Published
2018-07-21
Section
Articles
License
Copyright (c) 2018 Catherine Nameth, Korin Wheeler
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All work in IJPS is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Copyright of content published in IJPS belongs to the author(s).
How to Cite
Identifying the Underlying Assumptions of an Interdisciplinary Collaboration on Curriculum Development
Catherine Nameth
University of California, Los Angeles
Korin Wheeler
Santa Clara University
DOI: https://doi.org/10.24926/ijps.v5i2.912
Keywords: faculty development, interdisciplinary collaboration, curriculum development, interdisciplinary research partnership, undergraduate education
Abstract
This reflective analysis focuses on a successful interdisciplinary collaboration between two academics from two different areas of expertise, chemistry and education, who worked together on a curriculum development project. The authors identify three underlying assumptions integral to their successful partnership (being ready for learning, having a commitment to collaborative learning, and seeing each other as peers) and state that their partnership led to new ways of knowing and learning. This article is framed within the field of adult learning and development, and views the authors as learners, thus offering insights into understanding the value of interdisciplinary research partnerships in higher education.
