Improving Teaching Practice Through Interdisciplinary Dialog

Abstract

This study presents the results of a self-study of interdisciplinary work that has generated profound changes in our teaching practices. The research grew out of an interest in exploring the nature of our work and the practices that contribute to its success. Our self-study revealed that our work process consists of five stages and is the product of careful weaving of our different disciplinary lenses. The five stages are creating a collaborative environment, initial inquiry, shared inquiry, scholarly connection, and in practice and beyond. We describe these stages in detail, illustrating our use of dialog, reflection, and scholarly inquiry across our disciplines to improve our teaching.

Keywords::

• interdisciplinary work
• teaching improvement
• professional development
• dialog
• collaboration

Acknowledgements

The authors acknowledge the anonymous reviewers who provided insightful comments that helped them strengthen this work by empowering their voices.