Pedagogical partnerships: Faculty learning communities as a foundation for linking science and society
Integrating the Sciences and Society: Challenges, Practices, and Potentials
ISBN: 978-1-8485-5298-2, eISBN: 978-1-84855-299-9
Publication date: 1 October 2008
Abstract
An important element of more closely linking science – as a process as well as its outcomes – to society is to create interdisciplinary approaches to scholarship, teaching, and learning. Such interdisciplinary work directly improves the way that ideas and skills are taught in the classroom as well as encourages more creative scholarship, more collaborative research projects, and more effective applications of research findings. Creation of consistent and on-going interdisciplinary contact, cooperation, and collaboration between faculty members from the social sciences, humanities, and STEM (science, technology, engineering, and math) fields can be encouraged with the development of pedagogical partnerships through engagement with Faculty Learning Communities (FLCs). In this chapter, we first describe FLCs and then discuss how they can encourage interdisciplinary intellectual and scholarly community development. We provide examples to illustrate the role that personal and intellectual community building plays in linking the different disciplinary approaches. Finally, we highlight the potential impact that interdisciplinary collaborations can have on creating permanent links between science and society.
Citation
Eisenberg, A.F. and Herman, A.P. (2008), "Pedagogical partnerships: Faculty learning communities as a foundation for linking science and society", Hartman, H. (Ed.) Integrating the Sciences and Society: Challenges, Practices, and Potentials (Research in Social Problems and Public Policy, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 197-223. https://doi.org/10.1016/S0196-1152(08)16008-2
Publisher
:Emerald Group Publishing Limited
Copyright © 2008, Emerald Group Publishing Limited