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![Page 1: Issues in interdisciplinary teaching and learning John Canning Subject Centre for Languages, Linguistics and Area Studies University of Southampton.](https://reader035.fdocuments.net/reader035/viewer/2022071806/56649d8e5503460f94a7710f/html5/thumbnails/1.jpg)
Issues in interdisciplinary teaching and learning
John Canning
Subject Centre for Languages, Linguistics and Area Studies
University of Southampton
![Page 2: Issues in interdisciplinary teaching and learning John Canning Subject Centre for Languages, Linguistics and Area Studies University of Southampton.](https://reader035.fdocuments.net/reader035/viewer/2022071806/56649d8e5503460f94a7710f/html5/thumbnails/2.jpg)
Area Studies
• “Area Studies is a generic term applied to the study of the society or societies of a given geographical space” QAA
• e.g American Studies, European Studies, African Studies
• Multidisciplinary or interdisciplinary
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Disciplines of Area Studies
• Social Sciences e.g. economics, geography, politics, sociology
• Arts and humanities e.g. history, modern languages, Literature
• Area Studies Project SCs. LLAS, Economics, English, GEES, HCA, C-SAP
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Encouraging interdisciplinary
• Subject Centres (many cover 2+ subjects).
• Subject Centre collaboration
• CETLs
• Interdisciplinary/ Joint/ Combined/ Major- Minor degree schemes
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Discipline
• Tribes with identities and cultural attributes. Becher (1989)
• Guild/ religious community, vocation, lifelong commitment (Parker 2002).
• Cf: Subject= knowledge acquisition
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Rationales for interdisciplinary teaching
De Zure (online)
• Life is interdisciplinary (social problems AIDS, crime, poverty).
• Overcomes artificial fragmentation of knowledge.
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Rationales for interdisciplinary teaching (continued)
• Interdisciplinary needs of the workplace.
• Share knowledge and resources between departments.
• Technological change has changed ways knowledge organised.
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Barriers to interdisciplinarity
• Learning styles (Kolb)
• Student socialisation
• Institutional structures
• Assessment
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Learning styles (Kolb)
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Student socialisation into disciplines
• Academic ‘stars’.
• Key research journals
• Disciplinary histories and ‘heroic myths’.
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Institutional structures
• Multiple departments- issues of student (and staff) identities.
• Programmes vulnerable to staff changes in contributing departments
• Pastoral and academic support must be well worked out.
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Curriculum and Assessment
• Area Studies Benchmarking statement supposes contributing disciplines decide appropriate assessment.
• Teaching staff teach and assess from own discipline.
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Curriculum and Assessment (cont)
• Lack of differentiation learning outcomes.
• Lower attainment of non-specialists (?)• Resistance to teaching non-
specialists. Concerns about ‘watering down’/ ‘dumbing down’.
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Opportunities for interdisciplinary teaching
• New schools/ faculties lead to opportunities for interdisciplinary programmes in one department.
• Traditional interdisciplinary courses such as PPE suggest quality not compromised.
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Opportunities for interdisciplinary teaching (cont)
• Interdisciplinary CETLs.
• Possibilities for students without traditional ‘A’ levels.
• Employability