Department
School of Communication and Media
Document Type
Article
Publication Date
2008
Abstract
Kennesaw State University’s team of interdisciplinary scholars qualitatively assessed student learning within theme-based learning communities to determine whether content from one discipline was evident in student work produced within another discipline. Faculty concluded that they were likely expecting more disciplinary integration than first-semester college students were capable of providing, and that they were likely not asking for the integration they were expecting. By examining student work as evidence, the researchers became more acutely aware of the assignment instructions, prompting them to work more closely with colleagues in their future learning communities to develop interdisciplinary assignments with explicit expectations for integration.
Journal Title
Journal of Learning Communities Research
Volume
3
Issue
3
First Page
75
Last Page
87