The Search for Authentic Practice Across the Disciplinary Divide

Abstract

This article describes the investigation of four first-year faculty at a comprehensive state university. We each explored and evaluated our teaching philosophies, strategies, and roles as educators and researchers, using Bain's definition of authentic teaching and learning, the “natural critical learning environment.” We identified four elements of authentic teaching and learning that cross disciplinary boundaries. A collaborative model of professional development across the disciplinary divide is outlined, as is a model for authentically engaged teaching practices that upholds standards, while revitalizing teaching and learning in the college classroom.

Keywords:

• authenticity
• interdisciplinary collaboration
• learning environment
• professional development

Acknowledgments

All four authors are tenure-track faculty at California State University, Northridge. Greg Knotts is assistant professor of elementary education; Lynette Henderson is assistant professor of Art Education and a visual artist; Ronald A. Davidson is assistant professor of geography; John D. Swain, is assistant professor, Theatre. Researching theatre by marginalized groups in Japan.

Notes

1. The use of Deweyan methodology described in this paragraph is potentially useful at all education levels, and is in fact promoted throughout K-12 public schools in Los Angeles by the University of California, Los Angeles History-Geography Project, for which I am a consultant.