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ERIC Number: ED539282
Record Type: Non-Journal
Publication Date: 2009-Nov
Pages: 3
Abstractor: As Provided
Reference Count: 5
ISBN: N/A
ISSN: N/A
Creating an "Interdisciplinary Moment" in Graduate Education: The Theory and Philosophy Summer School
Moore, Alfred
National Academy for Integration of Research, Teaching and Learning (NJ1), Paper presented at the Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, Nov 11-12, 2009)
This paper reports on a pilot interdisciplinary graduate Summer School in Theory and Philosophy for the Arts, Humanities and Social Sciences, which aimed to combine research with graduate teaching and learning. The paper will develop reflections on the ways in which interdisciplinary residential learning spaces can promote successful skills development among graduate students. It thus contributes to the ongoing assessment of the effectiveness of this innovative approach to interdisciplinary graduate education in the Arts, Humanities and Social Sciences. Through the reflections developed in this paper I hope to offer models and lessons that can contribute to the ongoing development of new ways of delivering research-led interdisciplinary programmes that can enhance the skills and competitiveness of graduate students. The aims of the Theory and Philosophy Summer School operated at two levels. The first set of aims concerned the enhancement of the interdisciplinary skills and effectiveness of doctoral researchers. The programme was designed to enable students to develop high-level conceptual and communicative tools that would deepen their disciplinary knowledge and enhance interdisciplinary cooperation. The second set of aims concerned the development of models for the organisation, curriculum development and delivery of graduate research education programmes in theory and methods of inquiry. These findings indicate the importance of dialogical processes and interpersonal interaction in developing skills in communicating across disciplinary traditions and boundaries. In this connection the spatial environment proved crucial to supporting disciplinary interaction. Enabling lecturers to integrate research and teaching was also crucial to the achievement of the aims of student development. Finally, reflection on curriculum development has led to a working typology of ways of being not-disciplinary. Together these findings contribute to a developing organisational model for the delivery of interdisciplinary research-led GREP. (Contains 1 footnote.) [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]
National Academy for Integration of Research, Teaching and Learning. University College Cork, Distillery House North Mall, Cork, Ireland. Tel: +353-21-490-4690; e-mail: nairtl@ucc.ie; Web site: http://www.nairtl.ie
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Academy for Integration of Research, Teaching and Learning (NAIRTL) (Ireland)