Please use this identifier to cite or link to this item:
Scopus Web of Science® Altmetric
Type: Journal article
Title: Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change
Author: Pharo, E.
Davison, A.
Warr, K.
Nursey-Bray, M.
Beswick, K.
Wapstra, E.
Jones, C.
Citation: Teaching in Higher Education, 2012; 17(5):497-507
Publisher: Taylor & Francis
Issue Date: 2012
ISSN: 1356-2517
Statement of
E.J. Pharo, A. Davison, K. Warr, M. Nursey-Bray, K. Beswick, E. Wapstra and C. Jones
Abstract: A teacher network was formed at an Australian university in order to better promote interdisciplinary student learning on the complex social-environmental problem of climate change. Rather than leaving it to students to piece together disciplinary responses, eight teaching academics collaborated on the task of exposing students to different types of knowledge in a way that was more than the summing of disciplinary parts. With a part-time network facilitator providing cohesion, network members were able to teach into each other's classes, and share material and student activities across a range of units that included business, zoology, marine science, geography and education. Participants reported that the most positive aspects of the project were the collegiality and support for teaching innovation provided by peers. However, participants also reported being time-poor and overworked. Maintaining the collaboration beyond the initial one year project proved difficult because without funding for the network facilitator, participants were unable to dedicate the time required to meet and collaborate on shared activities. In order to strengthen teacher collaboration in a university whose administrative structures are predominantly discipline-based, there is need for recognition of the benefits of interdisciplinary learning to be matched by recognition of the need for financial and other resources to support collaborative teaching initiatives.
Keywords: interdisciplinary; climate change; community of practice; workload; faculty learning community
Rights: © 2012 Taylor & Francis
RMID: 0030008545
DOI: 10.1080/13562517.2012.658560
Appears in Collections:Geography, Environment and Population publications

Files in This Item:
File Description SizeFormat 
RA_hdl_88255.pdfRestricted Access210.95 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.