A pedagogy changer: transdisciplinary faculty self-study
Abstract
In this article, I examine pedagogical understandings as captured through documented
critical incidents of a transdisciplinary faculty self-study group which was designed
and grounded in notions of sociocultural theory. I report from my lens as facilitatorparticipant-
observer and from my work with eleven other participants in a threesemester
research project in which we conducted individual self-studies of profesional
practice as well as a meta-study of the collective. A diverse data set, which included
exit interviews, mid-project and end-of-project exit slips, and individual narratives,
served to triangulate and support themes of our exchanging of pedagogical
activities, learning with critical friends, and re-imagining our pedagogies. The study
suggests that, as universities work to improve student learning, they might consider
providing creative studio spaces for self-study of professional practice so that faculty
can exchange their talents in order to more deeply understand and experience
pedagogical innovations.