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Abstract

How do the disciplinary frameworks that we are trained in shape our approaches as interdisciplinary researchers and teachers? This is the question that we (Liz and Katie) have been trying to answer through the development of our optional Year 1 GSD module, GD124 ‘Interdisciplinary Approaches to Sustainable Development’.

In this session, we will ask attendees to complete the ‘discipline positionality’ mapping exercise that we have developed and tested over two years of delivering GD124. This has been designed using insights from STEAM (Science, Technology, Engineering, Arts, and Mathematics) pedagogy and has successfully yielded creative dissemination objects ranging from rap battles to storybooks to stop-motion animated crocheted prawns. This activity (20 mins) will encourage attendees to evaluate the key personal and scholarly influences in their academic journeys so far, providing a tool that we hope can be used to help students (and staff!) that may be wading through murky interdisciplinary waters. Finally, we will share some insights from our experience of completing this task in the classroom (10 mins) including the challenges we have encountered as co-instructors with diverse disciplinary backgrounds.

Specificity of Audience: I think we would need a minimum of 5 attendees to run the session?

Method: 20-minute workshop (small groups) plus 10-minute presentation

Outcome: We think this would be a useful exercise for all SCFS staff to complete, perhaps on a semi-regular basis as it helps to crystallise personal scholarly identity. We think this may help individuals when designing interdisciplinary courses as well as informing broader discussions about school/ division identity.