Subject: Call for Papers - inventio
From: Lesley Smith (lsmithg@osf1.gmu.edu)
Date: Thu 06 Apr 2000 - 04:07:16 MEST
Date: Wed, 05 Apr 2000 19:07:16 -0700 From: Lesley Smith <lsmithg@osf1.gmu.edu> Subject: Call for Papers - inventio
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Please do pass this call on to any colleagues who might be interested in
contributing to this issue of inventio. We are particularly interested in
papers that
involve cross-disciplinary work between (in very general terms - my apologies)
the arts and the sciences.
inventio, an online journal of creative thinking about learning and
teaching, was founded at George Mason University in 1999. For its first
national issue (Spring 2001), inventio invites articles on the theme of
interdisciplinarity in teaching and learning. Pew scholar Charles Carter
(Seton Hall University) has agreed to act as guest editor for this issue.
Interdisciplinarity has been 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 results of classroom research into the experiences of faculty
and students teaching and learning in the full range of
interdisciplinary courses
the quality of learning students perceive at different stages in
their careers from disciplinary and interdisciplinary approaches
to knowing
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 creating of assignment structures and grading criteria that
integrate fairly expectations from different disciplines
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 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 Editorial Board at
inventio@irc.gmu.edu. All contributions should reach inventio by 30
September 2000.
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