Tag Archives: Interdisciplinarity

Open Pedagogy at the Program Level: The #PlymouthIDS Case Study

Posted on November 26, 2017 by actualham

For the last several months, I’ve wanted to write something to document the remarkable experience I have had being a part of the Interdisciplinary Studies program here at Plymouth State University. I keep waiting to have the time to do … Continue reading →

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Thoughts from an Interdisciplinary Starting Gate

Posted on October 9, 2015 by actualham

Introduction Recently, my public university announced its intention to begin a large-scale interdisciplinary initiative focused around clusters.  As part of the initial phases of the planning, the Center for Excellence in Teaching and Learning asked a variety of faculty members … Continue reading →

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Reflections on Going Interdisciplinary

Posted on August 26, 2015 by actualham

by Robin DeRosa, Professor of English & Interdisciplinary Studies & Danielle Marie Carkin, Assistant Professor of Criminal Justice Today at our annual start-of-school meeting for faculty and staff, our new president announced plans to transform our small, regional university into … Continue reading →

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MOOCs & Badges: Interrogating “Open”

Posted on November 26, 2014 by actualham

When I first got introduced to the world of OERs, I was skeptical.  Despite being a pretty avid user of technology in my English courses, I have also generally been one of those intellectually whiny faculty members at my university … Continue reading →

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Practical Examples for Plymouth State University

Posted on August 29, 2014 by actualham

Here are some practical ideas to go with the more theoretical vision I laid out in my 2014 talk at Plymouth State University, “Rethinking Student Engagement.” How can we reintegrate knowledge so that the historically constructed boundaries between fields can … Continue reading →

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Rethinking “Student Engagement”

Posted on August 28, 2014 by actualham

Faculty Day 2014, Plymouth State University Robin DeRosa If I have a guiding principle in my own pedagogy and scholarship, it’s probably related to the idea that the question on the table usually masks conflicting and more compelling questions underneath. … Continue reading →

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