking about pedagogy and
education for some time. Recently, the discussion of disciplinary vs.
interdisciplinary teaching and learning has once again grown heated,
with newer terms such as cross-disciplinary, integrated, etc. entering
the debate. At the heart of the discussion lies the claim that
knowledge does not proceed smoothly from disciplinary bases which are
themselves inherently artificial but instead springs from varied
perspectives which cross academic disciplinary lines. inventio invites
scholars from all disciplines to contribute to this debate.
Areas of interest include (but are not limited to):
the general theoretical aspects of interdisciplinary teaching
and its concrete implications
the structural and institutional implications of a serious
commitment to interdisciplinary teaching
the assessment of different models, such as learning
communities or linked courses, used to infuse
interdisciplinarity into the curriculum
the routes faculty choose to successful interdisciplinary
teaching and an assessment of its effectiveness at various
levels of undergraduate learning
the pedagogical complexities of integrating different
methodological 'ways of knowing' and creating from them a
coherent teaching and learning framework accessible to
students
the problems associated with effective interdisciplinary
teaching (for example, the time faculty require to understand
the principles underlying another/other disciplines, the
complexities of interdisciplinary collaboration, such as the
negotiation of authority within the classroom and the
differing perceptions of methodological rigor, especially
across the arts and sciences).
the creating of assignment structures and grading criteria
that integrate fairly expectations from different disciplines
the quality of learning students perceive at different stages
in their careers from disciplinary and interdisciplinary
approaches to knowing
The current issue of inventio is available at
http://www.doiiit.gmu.edu/inventio. Interested potential contributors
will find comprehensive publication guidelines at
http://www.doiiit.gmu.edu/inventio/pubguide.htm. For further
information, please contact the Lesley Smith, the editor, at
lsmithg@gmu.edu or the Editorial Board at inventio@irc.gmu.edu. All
contributions should reach inventio by 30 September 2000.
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