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Interdisciplinary teaching: Analyzing consensus and conflict in environmental studies

Jill L. Caviglia‐Harris (Economics and Finance Department, Salisbury University, Salisbury, Maryland, USA)
James Hatley (Philosophy Department, Salisbury University, Salisbury, Maryland, USA)

International Journal of Sustainability in Higher Education

ISSN: 1467-6370

Article publication date: 1 December 2004

Abstract

This paper is a discussion of a team‐taught interdisciplinary course that was designed to provide cohesion between the 12 departments that participate in the environmental studies major at Salisbury University. This course provides a model for addressing several positive and negative tendencies at work in interdisciplinary programs, and provides students with a first‐hand experience in how multiple disciplines can work together to provide a more developed picture of a particular field or interest. This paper presents a discussion of the teaching experiences of faculty involved in the environmental studies course for two years. A framework for the development of such courses is included, as well as a discussion of the agreements and disagreements that can arise when students and faculty work within an interdisciplinary context.

Keywords

Citation

Caviglia‐Harris, J.L. and Hatley, J. (2004), "Interdisciplinary teaching: Analyzing consensus and conflict in environmental studies", International Journal of Sustainability in Higher Education, Vol. 5 No. 4, pp. 395-403. https://doi.org/10.1108/14676370410561090

Publisher

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Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited