Teaching plan for the course unit (Short version)
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General information

 

Course unit name: Interdisciplinary Projects and Intervention in Diverse Contexts

Course unit code: 575092

Academic year: 2023-2024

Coordinator: IBIS MARLENE ALVAREZ VALDIVIA

Department: Faculty of Psychology

Credits: 3

Single program: S

Estimated learning time

Total number of hours 75

 

Face-to-face and/or online activities

30

-  Lecture with practical component

Face-to-face

30

Supervised project

20

Independent learning

25

Learning objectives

Referring to knowledge Be familiar with and able to analyse interdisciplinary education projects that promote learning and social coexistence. Develop innovative ideas for the possible application of interdisciplinary education projects targeting specific groups and contexts.

 

 

Teaching blocks

 

1. Projects in interdisciplinary education. Conceptual framework and contributions to professional development.

2. Interdisciplinary projects fostering learning through the arts. Methodological principles and experiences in different disciplines

3. Using collaborative art to reduce marginalisation and support inclusive and intercultural education

4. Community-integrated interdisciplinary learning and service projects

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio.pdf). Class attendance is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Course summary/synthesis of core content to be completed individually. Weighting: 60% of the overall grade. Students have to submit three summaries (at the end of each teaching block) weighted as follows: 15, 20 and 25%. Each summary constitutes a short essay on the integration of art in community education. Approx. length 2,000 words, including bibliography. Arial font 11.   Assessment criteria Outlining of key ideas/concepts (4 points): relevance; breadth of discussion; coherence; quality of documentation. Quality of argumentation (6 points): definition of ideas; critical reasoning; expression of stance; perspectives and suggestions; formal aspects of academic writing.   Assignment centred on the analysis/assessment of an interdisciplinary educational project to be completed in groups. Weighting: 40% of the overall grade. Students can select one of the following options: Discuss and assess one of the projects presented on the course: explain its interest/importance; present ideas that might improve and/or complement the project and discuss the possibility of developing a similar project in a specific socio-educational setting. Describe a personal experience working with an interdisciplinary project. Submit a new proposal. Assignments should be submitted in the last week of the course. Approx. length 5,000 words, including bibliography.   Assessment criteria The project should include the following: Description of participants (group/population). Educational objectives and/or social problem addressed. Methodological foundations and resources employed. Techniques and/or procedures of impact assessment. Formal aspects of academic writing.   Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Assessment comprises a written examination covering all the theoretical and practical content. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment Prerequisite In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course.   Activities and criteria Single assessment comprises a written exam in which students have to complete three exercises, two on the content of each theme taught, and present a research or intervention project related to cultural inclusion in education. The first two exercises are worth 2.5 points each and the third is worth 5. To pass the course, students must obtain a minimum score of 5 points.   Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. It consists of a written test, which includes all the contents of the subject, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

Check availability in Cercabib

Book

Sommer, D. (2014). The work of art in the world. Civic agency and public humanities. Duke University Press

Video, DVD and film

Rene Dongo (2011). Palas por pistolas (Shovels for guns) [Video]. http://urbanoproject.org/palas-por-pistolasshovels-for-guns

Servei d’Audiovisuals. Facultat de Ciències de l’Educació. UAB.  (16 may. 2019). Educar a través de las artes. Proyectos interdisciplinares e inclusivos en una escuela multicultural [Video] http://serveis.uab.cat/canalce/node/792

Article

La Porte, A. M. (2016). Efficacy of the arts in a transdisciplinary learning experience for culturally diverse fourth graders. International Electronic Journal of Elementary Education,  8(3), 467-480. https://www.iejee.com/index.php/IEJEE/article/view/126

Alvarez, I.M., Moron, M., & Román, P. (2021). Linking curriculum content to students’ cultural heritage in order to promote inclusion: an analysis of a learning-through-the arts project. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1900425

Atkinson, D. (2017). Without criteria: art and learning and the adventure of pedagogy. The International Journal of Art & Design Education, 36(2), 141–152. doi: 10.1111/jade.12089

Benn, T., Benn, B., & Doyle, B. (2006). An inside story: Tracking experiences, challenges and successes in a joint specialist performing arts college. Research in Dance Education, 7(1), 15-34. https://search.proquest.com/docview/61931933?accountid=15292 

Boix-Mansilla, V., & Dawes-Duraising, V. (2007). Targeted assessment of students’ interdisciplinary work: an empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215-237.  https://doi.org/10.1080/00221546.2007.11780874

Carr, G., Loucks, D.P., & Günter, L. (2018). Gaining insight into interdisciplinary research and education programmes: A framework for evaluation. Research Policy, 47(1), 35-48. https://doi.org/10.1016/j.respol.2017.09.010.

García Romero, D. y Lalueza, J.L. (2019). Procesos de aprendizaje e identidad en aprendizaje-servicio universitario: una revisión teórica. Educación XX1, 22(2), 45-68, doi:10.5944/educXX1.22716

Günter Blöschl, (2018). Gaining insight into interdisciplinary research and education programmes: A framework for evaluation. Research Policy,47(1), 35-48. https://doi.org/10.1016/j.respol.2017.09.010.

Hajisoteriou, C., & Angelides, P. (2017). Collaborative art-making for reducing marginalisation and promoting intercultural education and inclusion. International Journal of Inclusive Education, 21(4), 361–375.  https://doi.org/10.1080/13603116.2016.1197321

Henderson, M. C. & Lasley, E. (2014). Creating inclusive classrooms through the arts. Dimensions of Early Childhood, 42(3), 11-17.  https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.988.4032&rep=rep1&type=pdf

Hibbert, P., Siedlok, F., & Beech, N. (2016). The role of interpretation in learning practices in the context of collaboration. Academy of Management Learning & Education, 15(1), 26-44. https://doi.org/10.5465/amle.2014.0004

Irwin, R. (2013). La práctica de la a/r/tografía. Revista Educación y Pedagogía, 25, 65-66. https://revistas.udea.edu.co/index.php/revistaeyp/article/view/328771

Lattuca, L.R., Voigt, L.J., & Fath, K.Q. (2004). Does interdisciplinarity promote learning? Theoretical support and researchable questions. The Review of Higher Education, 28(1), 23-48. doi:10.1353/rhe.2004.0028.

Mars, A. (2016). Past and present intertwining when learning is at stake: composing and learning in a musical theatre project. International Journal of Education and the Arts, 17(23). http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-8966 

McDermott, P., Falk-Ross, F., & Medow, S. (2017). Using the visual and performing arts to complement young adolescents’ "close reading" of texts. Middle School Journal, 48(1), 27-33. http://dx.doi.org/10.1080/00940771.2017.1243925 

Rodríguez Álvarez, A., & Iglesias Da Cunha, L. (2014). La «cultura hip hop»: Revisión de sus posibilidades como herramienta educativa. Teoría De La Educación. Revista Interuniversitaria, 26(2), 163-182. https://doi.org/10.14201/teoredu2014261163182

Schmid, J.C. (2008). Towards a philosophy of interdisciplinarity. An attempt to provide a classification and clarification. Poiesis Prax, 5, 53-69. https://doi.org/10.1007/s10202-007-0037-8

Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. Journal of Educational Research, 109(6), 624-630. http://dx.doi.org/10.1080/00220671.2015.1016599