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Conclusion: Integrating Interdisciplinary Pedagogies

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Interdisciplinary Pedagogy for STEM

Abstract

Synthesizing the best practices and lessons learned from collaborative interdisciplinary classrooms, this chapter offers a retrospective of student experience, discussing how this pedagogical strategy effectively promotes self-authorship, manifested through the learners’ ability to reflect and base judgments on their knowledge and interdisciplinary understanding, as well as their ability to integrate multiple disciplines to accomplish a task. Free educational technologies were used to scaffold student learning via, for example, place-based learning in virtual worlds, using such features as integrating digital concept maps and three-dimensional virtual worlds. Despite the variability and unpredictability of individual experiences, student perspectives provide evidence for the unique challenges and distinct advantages of team-taught interdisciplinary courses.

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Author information

Authors and Affiliations

  1. Department of English, New York City College of Technology, City University of New York, Brooklyn, NY, USA

    Reneta D. Lansiquot

  2. Department of Game Design, Tisch School of the Arts, New York University, Brooklyn, NY, USA

    Tamrah D. Cunningham

Authors
  1. Reneta D. Lansiquot
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  2. Tamrah D. Cunningham
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Corresponding author

Correspondence to Reneta D. Lansiquot .

Editor information

Editors and Affiliations

  1. City University of New York, New York City College of Technology, BROOKLYN, New York, USA

    Reneta D. Lansiquot

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© 2016 The Editor(s) (if applicable) and The Author(s)

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Lansiquot, R.D., Cunningham, T.D. (2016). Conclusion: Integrating Interdisciplinary Pedagogies. In: Lansiquot, R. (eds) Interdisciplinary Pedagogy for STEM. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-56745-1_7

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  • DOI: https://doi.org/10.1057/978-1-137-56745-1_7

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-56744-4

  • Online ISBN: 978-1-137-56745-1

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