Miscellaneous
Joshua Kuntzman, Mary Hegarty, Carol Genetti, Steve Gaines, Bruce E. Kendall
2021 Jun
2021 Jun
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APA
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Kuntzman, J., Hegarty, M., Genetti, C., Gaines, S., & Kendall, B. E. (2021, June). The familiarity trap: Collaborative research and teaching, lessons from 6 interdisciplinary projects (Preprint). . EdArXiv. https://doi.org/10.35542/osf.io/m3wdk.
Chicago/Turabian
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Kuntzman, Joshua, Mary Hegarty, Carol Genetti, Steve Gaines, and Bruce E. Kendall. “The Familiarity Trap: Collaborative Research and Teaching, Lessons from 6 Interdisciplinary Projects (Preprint). .” EdArXiv, June 2021.
MLA
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Kuntzman, Joshua, et al. The Familiarity Trap: Collaborative Research and Teaching, Lessons from 6 Interdisciplinary Projects (Preprint). . EdArXiv, June 2021, doi:10.35542/osf.io/m3wdk.
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@misc{kuntzman2021a,
title = {The familiarity trap: Collaborative research and teaching, lessons from 6 interdisciplinary projects (Preprint). },
year = {2021},
month = jun,
doi = {10.35542/osf.io/m3wdk.},
author = {Kuntzman, Joshua and Hegarty, Mary and Genetti, Carol and Gaines, Steve and Kendall, Bruce E.},
howpublished = {EdArXiv},
month_numeric = {6}
}
ABSTRACT
Interdisciplinary projects can be surprisingly challenging for experienced academic collaborators socially, intellectually, and practically. Within disciplines, common sets of philosophical assumptions, practical knowledgebases, and professional goals can help groups to wrestle through interpersonal differences in attitudes, ideas, priorities and work habits that each participant brings to the table. However, in projects that span disciplines, even those basic commonalities cannot be relied on as members coordinate their plans, integrate their approaches, and disseminate their findings. By creating an intensive one-year model for interdisciplinary research-into-teaching projects, UCSB's Crossroads program has been able to compare reported experiences from sixgroups progressing through common phases of interdisciplinary collaborations and the predictable challenges that arise during such work. Many of the groups' reported needs for dedicated planning and preparation may sound obvious or tedious to academics who have not experienced the unique demands of interdisciplinary research and teaching. That is the “familiarity trap” highlighted here: those communication and coordination pitfalls most likely to sneak up on diverse groups ofe xperts, confident in theirown fields, working under pressure.
Interdisciplinary projects can be surprisingly challenging for experienced academic collaborators socially, intellectually, and practically. Within disciplines, common sets of philosophical assumptions, practical knowledgebases, and professional goals can help groups to wrestle through interpersonal differences in attitudes, ideas, priorities and work habits that each participant brings to the table. However, in projects that span disciplines, even those basic commonalities cannot be relied on as members coordinate their plans, integrate their approaches, and disseminate their findings. By creating an intensive one-year model for interdisciplinary research-into-teaching projects, UCSB's Crossroads program has been able to compare reported experiences from sixgroups progressing through common phases of interdisciplinary collaborations and the predictable challenges that arise during such work. Many of the groups' reported needs for dedicated planning and preparation may sound obvious or tedious to academics who have not experienced the unique demands of interdisciplinary research and teaching. That is the “familiarity trap” highlighted here: those communication and coordination pitfalls most likely to sneak up on diverse groups ofe xperts, confident in theirown fields, working under pressure.