Interdisciplinary teaching: Analyzing consensus and conflict in environmental studies

doi:10.1108/14676370410561090

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International Journal of Sustainability in Higher Education

ISSN: 1467-6370

Online from: 2000

Subject Area: Education

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Interdisciplinary teaching: Analyzing consensus and conflict in environmental studies

Document Information:
Title:	Interdisciplinary teaching: Analyzing consensus and conflict in environmental studies
Author(s):	Jill L. Caviglia-Harris, (Economics and Finance Department, Salisbury University, Salisbury, Maryland, USA), James Hatley, (Philosophy Department, Salisbury University, Salisbury, Maryland, USA)
Citation:	Jill L. Caviglia-Harris, James Hatley, (2004) "Interdisciplinary teaching: Analyzing consensus and conflict in environmental studies", International Journal of Sustainability in Higher Education, Vol. 5 Iss: 4, pp.395 - 403
Keywords:	Curriculum development, Group teaching methods, Team working, United States of America, Universities
Article type:	Research Paper
DOI:	10.1108/14676370410561090 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Abstract:	This paper is a discussion of a team-taught interdisciplinary course that was designed to provide cohesion between the 12 departments that participate in the environmental studies major at Salisbury University. This course provides a model for addressing several positive and negative tendencies at work in interdisciplinary programs, and provides students with a first-hand experience in how multiple disciplines can work together to provide a more developed picture of a particular field or interest. This paper presents a discussion of the teaching experiences of faculty involved in the environmental studies course for two years. A framework for the development of such courses is included, as well as a discussion of the agreements and disagreements that can arise when students and faculty work within an interdisciplinary context.