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Article 11 |\n| --- | --- |\n| June 2017\u003Cbr>Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development\u003Cbr>Katherine E. Bishop-Williams University of Guelph, [kbishop@uoguelph.ca](kbishop@uoguelph.ca)[ ](kbishop@uoguelph.ca)Kaitlin Roke\u003Cbr>University of Guelph, [kaitlin.roke@gmail.com](kaitlin.roke@gmail.com)[ ](kaitlin.roke@gmail.com)Erin Aspenlieder\u003Cbr>McMaster University, [aspenled@mcmaster.ca](aspenled@mcmaster.ca)[ ](aspenled@mcmaster.ca)Meagan Troop\u003Cbr>Sheridan College, [meagan.troop@sheridancollege.ca](meagan.troop@sheridancollege.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Educational Leadership Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, and the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nBishop-Williams, K. E., Roke, K., Aspenlieder, E., & Troop, M. (2017). Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development. The Canadian Journal for the Scholarship of Teaching and Learning, 8 (3). Retrieved from [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/11](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/11)  \nGraduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development  \nAbstract  \nInterdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms ofa contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents’ perceived benefits were related to: (a) becoming a better teacher; (b) social learning; and (c) that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs—specifically teaching development offered by educational development units—to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners.  \nLes programmes interdisciplinaires (c’est-à-dire les programmes offerts à l’échelle de l’université) et disciplinaires (c’est-à-dire ceux qui sont ouverts aux participants d’un collège ou d’un département) de perfectionnement de l’enseignement pour étudiants de cycle supérieur existent depuis de nombreuses années en enseignement supérieur. À l’heure actuelle, la recherche sur les avantages de ces modèles d’enseignementreste très incomplète en matière de compréhension contextualisée et il y a grand besoin de mener des études empiriques. Le but de cette étude était de déterminer les perspectives des étudiants de cycle supérieur liées aux expériences d’enseignement et d’apprentissage interdisciplinaires et disciplinaires. Deux sonda","cbCaijMI7VuR94Qa","https://ap.wps.com/l/cbCaijMI7VuR94Qa","pdf",795080,31,"English","# Abstract\n## Study purpose\n## Methodology\n## Findings\n## Implications","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences.\"},{\"question\":\"How was data collected in the study?\",\"answer\":\"The study used two online surveys (one quantitative and one qualitative follow-up) plus three participatory focus groups representing seven distinct colleges.\"},{\"question\":\"What perceived benefits emerged from the survey and focus group data?\",\"answer\":\"Participants reported benefits related to becoming a better teacher, social learning, and shared outcomes across both interdisciplinary and disciplinary experiences.\"}]","Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development - Article 11 | PDF",1792081680,78]