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Breen  \nUniversity of Guelph, [abreen@uoguelph.ca](abreen@uoguelph.ca)[ ](abreen@uoguelph.ca)[Tasha A. Falconer](Tasha A. Falconer)  \nUniversity of Guelph, [tfalcone@uoguelph.ca](tfalcone@uoguelph.ca)[ ](tfalcone@uoguelph.ca)Kimberly Squires  \nUniversity of Guelph, [ksquires@uoguelph.ca](ksquires@uoguelph.ca)[ ](ksquires@uoguelph.ca)Stephanie Martin  \nUniversity of Guelph, [smarti38@uoguelph.ca](smarti38@uoguelph.ca)[ ](smarti38@uoguelph.ca)Anna Swain  \nUniversity of Guelph, [anna.swain@uoguelph.ca](anna.swain@uoguelph.ca)[ ](anna.swain@uoguelph.ca)Emma Lipinski  \nUniversity of Guelph, [elipinsk@uoguelph.ca](elipinsk@uoguelph.ca)[ ](elipinsk@uoguelph.ca)Kaitlyn Avery  \nUniversity of Guelph, [kavery@uoguelph.ca](kavery@uoguelph.ca)[ ](kavery@uoguelph.ca)Cara Briscoe  \nUniversity of Guelph, [cbriscoe@uoguelph.ca](cbriscoe@uoguelph.ca)[ ](cbriscoe@uoguelph.ca)Caitlin Marchand  \nUniversity of Guelph, [cmarch02@uoguelph.ca](cmarch02@uoguelph.ca)[ ](cmarch02@uoguelph.ca)Madison Myers  \nUniversity of Guelph, [mmyers05@uoguelph.ca](mmyers05@uoguelph.ca)[ ](mmyers05@uoguelph.ca)Nicole Wylie-Curia  \nUniversity of Guelph, [nwylie@uoguelph.ca](nwylie@uoguelph.ca)[ ](nwylie@uoguelph.ca)Stephanie Bryenton  \nUniversity of Guelph, [bryentos@uoguelph.ca](bryentos@uoguelph.ca)[ ](bryentos@uoguelph.ca)Ariana Sams  \nUniversity of Guelph, [asams@uoguelph.ca](asams@uoguelph.ca)  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotlrcacea.2023.2.14214](https://doi.org/10.5206/cjsotlrcacea.2023.2.14214)  \nRecommended Citation  \nBreen, A. V., Falconer, T. A., Squires, K., Martin, S., Swain, A., Lipinski, E., Avery, K., Briscoe, C., Marchand, C., Myers, M., WylieCuria, N., Bryenton, S., & Sams, A. (2023) . Ways of knowing and becoming: Learning together in a graduate course on interdiscipinarity. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2) .  \n[https://doi.org/10.5206/cjsotlrcacea.2023.2.14214](https://doi.org/10.5206/cjsotlrcacea.2023.2.14214)  \nWays of Knowing and Becoming: Learning Together in a Graduate Course on Interdisciplinarity  \nAbstract  \nDeveloping as a scholar is a critical aspect of graduate school. In this article, we use an autoethnographic approach to explore our experiences in a newly redeveloped interdisciplinary graduate course. The course was designed to emphasize interdisciplinary scholarship and to encourage students’ awareness of their own developing epistemological, ontological, and axiological commitments. In this paper, we identify themes that arose from the final class paper, in which the students/researchers reflected on our development as emerging scholars. Through this course we developed an understanding of the value of interdisciplinarity, the cultural embeddedness of knowledge, and our own responsibilities as researchers in relation to social structures of power and marginalization. Our analyses of our experiences suggests that reflections on our own positionality and axiology are important for developing our identities as emerging scholars and that becoming a scholar may be more about the process than an end goal. We conclude with a discussion of how our learning in this course may be relevant for other instructors and emerging scholars.  \nLe développement en tant que chercheur/chercheuse est un aspect essentiel des études supérieures. Dans cet article, nous utilisons une approche auto-ethnographique pour explorer notre expérience dans un cours interdisciplinaire de cycle supérieur nouvellement révisé . Le cours a été conçu pour souligner la recherche interdisciplinaire et pour encourager la sensibilisation des étudiants et des étudiantes à leurs propres engagements épistémo","cbCaidJMrBCJFzNg","https://ap.wps.com/l/cbCaidJMrBCJFzNg","pdf",260272,"English","# Abstract\n# Keywords\n# Recommended Citation","[{\"question\":\"What research approach does the article use?\",\"answer\":\"The article uses an autoethnographic approach to explore the authors’ experiences in a newly redeveloped interdisciplinary graduate course.\"},{\"question\":\"How does the course design shape students’ learning and development?\",\"answer\":\"The course was designed to emphasize interdisciplinary scholarship and to encourage students’ awareness of developing epistemological, ontological, and axiological commitments.\"},{\"question\":\"What key themes emerge from the final class paper reflections?\",\"answer\":\"Themes include the value of interdisciplinarity, the cultural embeddedness of knowledge, and responsibilities of researchers in relation to power and marginalization structures.\"}]","Ways of Knowing and Becoming: Learning Together in a Graduate Course on Interdisciplinarity | PDF",1792082921]