The extent to which interdisciplinary interactions invigorate teaching methodologies has been debated throughout educational literature. Some argue, for example, that “the traditional notion of academic disciplines . . . fails to reflect the changing context of higher education (Davies and Devlin, 2007). Others, such as Anna Jones, have suggested that “a de-decisciplined approach to generic skills has led to problems in the areas of educational policy and practice (2009). This session, led by three graduate students with experience in various interdisciplinary professional development programs at a Canadian university, will challenge participants to address these perspectives from within their own academic experience and disciplinary and/or educational development lens.
