Professional and Organizational Development Network in Higher Education
Date of this Version
2011
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2011) 29: 89-101
doi: 10.3998/tia.17063888.0029.011
Abstract
This chapter addresses how faculty from disparate backgrounds collaborate in interdisciplinary learning communities and how this cross-domain collaboration leads to a tangible change in identity. Faculty enter learning communities playing the more common roles of expert and teacher, but they leave taking on the additional roles of novice, learner, and knowledge integrator. The experience of cross-domain interaction is both rewarding and transformative for faculty as they are well equipped to communicate across the disciplinary landscape and gain a rhetorical awareness that is an invaluable ingredient for learning community participation.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND