Interdisciplinary General Education: Five Ways It Promotes Good Freshman Teaching and Learning
The renewed interest in interdisciplinary general education is, in part, a response to research and task force reports critical of the quality of undergraduate education and the freshman year. An interdisciplinary curriculum model facilitates the development of integrative thinking skills and enhances the quality of undergraduate teaching and learning in five ways. Benefits accrue to both faculty and students from the collaboration of faculty and the conjoining of disciplines to focus on specific course issues or themes.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Publication date: January 1, 1990
More about this publication?
- The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
- Editorial Board
- Information for Authors
- Submit a Paper
- Subscribe to this Title
- Ingenta Connect is not responsible for the content or availability of external websites