IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 9, Issue 1, Winter 2020
Date
2020-02
DOI
Authors
Flaisher-Grinberg, Shlomit
Roybal, Karen R.
Sullivan, Megan
Hill, Stephen
Beiter, Eileen
Leverone, Cathy
Smale, Maura A.
Engbers, Susanna Kelly
Vail, Jeffrey
Version
OA Version
Citation
IMPACT 9(1), Winter 2020. Boston University College of General Studies
Abstract
Explicitly established to foreground interdisciplinary teaching and learning, Impact also welcomes evidence and
discussion of experiential learning. Often the two – interdisciplinary teaching and experiential learning – co-exist. Yet
even when they do not, both practices model how to think in myriad ways and to notice how knowledge is constructed.
As our winter 2019 issue makes clear, interdisciplinary teaching and learning and experiential learning often begin with
questions. Why does it matter that students grapple directly with archival material? What happens when undergraduates
practice psychology by training dogs? Do students understand financial literacy? This issue also asks questions about
students’ reading habits and faculty expectations of them as readers.
Description
License
Copyright © 2020 by the College of General Studies, Boston University. Impact provides free and open access to all of its research publications. There is no charge to authors for
publication, and the journal abides by a CC-BY license. Authors published in Impact retain copyright on their
articles, except for any third-party images and other materials added by Impact, which are subject to copyright
of their respective owners. Authors are therefore free to disseminate and re-publish their articles, subject to
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