Interdisciplinary Students Research Articles

Virtual Collaboration in the Teaching of Interior Design and Dance: An Investigation in Interdisciplinary Student Projects Via Digital Technology

Virtual Collaboration in the Teaching of Interior Design and Dance: An Investigation in Interdisciplinary Student Projects Via Digital Technology

The CUNY Young Adult Program - Utilizing Social Networking to Foster Interdisciplinary and Cross-Cohort Student Communication during Workforce Training

The Center for Economic and Workforce Development (CEWD) at Kingsborough Community College is currently working on a workforce development project that contains innovative teaching tools that proved successful in overcoming issues of academic isolation

Interdisciplinary research collaboration--with a twist.

NURSE FACULTY WHOSE ROLE INCLUDES A RESEARCH EXPECTATION ARE INCREASINGLY ENGAGING IN INTERDISCIPLINARY RESEARCH, AND WITH GOOD REASON. The benefits abound. An interdisciplinary research team enables the investigator to gain the perspectives of multiple experts and strengthens all aspects of a study. Social and biological scientists, as well as statisticians, provide the specialized knowledge that enhances the credibility of the research. Other interdisciplinary resources exist within a research-intensive institution. Few nurse faculty consider the untapped potential of undergraduate students as collaborators. Typically, students are relegated to roles such as data collection and literature review--important roles, yet not idea-generating. Faculty pursuing R-15 (AREA) funding through NIH understand the expectation to include students in research. Yet the abilities of undergraduate students are so much greater. They can think outside the box in which so many nursing faculty and students find themselves trapped. Undergraduate students from other disciplines expand the expertise needed for quality investigation. They bring fresh ideas absorbed from faculty in their disciplines, and they generate thought-provoking questions relevant to the research that the solitary discipline strategy frequently ignores: Why? How? What is the benefit? Have you considered this approach? How can nursing faculty connect with these interdisciplinary undergraduate students? Many colleges and universities have honors programs in which undergrads must complete capstone projects. These programs are a rich source of bright, energetic young people who have an interest in the research process. The students have a requirement for a culminating experience, and nurse faculty have a responsibility to conduct research--a perfect match. Our Experience The Honors College at our institution includes a computer-based honors program (CBHP). Each semester, the CBHP director solicits faculty sponsors for student projects. Students develop contracts with their faculty sponsors and report their progress in weekly CBHP seminars. Near the end of the semester, the students present their projects to their peers and faculty. Initially, the nurse faculty member of the team hoped to test the feasibility of collecting data using personal digital assistants (PDAs). Having no technical knowledge, the researcher submitted an abstract to the CBHP director seeking assistance from students to translate the research instruments into PDA format. Two students replied immediately: one was an English literature major, and the other was from biology. Recognizing the need for a technology expert, these students located another faculty member with that strength. A team was born! The expertise of each student member of the team was varied; neither had ever been involved in health care or with research involving health. Learning about human participant protection and institutional review board ORB) requirements was their first step. Although their experience had been with computers, poetry, and viruses, these students were intensely interested in the human application of technology in health care. …

Homo Virtualis

This article previews the emergence of homo virtualis. Drawing on data from seven research studies, peerreviewed published research articles, and selected excerpts of 30 months of field notes taken in Second Life, the article examines virtual learning environments and embodiment through the lens of interactions of avatars with other avatars, virtual objects, landscapes, sounds, and spatial constructs. Analysis is grounded in the polyvocal evidence provided by select participants who experienced a sense of embodied co-presence and connection with others across geo-physical distances. The discourse ranges from that of high school girls, professional retirees, toxicology and design undergraduates, interdisciplinary graduate students, to educators and researchers from K-12 through university full professors collaborating in SL. In an ecology of virtual contexts, learners inhabit a broader landscape of their own and others’ making that allows them to be teachers, designers, researchers, communicators, and collaborators.

Interdisciplinary Curriculum and Student Outcomes: The Case of a General Education Course at a Research University

Interdisciplinary courses have become a standard component in general education programs. The assumption is that they improve student outcomes. This article is an ethnographic case study of an interdisciplinary course at a research university. It examines the relationship among interdisciplinary curriculum, institutional context, and student outcomes.

Alternative Educational Models for Interdisciplinary Student Teams

Few studies compare instructor-modeled learning with modified debriefing to self-directed learning with facilitated debriefing during team-simulated clinical scenarios. : To determine whether self-directed learning with facilitated debriefing during team-simulated clinical scenarios (group A) has better outcomes compared with instructor-modeled learning with modified debriefing (group B). This study used a convenience sample of students. The four tools used assessed pre/post knowledge, satisfaction, technical, and team behaviors. Thirteen interdisciplinary student teams participated: seven in group A and six in group B. Student teams consisted of one nurse practitioner student, one registered nurse student, one social work student, and one respiratory therapy student. The Knowledge Assessment Tool was analyzed by student profession. There were no statistically significant differences within each student profession group on the Knowledge Assessment Tool. Group B was significantly more satisfied than group A (P = 0.01). Group B registered nurses and social worker students were significantly more satisfied than group A (30.0 +/- 0.50 vs. 26.2 +/- 3.0, P = 0.03 and 28.0 +/- 2.0 vs. 24.0 +/- 3.3, P = 0.04, respectively). Group B had significantly better scores than group A on 8 of the 11 components of the Technical Evaluation Tool; group B intervened more quickly. Group B had significantly higher scores on 8 of 10 components of the Behavioral Assessment Tool and overall team scores. The data suggest that instructor-modeling learning with modified debriefing is more effective than self-directed learning with facilitated debriefing during team-simulated clinical scenarios.

Interdisciplinary Students and Knowledge Creation: An Invitation to the Annual Meeting Undergraduate Session

Anthropology NewsVolume 49, Issue 8 p. 15-15 Interdisciplinary Students and Knowledge Creation: An Invitation to the Annual Meeting Undergraduate Session Deborah L Rotman, Deborah L RotmanSearch for more papers by this authorAgust?n Fuentes, Agust?n FuentesSearch for more papers by this author Deborah L Rotman, Deborah L RotmanSearch for more papers by this authorAgust?n Fuentes, Agust?n FuentesSearch for more papers by this author First published: 24 December 2008 https://doi.org/10.1111/an.2008.49.8.15.1AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume49, Issue8November 2008Pages 15-15 RelatedInformation

Nursing and Social Justice: An Interdisciplinary Student Organization To Promote Social Justice Through Human Caring

Nursing and Social Justice: An Interdisciplinary Student Organization To Promote Social Justice Through Human Caring

Physician Assistant Attitude and Expressed Intent to Work with Geriatric Patients

This study evaluated the attitudes of physician assistant students (PAS) and practicing physician assistants (PA) toward geriatric patients and the expressed intent of PAS and practicing PAs toward practicing in the specialized field of geriatric medicine using a cross-sectional study design. The 233 participants each completed a questionnaire composed of a 17-item geriatrics attitude scale, a 4-item assessment of likelihood to practice in geriatric medicine, and three demographic questions. Students and alumni born before 1959 scored higher in their likelihood to practice in geriatric medicine than those born between 1970 and 1979. Participants born between 1970 and 1979 scored higher than those born after 1980. No difference was found in attitude toward elderly either by age or gender. Age appeared to be the most important factor in determining a PA's likelihood to practice in geriatric medicine. Thus, as age is not a variable that is able to be practically controlled for in the selection of PA students, PA programs should implement other educational strategies, as reviewed in the literature, to improve the attitudes and likelihood that their students will choose to practice in geriatric medicine. These include early positive experiences with elderly and the incorporation of interdisciplinary faculty and students.

Use of Readers Theater to Enhance Interdisciplinary Geriatric Education

This article focuses on the design and implementation of an interdisciplinary geriatric educational project at a small New England University. A novel, affective teaching approach of Readers Theater is highlighted as a beginning classroom instructional strategy for interdisciplinary students. The physical and psychosocial considerations for health are complex with geriatric clients, and the successful construction of intervention plans is enhanced through an interdisciplinary approach. This pedagogical technique served as an effective method to initially engage health profession students, promote interprofessional collaboration, and support the creation of a compassionate, holistic approach to the care of elders.

Arizona Telemedicine Program Interprofessional Learning Center: Facility design and curriculum development

The Institute for Advanced Telemedicine and Telehealth (i.e., T-Health Institute), a division of the state-wide Arizona Telemedicine Program (ATP), specializes in the creation of innovative health care education programs. This paper describes a first-of-a-kind video amphitheater specifically designed to promote communication within heterogeneous student groups training in the various health care professions. The amphitheater has an audio-video system that facilitates the assembly of ad hoc “in-the-room” electronic interdisciplinary student groups. Off-site faculty members and students can be inserted into groups by video conferencing. When fully implemented, every student will have a personal video camera trained on them, a head phone/microphone, and a personal voice channel. A command and control system will manage the video inputs of the individual participant's head-and-shoulder video images. An audio mixer will manage the separate voice channels of the individual participants and mix them into individual group-specific voice channels for use by the groups' participants. The audio-video system facilitates the easy reconfiguration of the interprofessional electronic groups, viewed on the video wall, without the individual participants in the electronic groups leaving their seats. The amphitheater will serve as a classroom as well as a unique education research laboratory.

How to Make Low Vision "Sexy": A Starting Point for Interdisciplinary Student Recruitment

ABSTRACT: Professionals in the field of low vision are increasingly concerned about the paucity of optometry students who are expressing any interest in low vision as a clinical subspecialty. Concurrent with this apparent disinterest is an increased demand for these services as the baby boomer population becomes more predisposed to age-related vision loss. The authors of the present study conducted a qualitative survey to investigate ways to attract more young professionals into the field of low vision. The results of their survey revealed areas of concern including advertising, financial incentives, equipment and facility costs, relevance for practice, gaining experience, age-ism stereotypes, role models, and start-up opportunities, and yielded several suggestions that training institutions around the globe could consider and implement to redress the situation.KEYWORDS: low vision, qualitative survey, student recruitment Clinical low vision experts are becoming increasingly concerned about the paucity of optometry undergraduates who are expressing any interest in low vision as a clinical subspecialty. This apparent disinterest is occurring at a time when the demand for these services is increasing as the baby-boomer population becomes more predisposed to age-related vision loss. The con-cern about insufficient professional resources to cope with this looming population with low vision is not confined to the optometric profession. Occupational therapists have already recognized the need for recruitment strategies (Mulholland & Derdall, 2004, 2005); orientation and mobility and rehabilitation teachers are also preparing for the growing need of young pro-

George S Rousseau, Nervous acts: essays on literature, culture, and sensibility, Basingstoke, Palgrave Macmillan, 2004, pp. xii, 395, £17.99 (paperback 1-4039-3454-1).

George S Rousseau, Nervous acts: essays on literature, culture, and sensibility, Basingstoke, Palgrave Macmillan, 2004, pp. xii, 395, £17.99 (paperback 1-4039-3454-1).

What motivates managers to coordinate the learning experience of interprofessional student teams in service delivery settings?

This article addresses the realities of providing interdisciplinary student team placements (i.e., experiential team learning for students) in healthcare settings. Three site coordinators from different clinical settings in Alberta (a geriatric assessment unit, a geriatric dementia care unit, and a primary healthcare centre), who facilitated Student Team Placements from the University of Alberta (UofA) in 2004, comment on their experiences and incentives for participating in interdisciplinary teamwork with students. The coordinators suggest that students provide input into the sites’ continuous quality improvement cycle, contribute to host organizations, and confer benefits for the student preceptors, the staff and the patients who participate. The site coordinators also recognize and accept the responsibility common to all service providers, to model a unique site culture that promotes learning/teaching of team skills for health science students. The experience of others in the literature supports our findings that two systems – the system to educate health professionals and the system that influences the health of the community – can interact so that each realizes a mutual benefit.

Interdisciplinary health education and career choice in rural and underserved areas

To assess the association between an educational rural health interdisciplinary programme (RHIP) and subsequent practice in US rural and underserved locations. We carried out a longitudinal cohort study of RHIP students and randomly selected classmate controls for the years 1990-2001, using a mailed survey. Main outcome measures were first rural, any rural, first underserved and any underserved practice locations. Multivariate statistical methods were used to calculate prevalence ratios (PRs) by discipline while controlling for possible extraneous variables. Of 1396 surveys delivered, 820 were returned, giving a response rate of 59%. After exclusions, results from 255 RHIP and 534 control students were analysed for outcomes. Pharmacy students on the RHIP chose first and any rural practice locations more often than reference controls (PRs = 2.59 and 1.97, respectively; P < 0.05). Therapies (occupational, physical and speech therapy) RHIP students were associated with all 4 practice outcomes more often (PRs = 2.07, 1.85, 1.68 and 1.65, respectively; P < 0.05). Pharmacy and Therapies control students with rural training chose first rural and any rural practices more often (PRs = 2.58 and 1.62, respectively; P < 0.05 for both). Medicine and Nursing students did not choose outcome practice locations more often, but had small sample sizes and large numbers of controls with rural training. Rural health interdisciplinary students rated participation in rural training more highly as a factor in choosing first rural practices than did the controls who chose similar practices. Participation in RHIP and other rural training experiences may stimulate subsequent career choices in rural and underserved locations for Pharmacy and Therapies students. Other studies are needed to confirm these findings and answer questions raised by these data.

The Global Change Curriculum and Minor at the University of Michigan

A team of faculty from the natural and social sciences supports an interdisciplinary curriculum and degree program in Global Change and Global Sustainability at the University of Michigan. We offer a series of lecture courses and laboratory sessions on Earth Systems Science and Sustainability entitled “Introduction to Global Change” (http://globalchange.umich.edu). We find that interdisciplinarity, inquiry-based learning and early capture of a student's interest create an attractive alternative to today's disciplinary undergraduate education, and has the potential to break new ground in structure, content and pedagogical methodology. With three lower-level courses at its core, we designed a ‘front-loaded’ interdisciplinary minor in Global Change. This minor reinterprets undergraduate education at Michigan, by providing an alternative model of general undergraduate education. First, the minor is “front-loaded,” meaning that students are able and encouraged to complete most of their credit-hour requirements in their second (sophomore) year at the university. We find that an early interdisciplinary experience aids students in planning their subsequent university careers and their choice of a major. Second, the minor is grounded in the interdisciplinary study of critically important global problems that engage student interest, that are thematically integrated, and that are taught from a multi-disciplinary, inquiry-based perspective. Third, the courses are taught by a team of faculty from various schools and colleges who are experts in their respective disciplines, while sharing overlapping interests in education.

An innovative outcomes-based medical education program built on adult learning principles

An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which offers students considerable flexibility and achieves a high degree of alignment between graduate outcomes, learning activities and assessments. Graduate capabilities that focus student learning on generic outcomes are described (critical evaluation, reflection, communication and teamwork) along with traditional outcomes in biomedical science, social aspects, clinical performance and ethics. Each two-year phase promotes a distinctive learning process to support and develop autonomous learning across six years. The approaches emphasize important adult education themes: student autonomy; learning from experience; collaborative learning; and adult teacher–learner relationships. Teaching in each phase draws on stages of the human life cycle to provide an explicit organization for the vertical integration of knowledge and skills. A learning environment that values the social nature of learning is fostered through the program's design and assessment system, which supports interdisciplinary integration and rewards students who exhibit self-direction. Assessment incorporates criterion referencing, interdisciplinary examinations, a balance between continuous and barrier assessments, peer feedback and performance assessments of clinical competence. A portfolio examination in each phase, in which students submit evidence of reflection and achievement for each capability, ensures overall alignment.

KaViDo—a web-based system for collaborative research and development processes

A web-based system called Karlsruhe’s virtual documentation (KaViDo) tool for collaborative research and development is presented. The architecture of the system including its three layers (presentation layer, development layer, persistence layer) is explained and six different application modules are presented. The objectives of KaViDo are to record and document development processes, to manage the competences of distributed experts, to exchange user experiences and to assist product development. It ensures for the fact that product information and construction knowledge are shared between the project collaborators. KaViDo is a browser-based tool. Its implementation is using web services. XML is used to exchange data between KaViDo and other applications. The practical use of KaViDo is demonstrated by two case examples. First, an interdisciplinary student contest is described. Different groups had to develop, build and program a mobile robot by using the KaViDo system and testing its efficiency. For using KaViDo in an industrial environment, it is integrated in a web-based process tool. This tool is presented and the integration of KaViDo is explained.

Re-thinking approaches to undergraduate health professional education: Interdisciplinary rural placement program

The Interdisciplinary Rural Placement Program involved the development, implementation and evaluation of a common rural primary health care module. Designed for undergraduate nursing, medical and pharmacy students of the University of Tasmania, students undertook clinical experiences and a collaborative primary health care project at two different Rural Health Teaching Sites across Tasmania. The aim of the project was for interdisciplinary students to work and learn together to enhance their understanding of the cooperative and collaborative nature of professional practice among rural health care workers. This paper will describe the development and implementation of the Interdisciplinary Rural Placement Program and critically discuss the outcomes in relation to nursing. In this paper, three issues will be explored. Firstly, how student nurses questioned their sense of subordination when in fact the level of recognition by their interdisciplinary peers led them to refute this. Secondly, concerns with overcoming the difficulties of coordinating student recruitment and conflicting timetables, while working within existing curricula, will be discussed. The final issue explores the student nurses' recognition that despite inherent tensions and conflict, the need to work as a cohesive and cooperative interdisciplinary team was vital. This project highlighted the challenges that health professions continue to work through in contemporary practice and education sectors. A key recommendation for education providers is that true interdisciplinary education must be achieved through an experiential framework.

Library Instruction in an Interdisciplinary Environmental Studies Program: Challenges, Opportunities, and Reflections

Teaching library and information skills to students in interdisciplinary areas presents a unique set of challenges for a variety of reasons. Focusing on the experience of delivering multiple, progressive library instruction sessions to undergraduates in the interdisciplinary Environmental Program at the University of Vermont, this article discusses both challenges and opportunities involved in teaching interdisciplinary students library and information skills in the context of our current electronic information environment.