What Did We Learn? Assessment of an Interdisciplinary Student Project

Autor/inn/en	Rima, Brandi; Rodriguez, Crystal
Titel	What Did We Learn? Assessment of an Interdisciplinary Student Project
Quelle	In: Journal of Effective Teaching in Higher Education, 4 (2021) 3, S.53-70 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Psychology; Interdisciplinary Approach; Summative Evaluation; Outcomes of Education; Skill Development; Grades (Scholastic); Teaching Methods; Law Enforcement; Introductory Courses; Communities of Practice; Urban Areas; Community Colleges; Learning Processes; Disadvantaged; Low Income Students; First Generation College Students; Scoring Rubrics; Assignments; Student Evaluation; Two Year College Students; Partnerships in Education; New York (New York) + Suchen Sie Ihr Suchwort? Psychologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode; Gesetzesvollzug; Einführungskurs; Community; Urban area; Stadtregion; Community college; Community College; Learning process; Lernprozess; Scoring formulas; Auswertungsbogen; Assignment; Auftrag; Zuweisung; Schulnote; Studentische Bewertung; Hochschulpartnerschaft
Abstract	Assessment is critical to effectively implementing interdisciplinary pedagogy in higher education. We developed an interdisciplinary project for an Introduction to Psychology and Introduction to Criminal Justice learning community at an urban community college. The semester-long project involved completing a series of lessons and assignments in both courses. The study objective was to evaluate the extent to which the interdisciplinary project supported students' learning, with attention to their academic skill development, progress on course learning outcomes, and academic progress in the psychology course. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. Findings suggest the interdisciplinary project positively supported students' academic skill development, progress on course learning outcomes, and overall success in the psychology course. These findings demonstrate the value of interdisciplinary teaching and assessment. We offer the interdisciplinary project and assessment procedures presented here as models for higher education faculty interested in interdisciplinary pedagogical approaches. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01