Team Teaching an Interdisciplinary First-Year Seminar on Magic, Religion, and the Origins of Science: A ‘Pieces-to-Picture’ Approach
Main Article Content
Abstract
Downloads
Article Details
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Barisonzi, J., & Thorn, M. (2003). Teaching Revolution: Issues in Interdisciplinary Education. College Teaching, 51, 5-8.
Beck-Winchatz B., & Parra, R.D. (2013). Finding Out What They Really Think: Assessing NonScience Majors' Views of the Nature of Science. College Teaching, 61, 131-137.
Borrego, M., & Newsmander, L.K. (2008). Characteristics of Successful Cross-disciplinary Engineering Education Collaborations. Journal of Engineering Education, 97 (2), 123-133.
Casteel, M.A., & Bridges, K.R. (2007). Goodbye Lecture: A Student-Led Seminar Approach for Teaching Upper Division Courses. Teaching of Psychology, 34(2), 107-110.
Caviglia, J.L., & Hatley, H.J. (2004). Interdisciplinary teaching. International Journal of Sustainability in Higher Education, Vol 5(4), 395 – 403.
Davis, L.J. (2007). A Grand Unified Theory of Interdisciplinarity. The Chronicle of Higher Education, 53 (40), B9.
Eisen, A., & Huang, J. (2014). Learning Science by Engaging Religion: A Novel Two-Course Approach for Biology Majors. College Teaching, 62, 25-31.
First Year Seminars Program. (n.d.) Retrieved February 23, 2017, from http://fys.unc.edu/.
Krometis, L.H., Clark, E.P., Gonzalez, V., & Leslie, M.E. (2011). The “Death” of Disciplines: Development of a Team-Taught Course to Provide an Interdisciplinary Perspective for First-Year Students. College Teaching, 59, 73-78.
Lattuca, L.R., Voigt, L.J., & Fath, K.Q. (2004). Does interdisciplinarity promote learning? Theoretical support and researchable questions. The Review of Higher Education, 28(1), 23–48.
Newell, W.H., & Green, W.J. (1982). Defining and Teaching Interdisciplinary Studies. Improving College and University Teaching, 30, 23-30.
Shapiro E.J., & Dempsey, C.J. (2010). Conflict Resolution in Team Teaching: A Case Study in Interdisciplinary Teaching. College Teaching, 56, 157-162.
Tomášková, S. (2013). Wayward Shamans: The Prehistory of an Idea. London: University of California Press.
Weber, M. (1922). The Sociology of Religion. Germany: J. C. B. Mohr.
Weinberg, A., & Harding, C. (2004). Interdisciplinary Teaching and Collaboration in Higher Education: A Concept Whose Time Has Come. Washington University Journal of Law & Policy, Vol. 14.