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Collaborative teaching and interdisciplinary learning in graduate environmental studies

Author

Listed:
  • Kevin Francis

    (The Evergreen State College)

  • Martha Henderson

    (The Evergreen State College)

  • Erin Martin

    (The Evergreen State College)

  • Kathleen Saul

    (The Evergreen State College)

  • Shangrila Joshi

    (The Evergreen State College)

Abstract

Many graduate programs in environmental studies attempt to foster specialized knowledge and technical skills alongside interdisciplinary collaboration and integration. We discuss strategies for addressing these distinct—sometimes competing—goals in Evergreen State College’s Graduate Program on the Environment. Key strategies include (1) designing an academic program that balances specialization and integration; (2) approaching course planning with a “backward design model” that focuses on teaching outcomes rather than “covering” disciplinary content; (3) designing group assignments that require collaborative and multidisciplinary research and networking among students; (4) approaching thesis projects using place-based issues or research problems/questions developed in conjunction with local or regional organizations and a clear identification of relevant communities of practice to inform the scholarly work and analysis. Finally, we address the challenge of creating equitable social dynamics in teaching teams and offer reflections based on our 30-year tradition of collaborative team-teaching at the graduate level.

Suggested Citation

  • Kevin Francis & Martha Henderson & Erin Martin & Kathleen Saul & Shangrila Joshi, 2018. "Collaborative teaching and interdisciplinary learning in graduate environmental studies," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(3), pages 343-350, September.
    • Handle: RePEc:spr:jenvss:v:8:y:2018:i:3:d:10.1007_s13412-017-0467-0
    DOI: 10.1007/s13412-017-0467-0
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    References listed on IDEAS

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    1. Veronica Boix Mansilla & Elizabeth Dawes Duraising, 2007. "Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed," The Journal of Higher Education, Taylor & Francis Journals, vol. 78(2), pages 215-237, March.
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    Cited by:

    1. Corrado Battisti, 2018. "Preparing students for the operational environmental career: an integrated project-based road map for academic programs," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 8(4), pages 573-583, December.
    2. Thomas Brudermann & Ralf Aschemann & Manfred Füllsack & Alfred Posch, 2019. "Education for Sustainable Development 4.0: Lessons Learned from the University of Graz, Austria," Sustainability, MDPI, vol. 11(8), pages 1-14, April.
    3. Meiai Chen & Tingting Pei & Eila Jeronen & Zhihui Wang & Lihua Xu, 2022. "Teaching and Learning Methods for Promoting Sustainability in Tourism Education," Sustainability, MDPI, vol. 14(21), pages 1-20, November.

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