Flipping, Blending and Integrating: A Model for Accelerating Interdisciplinary Knowledge Integration in Higher Education
Concurrent Session 5
This session introduces a flipped, blended and integrated model of learning design and delivery to accelerate knowledge integration based upon active and collaborative pedagogies. We review evidence of resulting interdisciplinary knowledge integration and application. We offer insight into requisite structures and processes for faculty collaboration in an interdisciplinary program.
“Interdisciplinary” (Klein, 1990; Klein & Newell, 1997) has become a buzzword in higher education, particularly with regard to health professions education in which graduates will work in interdisciplinary teams to optimize patient health in increasingly complex contexts. Yet, little guidance is available on how to achieve “interdisciplinary” in higher education programming, particularly with regard to integrating disciplinary perspectives and curricula to develop measurable competencies and encouraging innovative, collaborative models among faculty who teach different courses but must foster knowledge integration across the courses to achieve programmatic goals.
In August 2016, the George Washington University School of Medicine and Health Sciences (SMHS) launched an interdisciplinary PhD in Translational Health Sciences (THS). Designed as a blended, low-residency program of study, the curriculum integrates knowledge from multiple disciplines to develop future scholars who can enact interdisciplinary knowledge generation in future research. To achieve this pedagogical goal, we have adopted an active, collaborative, flipped, blended model to accelerate interdisciplinary knowledge application and integration. Our motto, “We do not lecture!” exemplifies the active approach we adopt in our residency weekends. We have found success with active, collaborative and integrative learning activities, which challenge students to apply knowledge from all courses both during on-campus weekends and in final assignments. Though adopted in a doctoral program, we believe this model of learning design and delivery can be applied across higher education to accelerate knowledge integration and application.
In this session, we present our model of learning design and facilitation, to include best practices we have developed for faculty teaching our courses. We will also share learning artifacts as evidence of knowledge integration resulting from our model. Attendees will take away a copy of our model and best practices for course design and delivery and curriculum integration. They will also take away our recommendations for systems and processes to support faculty collaboration in interdisciplinary programs. Our objectives for the session include:
-Review a flipped, blended, integrated model of learning design and delivery to accelerate interdisciplinary knowledge application and integration
-Review best practices for learning design and facilitation
-Review evidence of interdisciplinary knowledge generation resulting from the presented model
-Review recommended systems and processes for faculty collaboration