A Model for Design and Development of an Interdisciplinary Program

By:
Prof Harry Prats,
Terry Bullock,
Dr. Victoria Appatova
To add a paper, Login.

An integrative curriculum has been proven to be a powerful means for enriching a student's undergraduate education. The integration (pairing) of effective reading and study skills courses with content area classes (in the areas of psychology, sociology, history, philosophy, biology etc.) has been done on many college campuses in the U.S.A. Overall, research on the effectiveness of paired courses has demonstrated better student academic results, retention, involvement, motivation, and intellectual development; faculty outcomes include expanded repertoire of teaching approaches, revised course content, and new scholarly interests.

Two reading and one psychology faculty member from the University of Cincinnati (Cincinnati, Ohio, U.S.A.) will present an innovative model for design and development of an interdisciplinary program to be launched at the newly established Center for Access and Transition. This model is based on: two decades of teaching effective reading classes paired with psychology, art history, criminal justice, sociology, introduction to business, economics and mathematics at the University of Cincinnati; and extensive research data on the effectiveness of paired classes obtained by the presenters since 1983.


Keywords: Interdisciplinary Research and Practice, Curriculum Design, Undergraduate University Education
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: Designing a Model of an Interdisciplinary Program


Prof Harry Prats

Associate Professor of Psychology, College of Applied Science/Center for Access and Transition , University of Cincinnati, 
USA


Terry Bullock

Professor of Reading, College of Applied Science/Center for Access and Transition , University of Cincinnati, 
USA


Dr. Victoria Appatova

Instructor of Reading, CAS/CAT, University of Cincinnati 
USA


Ref: L05P0303