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The paper argues that implicit inadequacy and anxiety about participating in academic discussions—inside or outside the classroom—can become productive. By using methodological leveling, respect, and equality, learning communities build connectedness and belonging, enabling participants to take essential risks for authentic, collaborative learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/multidisciplinary-collaboration-through-learning-communities-navigating-anxiety/598675/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multidisciplinary-collaboration-through-learning-communities-navigating-anxiety/598675.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do learning communities help address anxiety in higher education?","Question",{"text":112,"@type":113},"They reduce the sense of inadequacy created by institutional and disciplinary boundaries by promoting mutual respect, equality, and connectedness. This shifts anxiety toward productive participation in academic discussions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does multidisciplinarity play in navigating institutional boundaries?",{"text":117,"@type":113},"Learning communities enable members to navigate multiple viewpoints within, between, and beyond institutional and conceptual boundaries, supporting participation and risk-taking for authentic learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What structure do first-year learning communities follow at the University of Saskatchewan?",{"text":121,"@type":113},"Groups of 20 to 40 students enroll in two or three common first-year courses. Weekly one-hour meetings include two senior student peer mentors, with goals covering engagement, collaborative study, mentorship for exploration, and academic enrichment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598675,1792165938,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","5  \nMultidisciplinary Collaboration Through Learning Communities: Navigating Anxiety  \nErin DeLathouwer, Wendy Roy, Ann Martin, & Jasmine Liska  \nUniversity of Saskatchewan  \nA problem common to university faculty and students is an implicit sense of inadequacy regarding institutional hierarchies and disciplinary boundaries. Through a focus on multidisciplinarity, learning communities enable members to navigate multiple points of view within, between, and beyond apparent institutional boundaries. After having led a workshop that placed participants in the positions of both students andfaculty members negotiating multidisciplinarity through learning communities, we conclude that learning communities’ methodological leveling of traditional hierarchies implicit in higher education leads to a sense of belonging that enables students andfaculty to take risks essentialfor authentic learning. Anxiety over participation in academic discussions both inside and outside the classroom, and from within and beyond one’s disciplinary expertise, thus becomes productive rather than debilitating.  \nIn highcommuernietideuscationas grou, wpseofofteunndethrgrink of laduate saurndeinntgs  \nwho are enrolled in a common set of courses or who share common academic interests. However, student learning communities share features with other social groups that might be defined as communities of practice, such as faculty learning communities or research teams (Wenger, 2000) . Of particular significance are those features shared by all learning communities, which aim to address a common problem for faculty and students: anxiety. That anxiety, we suggest, is motivated by the implicit sense of inadequacy often felt by individuals engaged  \nin higher education. For students, the inadequacy arises from the transition to a different social context and to new perspectives; for faculty members, it arises from collaborations with other teacher-learners that suggest the limitations of disciplinary expertise. Learning communities have the power to engender an increased sense of connectedness through mutual respect and equality, and to encourage reciprocity that can decrease the sense of divisiveness within the university. Through a focus on multidisciplinarity, learning communities enable individual members to navigate multiple points of view within, between, and beyond institutional and conceptual boundaries.  \nThe value of learning communities might be understood from an administrative point of view – students engaged in a learning community tend to persist in the university system1 (Tinto, 1997)– or from a pedagogical point of view – students involved in a learning community tend to demonstrate higher levels of engagement in the learning process (Kuh, 2008) . In this paper we focus on the latter because the methods and practices common to faculty and students involved in a learning community often blur the lines between teaching and learning – expert and student – and prompt participants to create their own place within the university system. Likewise, the methods and practices of student learning communities illustrate how the university community might address anxieties surrounding place through collaboration and multidisciplinarity. We suggest that the methodological leveling, through multidisciplinary learning communities, of traditional hierarchies implicit in the term and instantiation of higher education, leads to a sense of belonging that enables students and faculty to take risks essential for authentic learning2 . Following Bain (2004), we believe that authentic learning requires that “learners feel a sense of control over their education; work collaboratively with others; believe that their work will be considered fairly and honestly; and try, fail, and receive feedback from expert learners in advance of and separate from any summative judgment of their effort” (p. 18) . Anxiety over participation in academic communities thus becomes productive rather t","cbCaiiNHYoAqECTs","https://ap.wps.com/l/cbCaiiNHYoAqECTs","pdf",743337,"English","# Multidisciplinary Collaboration Through Learning Communities: Navigating Anxiety\n## Shared problem: anxiety\n## Value of learning communities\n## First-Year Learning Communities\n## Public multidisciplinary panel discussions","[{\"question\":\"How do learning communities help address anxiety in higher education?\",\"answer\":\"They reduce the sense of inadequacy created by institutional and disciplinary boundaries by promoting mutual respect, equality, and connectedness. This shifts anxiety toward productive participation in academic discussions.\"},{\"question\":\"What role does multidisciplinarity play in navigating institutional boundaries?\",\"answer\":\"Learning communities enable members to navigate multiple viewpoints within, between, and beyond institutional and conceptual boundaries, supporting participation and risk-taking for authentic learning.\"},{\"question\":\"What structure do first-year learning communities follow at the University of Saskatchewan?\",\"answer\":\"Groups of 20 to 40 students enroll in two or three common first-year courses. Weekly one-hour meetings include two senior student peer mentors, with goals covering engagement, collaborative study, mentorship for exploration, and academic enrichment.\"}]","Multidisciplinary Collaboration Through Learning Communities - Navigating Anxiety | PDF",1792087367,15]