Promoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses

Exposing students to interdisciplinary learning experiences has many benefits including a richer understanding of complex problems, promoting metacognition, and recognizing how to effectively use their skills. For biology students, immersion in creativity and design-thinking inherent to the arts can...

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Autores principales:	Trisha Mahtani, Yael S. Brotman, Aarthi Ashok
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/5f1c620c100340439d6911af93be34cc
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spelling	oai:doaj.org-article:5f1c620c100340439d6911af93be34cc2021-11-15T15:04:42ZPromoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses10.1128/jmbe.v21i1.19191935-78851935-7877https://doaj.org/article/5f1c620c100340439d6911af93be34cc2020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.1919https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Exposing students to interdisciplinary learning experiences has many benefits including a richer understanding of complex problems, promoting metacognition, and recognizing how to effectively use their skills. For biology students, immersion in creativity and design-thinking inherent to the arts can aid in their ability to imagine, innovate and communicate science. For art students who have been trained to develop unique visual vocabularies, an important learning experience would be to communicate didactic knowledge of an unfamiliar domain in a way that is visually compelling, imaginatively open-ended and informative. For both cohorts of students, academic training at the undergraduate level has remained somewhat sequestered in disciplinary silos. If we are to truly prepare students for careers in which they innovate, work collaboratively, solve problems and continue to learn, then we must provide authentic inquiry-based assignments that allow them to see the value of such proficiencies. This was the rationale behind designing this interdisciplinary assignment for biology and art students at the University of Toronto Scarborough. Here, we report on the design, implementation and insights from the pilot offering of this assignment. We hope that this provides a useful teaching tool for instructors interested in promoting interdisciplinary teaching and learning at the undergraduate level.Trisha MahtaniYael S. BrotmanAarthi AshokAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Trisha Mahtani Yael S. Brotman Aarthi Ashok Promoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses
description	Exposing students to interdisciplinary learning experiences has many benefits including a richer understanding of complex problems, promoting metacognition, and recognizing how to effectively use their skills. For biology students, immersion in creativity and design-thinking inherent to the arts can aid in their ability to imagine, innovate and communicate science. For art students who have been trained to develop unique visual vocabularies, an important learning experience would be to communicate didactic knowledge of an unfamiliar domain in a way that is visually compelling, imaginatively open-ended and informative. For both cohorts of students, academic training at the undergraduate level has remained somewhat sequestered in disciplinary silos. If we are to truly prepare students for careers in which they innovate, work collaboratively, solve problems and continue to learn, then we must provide authentic inquiry-based assignments that allow them to see the value of such proficiencies. This was the rationale behind designing this interdisciplinary assignment for biology and art students at the University of Toronto Scarborough. Here, we report on the design, implementation and insights from the pilot offering of this assignment. We hope that this provides a useful teaching tool for instructors interested in promoting interdisciplinary teaching and learning at the undergraduate level.
format	article
author	Trisha Mahtani Yael S. Brotman Aarthi Ashok
author_facet	Trisha Mahtani Yael S. Brotman Aarthi Ashok
author_sort	Trisha Mahtani
title	Promoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses
title_short	Promoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses
title_full	Promoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses
title_fullStr	Promoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses
title_full_unstemmed	Promoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses
title_sort	promoting interdisciplinary learning: a cross-course assignment for undergraduate students in advanced biology and drawing courses
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/5f1c620c100340439d6911af93be34cc
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Promoting Interdisciplinary Learning: A Cross-Course Assignment for Undergraduate Students in Advanced Biology and Drawing Courses

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