Evaluating and integrating disciplinary insights


The working language of this workshop is English.

The main purpose of this session is to talk about how we can empower students by teaching them some simple strategies for how to evaluate and integrate scholarly work in different disciplines. Students are often shy about critiquing published works. One key message to give them is that interdisciplinary analysis suggests questions that will rarely if ever occur to disciplinary authors or referees. Students can thus pursue analysis that complements disciplinary analysis. We will review in the session the sorts of questions students can ask, such as whether the author has missed important connections to the phenomena studied in other disciplines.

Students may take courses in different disciplines, and then wonder why authors in different disciplines disagree. There are again some simple strategies that students can employ to try to transcend disagreements, integrating toward a more comprehensive understanding. Learning these strategies gives them important life skills while at the same time allowing them to make more sense of what they have learned.

The overarching lesson is that we can give students some important skills in a manageable amount of class time. Note, though, that students will best understand (and remember) these strategies if they apply them while learning them.

Are you interested in participating in this session, but not able to join at this date/time? Contact cat@uu.nl to stay updated with future possibilities and/or any questions you might have. Are you curious about other workshops focusing on the teacher development? Check out the offer here. And do you have questions about teaching? Then please contact Teaching Support for individual advice or support.

Please also take a look at the Teaching and Learning Collection for background information on teaching, such as various teaching methods, tips & tricks, and projects focused on educational research and innovation.

This session will be given by Rick Szostak.

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