Each presentation is assigned a unique ID (e.g. 10A). Presentations sharing the same number occur at the same time in different places (i.e. parallel sessions)
October 19, 2017 (Presentations 1A to 4E)
1A: A University Wide Interdisciplinary Program, Gail Bentley, Texas Tech University (UC 310, 2:00–2:20pm) At Texas Tech, University Studies is an interdisciplinary program that reaches across the ten colleges, for students to create a truly unique degree plan.
1B: You Can Do What With That? Creativity, Interdisciplinary, and the Evolving Workplace. Evan Widders, West Virginia University (UC 312, 2:00–2:20pm) As instructors and researchers, we understand that interdisciplinary approaches to learning are the best way of forging creative capacities in our students. By studying artists, entrepreneurs, and other creatives, interdisciplinary students can become “rogue learners” who understand creativity as a suite of characteristics with intellectual, emotional, motivational and ethical attributes.
1C: How the Nature of Drug Use is Constructed in the Rhetoric of Music Festivals. Mary Ozanic, University of Colorado, Denver (Commons 318, 2:00–2:20pm) How drug use is constructed in popular culture impacts the appeal of recreational drug use to young adults. Music festivals have the potential to be fertile locations in which to promote harm reduction strategies to recreational drug users that may deter a percentage of them from crossing into chemical dependency.
1D: Expanded applications of Interdisciplinary Studies: Building the Pedagogy of Cultural Competence Using the Language and Values of Interdisciplinary Studies. Lisa Turner de Vera, Florida State University (Commons 329, 2:00–2:20pm) The language and values of interdisciplinary study may build valuable skills for intercultural competence. To what extent could interdisciplinary studies expose students to the same opportunity for intercultural competence as students receiving specific cultural competency training?
1E: Biopower and Abortion: Constructing Abortion Subjectives with Foucault. Sarah Brown, University of Colorado Denver (Commons 331, 2:00–2:20pm) Legislative and political discourse construct public response to a variety of abortion narratives. By interrogating how public discourse has shaped reproductive morality and how these principles are encoded in legislation, we can begin develop a historical and discursive understanding of why and how society judges pregnancy termination.
2A: Quantifying Qualitative Data with Linguistic Inquiry and Word Count. Rachel Marias, Michigan State University (UC 310, 2.25-2.45pm) In a Belonging Intervention, incoming freshmen provided written responses linked to a wealth of quantitative data. The presentation explores the process of quantifying this large qualitative data set, addresses concerns about the methodology, and proposes other applications for the Linguistic Inquiry and Word Count Software and related methodology.
2B: Turning STEM into STEAM, Transforming Science Education in Sonoma County. Russell Scarola, Sonoma State University (UC 312, 2.25-2.45pm) What happens when you replace a traditional poster-centric science fair with a mentor-supported, project-based STEAM SHOWCASE at the intersection of Art and Science? You get student buy-in, community involvement, and a whole lot of fun! This talk will share projects, discuss avenues of service learning, and display research results.
2C: Secularism and Minority Millennial Citizenship in the 21st Century: How Do Minority Millennials Perceive, Interpret, and Construct Unbelief? Aprilfaye Manalang, Norfolk State University (Commons 318 , 2.25-2.45pm) I will advance an interdisciplinary intersectional analysis and investigate understandings of unbelief in diverse contexts. Cross-trained in Social Sciences and Humanities, I will explore ‘hybrid’ configurations of unbelief in diverse settings. I will connect qualitative and quantitative work to unbelief in order to provide bigger picture patterns.
2D: Interdisciplinary Translation – Pt. 1 Andi Hess, Arizona State University (Commons 329, 2.25-2.45pm) The Interdisciplinary Translation and Integration Sciences Initiative supports interdisciplinary research teams through the use of “Interdisciplinary Translators” that mediate the high risk of interdisciplinary projects and assist teams in bridging disciplinary boundaries. This session will introduce Interdisciplinary Translation and provide a preview the related sessions on Friday.
2E: The Integrative Mindset and the Buddhist Middle Way. James Welch IV, University of Science and Arts of Oklahoma (Commons 331, 2.25-2.45pm) A core principle of Buddhism, the “Middle Way,” offers strategies for mediating conflicts—from the interpersonal to the institutional. The practice of interdisciplinarity and integrative thinking emphasize techniques that have long been foundational to Buddhist thought. The wisdom of Dhammapada can help interdisciplinarians skillfully cross borders and create common ground.
3A: Bringing It All Together: How the Small Liberal Arts Campus Can Effectively Foster Interdisciplinarity. Julia Klimek, Coker College (UC 310) Low numbers of students formally enrolled in the Interdisciplinary Studies major and limited faculty availability demand efficiency in planning courses and reliance on existing paths of study. This presentation offers some practical suggestions for an interdisciplinary studies program at a small college.
3B: Distilling Information sources and practices across disciplines: an X-Informatics approach. Rich Gazan, University of Hawaii (UC 312) In an “X-Informatics” customized graduate program, students apply core informatics concepts to distill and compare what counts as knowledge in the constituent disciplines within their domain of interest. Understanding how diverse knowledge is created, evaluated and shared prepares students to translate and transport concepts and practices effectively across disciplines.
3C: Multi- and Interdisciplinary Area Studies Meets Media Studies: Comparing Multiperspectival and Interperspectival Views in American and Finnish World News. Kirsi Cheas, University of Helsinki, Finland (Commons 318) My work creates a connection between news frames and disciplines, exploring how complex realities can be covered in news as in multi- and interdisciplinary studies. I found that American “interperspectival” news integrates viewpoints throughout coverage, while Finnish “multiperspectival” news features broader perspectives combined at media system level over time.
3D: Deepening Student Understanding of Diversity. Silvia Guerrero, Florida Gulf Coast University (Commons 329) There is a missing link between understanding and critical thinking in the areas of multicultural analysis where students are unable to bridge the gap of knowledge. Colleges and Universities have an opportunity to produce more culturally conscientious members of society by integrated strong components of empathy throughout integrated studies curriculum.
3E: Anticipatory Biomedical Ethics. Michael Nestor, Independent investigator (Commons 331) Gene drives are alterations to genes that allow them to be transmitted to offspring at rates that approach 100% and can be used to ameliorate genetic deficiencies in humans. We critically analyze the hypothesis that the combination of CRISPR and gene drive will have a positive effect on human populations.
4A: *H Towards Kitchen Table Talk. Tanya Augsburg, San Francisco State University (UC 310) Kitchen Table Talk is a participatory feminist performance for creative envisioning in uncertain times. It links multiple methods of problem solving. Kitchen Table Talk, calls attention to interdisciplinary processes as performances. The performance “ends” with a group debriefing of how dialogue is critical for interdisciplinary teaching and research.
4B: The Challenges and opportunities for assessing proposals for interdisciplinary research funding, Michael New, NASA; Paul Wason, John Templeton Foundation; Francisco Moore, NSF; Maria Pellegrini, W.M. Keck Foundation (UC 312) Discussion of philanthropic versus federal funding programs, and to what each is trying to fund. Exploration of the “baggage” of history and bureaucracy at work in each case. Organizational attitudes to interdisciplinarity, the unique challenges that interdisciplinary proposals bring and measures underway (or under consideration) to deal with these.
4C: *A The Sage Fell Off the Stage, Scott Crabill, David Lau, Michael Cena, Matthew Lau, Charles Rinehart – Oakland University (Commons 318) Trip, slip, fall, or Jump. Get us off the stage. Transcending the metaphor of the talking head is the challenge of this program–if not a talking head, then what? How do we engage students in becoming active participants? What stories have we to tell? Attendees are invited to participate.
4D: *H Ideas in Motion. Timothy Stoller, Melanie Riley – The College at Brockport, SUNY (Commons 329) Participants will explore & experiment with different types of dramatic pedagogy.
4E: *H Creativity and Social Justice. Russell Scarola – Sonoma State University (Commons 331) How best to give students a sense of agency around techno-ethical dilemmas? Use the power of art to explore ambiguity and reimagine the possible. Our “Creativity and Social Justice Symposium” included break out sessions in collaborative mural, spoken word, creative writing, and creating a “museum of the future.”
October 20, 2017 (Presentations 5A – 10E)
5A: Intersections Between Art And Math in The High School Mathematics Classroom: An Action Research Project. Bette Sloane – Teachers College, Columbia University (UC 310) This presentation explores art and mathematics in the mathematics classroom by examining, through action research, lesson plans focusing on discourse when investigating interdisciplinarity. Additionally, this presentation highlights the importance of arts integration in mathematics, specifically the roles museums play in professional development, resources for educators, and as alternative educational spaces.
5B: Painting the Town: Mural Projects as Catalysts for Integrative Learning. David Mills – Champlain College (UC 312) This presentation covers lessons learned about interdisciplinary integration and project-based learning from three years of designing and painting large-scale street art murals with students in Champlain College’s Core curriculum.
5C: Towards a Poetic-Science: A Philosophy of Scientific Investigation and Poetic Intuition. John DeCarlo – Hofstra University (Commons 318) In keeping with the enduring Quine/Duhem paradox, the session employs a historical-interdisciplinary methodological approach, focusing on new possibilities in dialogue between structural forms of creativity and basic scientific research, contributing to a qualitative up-grading of the Bayesian probabilistic approach of exploring and evaluating scientific theories, models, and related hypothesis.
5D: Integrating Interdisciplinarity and Disciplinary Scholars into a Cogent Workgroup. Larry Creech – Georgetown University (Commons 329) This essay addresses two vexing questions: (1) how to integrate ‘disciplinary’ and ‘interdisciplinary’ scholars into one cogent group, and (2) how to facilitate the activities of the group using the synthesized knowledge they created for a successful outcome.
5E: Interdisciplinary and Anti-intellectualism. Rick Szostak – University of Alberta (Commons 331) The scholarship of interdisciplinarity provides powerful responses to contemporary concerns regarding anti-intellectualism. Interdisciplinarity promotes constructive skepticism of scholarly claims and encourages respect for and integration across divergent points of view (including anti-intellectualism). It also supports public institutions such as citizen’s fora.
5F: Academic Twitter. Robin DeRosa – Plymouth State University (UC Ballroom) This is a brief onboarding session for those who would like to use Twitter to communicate during the conference and to stay in touch with AIS colleagues after the conference is over. We will cover the basics of how academic Twitter can help faculty, researchers, administrators, and programs build professional learning networks, and we will help get participants up and running with both Twitter and Tweetdeck: see #AISCon2017
6A: Tech Society for Interdisciplinary Students. Nick Magera – Texas Tech University (UC 310) Student organizations are integral to campus life. An interdisciplinary student organization is one with unique characteristics that both hinder and help the growth of itself. These characteristics are explored through experiential learning of its members.
6B: Superfun, Superappropriate Activities for a Pre-K/Family Outreach Program: Interdisciplinary Problems and Solutions in a Service-Based Learning Project. Kristina Boylan – SUNY Polytechnic Institute (UC 312) Results presented from an interdisciplinary class that explores the cultural contexts of creative processes through research and hands-on activities. SUNY Polytechnic Institute students designed and presented safe, skill-building, fun, and low/no-cost activities for children and caregivers to support a Pre-Kindergarten/Family Outreach program.
6C: “Know thyself” – The Importance of Student Reflection for Assessment of Integration. Ciaran Buckley & Pepin – Champlain College (Commons 318) Assessing senior capstone work in professional programs for integrative thinking is best enabled for non-specialists when students also critically reflect on the process of integration. Presentation will suggest several models for critical reflection in student professional capstones.
6D: Inter-Institutional Partnerships: Creating and Teaching Active Learning, Interdisciplinary Courses at a Multi-Institutional Regional Higher Education Center. Diane Alonso – UMBC (Commons 329) As the workplace becomes more team-oriented and knowledge becomes less discipline-specific, students need access to interdisciplinary experiences. The Universities at Shady Grove has leveraged its inter-institutional partnerships to develop opportunities, including three innovative classes designed and taught by interdisciplinary teams of instructors, to interdisciplinary teams of students.
6E: Using Interdisciplinary Institutionalism to Counter the Intellectual Imperialism of Economics. Robert Pecorella – St. John’s University (Commons 331) By analyzing a constructivist institutional approach to the study of political relationships, this presentation is an effort to push back against the intellectual imperialism of paradigms grounded in economics and to offer in their place an approach that is grounded in an interdisciplinary search for understanding.
7A: The nature of transdisciplinarity within the North America climate change mitigation research community. Steven Michael Carpenter – University of Wyoming (UC 310) An investigation of the hypothesis that traditional scientists working on CCUS (i.e. disciplines—geologists, engineers, lawyers, economists, etc.) are limited and dissuaded from approaching climate change mitigation in a transdisciplinary manner. What may be missing is a difference or diversity of knowledge and a diversity of disciplines discussing the issues.
7B: Understanding Patient Involvement and Education Interprofessional Healthcare Teams. Kelly Kilgour – University of Ottawa (UC 312) This presentation introduces a doctoral action research study being conducted with two interprofessional teams in a Canadian hospital. Phase One results, from patient interviews, will be summarised followed by collective discussions of possible strategies towards collaborating with and facilitating learning among interprofessional teams to improve patient involvement in their practices.
7C: Developing Integrative Thinking and Reflection in a Service Learning Course. Dianna Rust – Middle Tennessee State University (Commons 318) This presentation describes a First-Year Experience and English Composition course which focused on developing integrative and reflective thinking using service learning. The courses were part of a learning community to encourage the integration of learning across courses and the service learning experience. Assessment ideas and results will be shared.
7D: Observational and Analytic Features for the Study of Transdisciplinary Teams. Gaetano Lotrecchiano – George Washington University (Commons 329) Transdisciplinary teams strive to solve complex problems amidst rapid change combined with the need to cope with competing and shifting priorities. In this presentation we address challenges related to studying transdisciplinary teams by providing an overview of the descriptive, observable, and dynamic features used in research.
7E: The Impossibility of Witnessing and the Imperative to Listen: Teaching Trauma in an Interdisciplinary Classroom. Jennifer Schulz – Seattle University (Commons 331) After presenting the integration of my work as a psychotherapist and as a literature professor in an interdisciplinary course on Trauma Narrative, I will invite audience members to discuss the unique challenges and rewards of engaging in integrative reading and research with our students when the focus is witnessing suffering.
8A: *H Creativity and Social Justice: Art, science, and student engagement in the techno-ethical dilemmas of today. Russell Scarola – Sonoma State University (UC 310) How best to give students a sense of agency around techno-ethical dilemmas? Use the power of art to explore ambiguity and reimagine the possible. Our “Creativity and Social Justice Symposium” included break out sessions in collaborative mural, spoken word, creative writing, and creating a “museum of the future.”
8B: Channeling Hermes: Communicating the Idea of Integration across Institutional Lines and Professional Programs, Michael Kelly and Craig Pepin – Champlain College (UC 312) How is integration defined and developed across professional fields of study at a site that has adopted “integration” as an essential competency? Presenters will seek audience feedback on initial findings through interactive hands-on exploration of case studies, faculty interview responses, student capstone work, and more.
8C: Effectively Measuring the Affective: Co-creating Student Learning Outcomes to Deepen Student Development in Applied Learning Experiences Across Disciplines. Michele Wolff, Simon Stacey, Hannah Schmitz, and Ciara Christian – UMBC (Commons 318) Participants in this workshop will co-create learning outcomes that reflect desired affective competencies. They will then gain practice in using qualitative methods to assess affective themes through an interactive experience. Using this approach we can more intentionally facilitate applied learning experiences that deepen student affective development.
8D: The Interdisciplinary Translation Initiative: Translation Processes for More Effective Interdisciplinary Research (Part 2). Michael Pryzdia, Andi Hess, and Layne Gneiting – from Arizona State University (Commons 329) The seminar explores how thought determines our perceptions and how awareness of this fact brings numerous powerful benefits including: creativity, insight, and more effective communication. This is Part Two of a Three-Part Program grounded in an initiative at Arizona State University aimed at facilitating Interdisciplinary Translation in research teams.
8E: Challenges and opportunities surrounding an interdisciplinary reorganization of higher education institutions Scott Crabill – Oakland University; Scott Robison – Portland State University; Carole McCann– UMBC. (Moderator) Jeannie Leonard Brown – George Mason University (Commons 331) Introductions to four individuals with different experiences of campus-level (re-)organization around interdisciplinarity. Discussion how an increase in the popularity/usage of the term “interdisciplinary” has influenced campus efforts to organize interdisciplinary activities. Discussion of the role (desirable and actual) of interdisciplinary theory in the pragmatics of reorganization. Discussion of the evidence needed to sustain campus interdisciplinary efforts.
8F: The Kinetic Sculpture Race: an Arts Integrated STEM Project. S. McAlpine – University of Maryland, Baltimore County (FA 002) In this Hephaestus workshop, participants will build a prototype of a sailboat comprised of “upcycled” (repurposed) components while grappling with the challenges of (a) designing a kinetic sculpture that symbolizes environmental issues, and (b) integrating artistic and engineering priorities into one functional human powered sculpture that can withstand the rigors of a fifteen mile amphibious race.
9A: Redesign of a Senior Capstone Seminar. Tabbasum Majid – UMBC and Asif Majid – The University of Manchester (UC 310) Over the past two years, UMBC’s INDS Program has redesigned its senior capstone seminar. This Odysseus Experience uses student projects as case studies to demonstrate how this process has shaped student learning. Attendees should expect an interactive session that offers strategies useful for enhancing quality of interdisciplinary undergraduate work.
9C: Improving Cross-Disciplinary Communication. Michael O’Rourke and Machiel Keestra – University of Amsterdam (Commons 318) This workshop introduces participants to the Toolbox dialogue method, an approach to enhancing communication and collaboration in cross-disciplinary teams. Attendees will identify their individual research and practice worldviews, share those in structured dialogue and then discuss how such dialogue could support just responses to interdisciplinary problems.
9D: The Interdisciplinary Translation Initiative – Part 3. Layne Gneiting, Andi Hess, and Michael Pryzdia – Arizona State University (Commons 329) Part Three will use Interdisciplinary Translation to guide our “research team” through a conversation. Building on the dialogue and creativity exercises from Part Two, Interdisciplinary Translation allows each participant to focus on providing his or her expertise while the translator facilitates the conversation to create a shared sense of understanding.
9E: Under Pressure. Linda de Greef and Jessica Rodermans – University of Amsterdam Line Hillersdal – University of Copenhagen (Commons 331) The Pressure Cooker is a learning activity in which students take on a real-life challenge from an external client, and receive skills training regarding teamwork, problem solving, and creativity. In this trainer-workshop, you will experience what it is like to take part in a Pressure Cooker.
10A: *H Is There A Poet in the House? Telling The Story of Your Research Through Creative Writing Approaches: A Workshop. Renee Nicholson – West Virginia University (UC 310) Every research project contains a story—the origin story, journey story, story of the researchers, story of participants, and so on. This interactive workshop will allow participants to frame their research in new ways, focusing on the elements of story in grants, publication, and presentation efforts.
10B: *H Developing Scaffolding for Interdisciplinary Student-Driven Research. Werner Schäfke and Ian Drake – University of Copenhagen (UC 312) Participants develop designs for student-centered learning environments that facilitate students in carrying out own interdisciplinary research projects. The workshop’s starting point is actual designs made and tried by the workshop’s conveners, consisting of descriptions of intended learning outcomes, rubrics, reflective questions for learning logs, and feedback processes.
10C: *H Creativity, Intuition and Mapping: Navigating Information Through the Senses. Heidi Upton – St. John’s University (Commons 318) This presentation examines how we integrate facts (or those things we accept as facts) with experiences coming to us through the senses, into creative forms that communicate knowledge. In this workshop, participants will seek to layer ways of knowing, through mapping various kinds of information, into a non-linear whole. Please interact with the WIKI here!
10D: Sowing the Seeds of Epic Adventures: A Continuum of Applied and Experiential Endeavors. Amy Leaphart, Jessica Dai, Erin McCoy, and Angeline Larimer – University of South Carolina – Beaufort (Commons 329) This panel explores trends of interdisciplinary methods and programs for students over a broad range of interdisciplinary programs in different stages of existence and a range of students from first-year up to graduate level in order to highlight the differences and parallels in one sitting.
10E: *H From Talking Heads to Converging Minds: Co-Development of Practical Activities to Enable Interdisciplinary Groups to “Think Together.” Paul Hirsch, Valerie Imbruce, and Kimberly Eck – Binghamton University (Commons 331) Join three experienced facilitators in co-developing practical activities enabling interdisciplinary research and joint problem solving. Participants will build on a three-stage approach for overcoming barriers to “thinking together” across disciplines, and will customize the approach for diverse contexts including class projects, community-based inquiry, and funded research.
October 21, 2017 (Presentations 11A to 16E)
11A: Teaching Interdisciplinary Research: Challenges in Design at PPLE College. Noah Millman – University of Amsterdam (UC 310) PPLE College is an interdisciplinary BSc programme at the University of Amsterdam. Following careful evaluation, students complete qualitative/quantitative methods instruction during their first year, followed by discipline-specific study during the second. This presentation addresses the ways in which each research discipline has been integrated into the programme.
11B: Interweaving the Classroom and the Community: Developing an Interdisciplinary Program Focused on Community Engagement. Pattie Dillon – Spalding University (UC 312) This presentation will describe the creation, development, and administration of Spalding University’s School of Liberal Studies’ interdisciplinary degree programs, and how community engagement and commitment to social justice form the touchstones of each program.
11C: Assessing Interdisciplinary Pedagogy: A Description and Analysis of a Year-Long Exercise in Collaborative Teaching at Boston University’s College of General Studies: Charles Henebry – Boston University (Commons 327) Presentation of a year-long exercise in intensively collaborative instruction conducted in 2016-17 at Boston University’s College of General Studies, with a particular focus on the data generated during the assessment phase of the project. The faculty team’s findings argue for the value of multi-semester interdisciplinary instruction within a tightly integrated curriculum.
11D: Bakhtinian Dialogue and Kantian Classrooms: Towards a Philosophy of Interdisciplinary Studies. Jeremy Dennis – St. Louis Community College (Commons 329) In The Conflicts of the Faculties, Immanuel Kant presented a fragmented model for higher education. Interdisciplinarity became its permanent opposition. In the process, multiple approaches proliferated, and William H. Newell responded with complexity theory. Can complex systems alone rationalize interdisciplinarity? Dialogic philosophy says no and this presentation will reveal why.
11E: What Could a Senior Capstone Be? Sven Arvidson – Seattle University (Commons 331) After a brief presentation of possible types of senior projects drawing on student work in an integrative program, most of this presentation is dedicated to discussing how audience members might answer the title question. Capstone types featured are research, position-advocacy, reflective, creative writing, professional sphere, creative activity, service-learning
12A: Scaffolding the Research Literature Review: An Interdisciplinary Approach. Marilyn Sharif – George Mason University (UC 310) Developing an interdisciplinary literature review requires students to organize, integrate and critically analyze their sources. The session presents an assignment and tool that scaffolds this process. It includes 1) learning outcomes, 2) examples, 3) an assessment rubric, and 4) adaptations for single or multiple disciplines. Handouts are available.
12B: Looking for Social Justice: Photography as Undergraduate Research Tool. Heather Van Uxem Lewis – Rutgers University (UC 312) This presentation will discuss using photography as a research tool in the undergraduate university classroom. The approach takes content engagement to a new level of integrated and thoughtful action and is applicable to any university course that seeks to combine student learning with greater fluency in contemporary social justice.
12C: Working from the Margins: Experiments in Interdisciplinarity. Daryl Lee – SUNY Polytechnic Institute (Commons 327) My presentation explores how our IDS program is drawing upon its experiences in interdisciplinary inquiry and learning to shape and advance broader institutional initiatives in interdisciplinarity, specifically three projects at SUNY Polytechnic Institute: an interdisciplinary makerspace, a “Grand Challenges” curriculum pilot project, and a new ethical entrepreneurship minor.
12D: What Color is Interdisciplinarity? Brian McCormack – Arizona State University (Commons 329) Michael Taussig asks: “What Color is the Sacred?” I ask: “What Color is the Interdisciplinary?” transforming the adjectival form of “interdisciplinary” into nominal form (as in “the Sacred”), and enabling thinking about interdisciplinarity that is simultaneously reverent and irreverent. Itself interdisciplinary, color offers a golden opportunity to rethink our cause.
12E: Reinvigorating Low Enrolled Majors and Creating New Programs Using an Interdisciplinary Studies Framework. Armand Policicchio – Slippery Rock University (Commons 331) Slippery Rock University used an interdisciplinary studies framework to reinvigorate two “old” majors by creating a new department and major with nine concentrations, eleven sub-fields and four minors. It is an new program incubator and has increased performance funding for the university through higher retention.
13A: Building Metacognitive Capacities. Ben Brooks – New York University (UC 310) Metacognitive capacity (thinking about how one thinks) is a fundamental component of critical constructivist learning. It augments learners’ abilities to interrogate conceptual assumptions in interdisciplinary work. This presentation situates the exploration of implicit biases as a powerful vehicle for building metacognitive capacity, while disrupting normative assumptions that inhibit interdisciplinary learning.
13B: Unearthing Dramatic Context: Using Drama to Understand Social Issues. Daniel Larner – Western Washington University (UC 312) The actions of characters in drama reveal contexts of social pressure and structure. Understanding how this works, and has worked in practice, can animate powerful ways of teaching social issues using dramatic texts–ways that respect both the complexity of sound social analysis and the contextual integrity of the drama.
13C: Problem-based Learning in the World Music Classroom. Tony Dumas – Delta College at SUNY Brockport (Commons 327) Problem-based learning (PBL) is rarely used in the music classroom. In this presentation, I outline my approach to using PBL in a World Music class to address the issue of low cultural diversity at a state college in Western NY, highlighting its successes, shortcomings, and future potential.
13D: Translation, Interdisciplinarity, and Experiential Learning: The Franz Boas Papers Project. Julia Poertner – Dalhousie University (Commons 329) Experiential learning classes are conceived of as providing students with a gateway to the actual working world. This presentation showcases the unique opportunity of an applied translation course to furnish new interdisciplinary perspectives on learner engagement and motivation, issues in structuring experiential learning classes, and best practices for collaborative work.
13E: Allegorical Leaders Corresponding to Real Leaders. Richard Law – Alvernia University (UC 331) Today, scenes from Shakespeare’s “The Merchant of Venice” and “Measure for Measure” will illustrate the importance for a worthy leader to abide by their proclaimed values. Based on Machiavelli’s prescription: “It is well to be altogether merciful, faithful, humane, religious, and upright, and/also to seem so.
13F: Meaning Making at AIS 2017. Jeannie Brown Leonard – George Mason University (Location TBD) Join us for a high level summary of the key constructs and ideas shared during the 2017 AIS Conference. A graphic rendering of the meeting, embellished by conference attendees, will shape our discussion. Come make meaning of your conference experience and find concrete ways to act on new insights.
14A: *A Agency and identity: using stewardship-focused and community-based immersion experiences to empower future leaders. Edward Kinman, Alix Fink, Phillip Poplin, Jessi Znosko, and Mark Fink – Longwood University (UC 310) The stewardship of our public lands is the shared responsibility of all citizens and a complex portfolio of decisions that directly affect those persons living in the public-lands matrix. Through three interdisciplinary immersion programs, Longwood University students are steeped in the controversies of the management of our natural heritage.
14B: *O Organic Panic! and the Role of Game Design in Higher Education. Steven McAlpine – UMBC (UC 310) In this Odysseus experience, participants will embark on a cross campus journey to simulate issues raised in the documentary film “Cafeteria Man.” Designed by undergraduates in an Interdisciplinary Studies 300 level course, players will collaborate as food directors for a large public school system in a 45 minute simulation called “Organic Panic!”
14C: *A Conversations in and Around the Interdisciplinary Study of Religion. Benjamin Bennett-Carpenter and Sharon Woodill – Oakland University; TwoTrees – Northern Michigan University (Commons 327) Brief opening presentations followed by conversation with audience.
Panelists: Benjamin Bennett-Carpenter (“Pitfalls and Possibilities for
Consilience…”); Sharon Woodill (“Gender and Sexuality Beyond
Belief”); and TwoTrees (Matthew S. Haar Farris) (“Religiosity, Virtual
Reality, and Real Virtuality”)
14D: Helping Interdisciplinary Students Reach Goals while Navigating the Scylla and Charybdis of the University: An Academic Odyssey (Commons 329), Barbara Zang – Worcester State University. Interdisciplinary majors are neither fish nor fowl. They belong to no single department, but they belong to every university department. Helping these students reach their goals despite a paucity of administrative support and faculty split between their “home” departments and the interdisciplinary major, are impediments we’d like to overcome.
14E: (Dis)integration as Theme and Technique in King Lear. Gretchen Schulz – Oxford College of Emory University; Karen Moranski — Sonoma State University(Commons 329)
READ Lear. JOIN this seminar-style discussion. EXPERIENCE the version of interdisciplinarity practiced by those in the arts and humanities. SHARE the integrative process that seeks fuller understanding of a complex subject while accepting that such subjects may resist the “full integration” of perspectives others assume to be desirable.
14F: Universal Strategies for Interdisciplinary Innovation? Rick Szostak – University of Alberta; Machiel Keestra – University of Amsterdam; Veronica Boix-Mansilla – Project Zero/Harvard; (Moderator) Andy Burnett – Know Innovation (Location TBD) Are current theories on the topic of how to integrate disciplines comprehensive or merely illustrative of what is possible? Does “bridge-building” described by Boix Mansilla address a different challenge from “Creating Common Ground” (Newell/Szostak) – and what changes when we shift focus to natural sciences (Keestra)? When Repko and Szostak analogize the age of the “untrained interdisciplinarian” to that of the “untrained (university) teacher” is this happening? is it desirable? how do we avoid the irony of interdisciplinarity becoming a discipline?
15A: Paying Attention. Heidi Upton from St. John’s University, Heather Van Uxem Lewis – Rutgers University; Steven McAlpine – UMBC; Allison Upshaw – University of Alabama (UC 310) This interactive workshop, led by members of the Arts and Humanities Section, seeks to explore modes of attention employed by artists of all kinds. Participants will become familiar with valuable tools for directing and focusing attention in meaningful ways across disciplines.
15B: Quantitative Assessment of Interdisciplinary Teaching. Merel Van Goch – Utrecht University, Machiel Keestra – University of Amsterdam; Evan Widders – West Virginia University, and Ben Brooks – NYU Gallatin School (UC 312) Quantitative assessment and research of interdisciplinary teaching objectives and learning outcomes, and/or comparison with other programs, can be quite difficult due to the often quite particular context of interdisciplinary education. Values, possibilities and potential challenges of such research will be explored, as well as topics for future research.
15C: Beyond Talking Heads. Nicholas Monk – University of Warwick (Commons 327) This is a 2-hour immersive, creative, experience that focuses on using arts practices to elucidate and develop the work of other disciplines. The workshop takes an experiential and transdisciplinary approach to the idea of ‘oppression’ through physical and/or intellectual examination of theories/narratives the participants themselves create.
15D: Addressing the Needs of the Homeless in Sonoma County: An Interdisciplinary Maker Project. Merith Weisman, Jeremy Qualls, Gillian Squirrell, and Eric Diel – Sonoma State University (Commons 329) Participants will assist a community partner in addressing the needs of the homeless in Sonoma County, California via the solution innovation process. This includes making 1) an idea seed bank, 2) a concept advancement, and 3) modification of prototype prop. The process pulls from all academic disciplines for interdisciplinary synergy.
15E: Empowering IDEAS: Interdisciplinarity, Agency and Undergraduate Education. Kim Loudermilk, Peter Wakefield, Miranda Jimmerson, and Jonathan Kaminski – Emory University (Commonz 331) This presentation describes a new undergraduate interdisciplinary fellowship at Emory, which seeks to catalyze interdisciplinary thinking across the university. After a short panel presentation, the session will invite attendees to participate in a story circle, in which each person will tell a short story in response to a shared prompt.
16A: *H Art in Activism: The use of music and theater in galvanizing social movements. Mary Ozanic and James Walsh – University of Colorado, Denver (UC 310) An examination of music and community theater as fundamental elements of communication in galvanizing social movements. Survey of audiovisual clips within an interactive creative forum in which we identify a current social justice issue and pen the words to an original protest song along with audience participation in a complementary theatrical interpretation.
16B: *A Food: A Case for Interdisciplinary Studies. Craig Condella, Laura O’Toole, Jameson Chace, and Rebecca Forsythe – Salve Regina University (UC 312) The Department of Cultural, Environmental, and Global Studies at Salve Regina University is cutting across disciplines and reaching out to the local community with its focus on food studies. On this panel, members of that department will discuss how such possibilities are emerging from their respective disciplines and experiences.
16C: *H Creating Interdisciplinary General Education. Rick Szostak – University of Alberta; Tami Carmichael – University of North Dakota; Jennifer Dellner – Ocean County College (Commons 327) The workshop goal is to create Interdisciplinary General Education curricula. We pursue a series of group exercises that instantiate interdisciplinary analysis. Participants then examine how interdisciplinary resources can be configured in the pursuit of various General Education goals. Groups then prioritize goals and actualize these in a General Education curriculum.
16D: *H Cultivating the Motivation the Lead and to Serve. Andrea Newman, Melanie Riley, and Timothy Stoller – The College at Brockport, SUNY (Commons 329) In Delta, leadership is learned through experiences, successes and failure (yes, failure), accompanied by a supportive mentor. The Delta College program at The College at Brockport, State University of New York takes a unique approach to cultivating student leaders through their Delta Diplomat (student recruiters) and Peer Mentoring programs.
16E: *H Create an Integrated Continuing Education Course. Valerie Montague – Camosun College (Commons 331) Continuing Education (CE) courses provide short, accessible learning opportunities. Interdisciplinary curriculum is an under-developed niche in CE, but we will change that! In this hands-on workshop, we will co-produce integrated curriculum that fits this delivery model. Please bring a tool that represents a discipline of your choice.