ERIC Number: ED167002
Record Type: RIE
Publication Date: 1977
Resources for Renewal: Interdisciplinarity. Change in Liberal Education: An Action-Research Project for the Renewal of Undergraduate Liberal Education.
This paper on interdisciplinarity and liberal education is based on the work of a task force of the Project Change in Liberal Education. The focus is those parts of the education process that bridge or integrate disciplinary approaches and create a different kind of learning that would still be liberal education. The following factors that indicate the complexity of interdisciplinary programs are discussed: Jantsch's typology for interdisciplinarity; choosing appropriate models; achieving an integration of content materials; modifying administrative support systems; determining the costs of interdisciplinarity; and dealing with such matters as team-teaching, curricular and developmental sequencing and individualizing interdisciplinary studies. Recommendations that deal with planning and implementation are presented. An annotated bibliography is included that provides direction on finding information about interdisciplinarity and its practice and that defines the use of terms like multidisciplinarity, transdisciplinarity, and unidisciplinarity. (SW)
Descriptors: Administrative Change, Curriculum Design, Curriculum Development, General Education, Higher Education, Individualized Instruction, Interdisciplinary Approach, Liberal Arts, Models, Program Costs, Teaching Methods, Team Teaching
National Coordinator, CLE Network, 200 S. Esplanade, Leavenworth, KS 66048 ($3.00 per copy; $2.40 per copy for 10 or more copies, prepaid)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Association of State Universities and Land Grant Colleges, Washington, DC.; American Association of Community and Junior Colleges, Washington, DC.; American Association of State Colleges and Universities, Washington, DC.; American Association of Univ. Professors, Washington, DC.; Association of American Colleges, Washington, DC.
Authoring Institution: N/A