Interdisciplinary Approaches to Health, Wellness and Sustainability

Interdisciplinary Approaches to Health, Wellness and Sustainability

Thursday October 27 - Saturday October 29, 2016

University of Ottawa, Canada

Association for Interdisciplinary Studies

2016 Conference Program

Day 0: AIS board meeting

2:00 pm to 6:00 pm-AIS2016 Board Meeting
Room 3105

Day 1: Thursday, October 27, 2016

8:30 am to 7:30 pm-Registration [Desmarais Lobby]

8:00 am to 1:00 pm-AIS Board Meeting [Room 3105]

9:00 am to 12:00 pm-Pre-Conference Workshops

Pre-Conference Workshop I [Room 1110]

Nuts & Bolts: Best Practices of Interdisciplinary Course Design and Pedagogy

• Karen Moranski, Sonoma State University, California; and Scott Crabill, Oakland University, Michigan.
  This interactive workshop provides an opportunity to learn the tools and techniques of interdisciplinary pedagogy. Participants will define terms, contextualize goals, and learn best practices in interdisciplinary syllabus and assignment development, assessment techniques, and research methods. Expert Rick Szostak will deepen participants' understanding of interdisciplinary theory in relationship to pedagogy.

Pre-Conference Workshop II [Room 1120]

Online Interdisciplinarity: Best Practices for Online Interdisciplinary Teaching & Learning

• Marcus N. Tanner, Texas Tech University, Texas; and Khadijah O. Miller, Department of History and Interdisciplinary Studies, Norfolk State University, Virginia.
  This interactive pre-conference workshop offers participants an opportunity to learn and consider some of the best practices in online teaching and learning in the context of interdisciplinarity.

12:00 pm to 1:00 pm - Lunch [on your own]

1:00 pm to 1:30 pm - Welcome to the 38th Annual AIS Conference [Room 12102]

1:00 pm to 1:30 pm - Plenary: Welcome to the 38th Annual AIS Conference!

• Dr. Barbara Graves, Vice-Dean of Academic Programs, Faculty of Education. Dr. Jeff Jutai, Director, Interdisciplinary School of Health Sciences. Dr. Karen Phillips, Conference Co-Chair, Assistant Director (Undergraduate Studies), Interdisciplinary School of Health Sciences. Dr. Angus McMurtry, Conference Co-Chair, Faculty of Education.

1:30 pm to 2:30 pm State of the Field

• Dr. Machiel Keestra, AIS President

2:30 pm to 2:45 pm-Break: Refreshments served

2:45 pm to 3:45 pm-Keynote Speaker [Room 12102]

Our Research is Living, Our Data is Life: Toward a Trans-disciplinary Gerontology

• Jennifer Sasser, Gerontology, Portland Community College, Oregon.

3:45 pm to 4:00 pm- Break: Refreshments Served

4:00 pm to 5:15 pm- Concurrent Session # 1

Papers: Renewals in Aging Research: Integrating and Digitizing Perspectives [Room 1110]

Management of Aging Services: An Interdisciplinary Approach

• Steven McAlpine, Interdisciplinary Studies, UMBC, Maryland.
  Based on theoretical frameworks from Miller & Boix Mansilla (2004), this paper will analyze the interdisciplinary connections that Masters students in the Erickson School of Aging Studies at UMBC (many who are professionals in the field of aging services) made in their final reports for the course in the Spring 2016 semester.

Memory, Knowledge Creation, and Creative E‐media: Interdisciplinary Arts and Alzheimer’s Disease

• Jennifer Dellner, Ocean County College, New Jersey.
  This presentation will build on recent theories of the interdisciplinary arts, particularly Augsburg (forthcoming) to examine the different notions of knowledge creation, gestured to by several examples of e-literature, whose common aim is to present experiences and representations of memory loss and the ability to construct knowledge disrupted by Alzheimer’s disease.

Bridging Knowledge, Policy and Practice through Transdisciplinary Research: Findings and Lessons Learned from the AGEWELL WP8.3 Project

• Hajer Chalghoumi, School of Psychology, University of Ottawa, Ontario; Virginie Cobigo, School of Psychology, University of Ottawa, Ontario; and Jeffrey W. Jutai, Interdisciplinary School of Health Sciences, Faculty of Health Sciences, University of Ottawa, Ontario.
  This paper presents an innovative transdisciplinary project to study ethical factors that arise during the development, commercialization, diffusion and adoption of a technology that support safe use of medications among the elderly with cognitive impairments.

Panel: Interdisciplinary Doctoral Education for Health, Wellness, and Sustainability: Opportunities, Challenges, and Future Directions [Room 1120]

• Elizabeth Mellin, Lubna Chaudhry, Victoria Rizzo, Laura Bronstein and Deborah Taub, College of Community and Public Affairs, Binghamton University - SUNY, New York.
  This panel discussion describes the development and administration of an interdisciplinary doctoral program aimed at developing scholars who are well prepared to research complex issues related to health, wellness, and sustainability. Dialogue about interdisciplinary doctoral education with attendees will be emphasized. Relevant program materials will also be distributed for attendees.

Papers: Creating Ripples in Integrative Education [Room 1130]

Third Time’s a Charm: Understanding and Communicating Integrative Interdisciplinary Learning with Becoming Interdisciplinary, 3rd Edition

• Tanya Augsburg, San Francisco State University, California.
  Becoming Interdisciplinary: An Introduction to Interdisciplinary Studies has been revamped, revised, and expanded in the Third Edition (2016). In this paper I position my introductory integrative interdisciplinary studies pedagogy alongside innovative pedagogies that encourage critical reflection (Freire), transformative learning (Mezirow), creative inquiry (Montouri), and self-authorship (Baxter Magolda).

Articulating an Integrated Studies degree with LEAP (2015) Standards through Essential Learning Outcomes, Professional Indicators, and Capstone Scoring Rubrics

• Michael Cena, Weber State University, Utah.
  LEAP (Liberal Education and America's Promise) 2015 Standards provide a framework for this presentation. Included are Weber State University's work to articulate institutional essential learning outcomes, professional indicators, and Capstone rubrics that support our claim that the University's Bachelor of Integrated Studies is an institutionally-defined High Impact Program.

Workshop: Hiring, Tenure, and Promotion of Interdisciplinary Faculty: Developing Progressive Practice Using the New AIS Guidelines [Room 1150]

• Roslyn Schindler, Wayne State University, Michigan; and Karen Moranski, Sonoma State University, California.
  The health of interdisciplinary studies relies on a robust infrastructure that supports the careers of interdisciplinary teacher-scholars. Unfortunately, few universities help faculty navigate an interdisciplinary career path. New AIS Tenure and Promotion Guidelines can help them develop effective action plans. Attend this interactive workshop session to learn and problem solve!

Meeting: Annual Meeting of Alpha Iota Sigma Honor Society [Room 3105]

• Marcus N. Tanner, Texas Tech University, Texas.
  This will be the annual meeting of the honor society for Alpha Iota Sigma. Student officer representatives from each chapter should be in attendance.

5:15 pm to 5:30 pm -Break

5:30 pm to 6:30 pm-Poster Session [Room 12102]

6:00 pm to 7:30 pm-Cocktail Reception & Appreciation Tribute [Room 12102]

Day 2: Friday, October 28, 2016

8:00 am to 6:00 pm-Registration [Desmarais Lobby]

8:00 am to 9:00 am-Breakfast & SECTION Sessions [Room 12102 & 12110]

9:00 am to 10:15 am - Concurrent Session # 2

Panel: Thinking Together about the Complexities of the Aging Journey: A Collaborative Conversation [Room 1110]

• Jennifer Sasser, Portland Community College, Oregon; Angus McMurtry, University of Ottawa, Ontario; and Gaetano Lotrecchiano, George Washington University, Washington DC.
  This collaborative conversation focuses on cross/inter/trans-disciplinary perspectives on life with an aging body and how individual experience is shaped by social structures as well as various discourses on the meaning of aging and later life. Sponsored by the Health, Health Care and Aging Section.

Panel: European Perspectives on Interdisciplinary Higher Education. Part 1: Cases and Evidence [Room 1120]

• Catherine Lyall, University of Edinburgh, United Kingdom; Merel van Goch, Utrecht University, Netherlands; Ulli Vilsmaier, Leuphana University of Lüneburg, Germany; and Machiel Keestra, University of Amsterdam, Netherlands.
  This session will showcase work being done by AIS members, and their colleagues, based in Europe in order to examine whether distinctively European perspectives on interdisciplinary learning and teaching in higher education are beginning to emerge.

Papers: Interdisciplinary Education: Widening the Frames of Learning [Room 1130]

Developing an Interdisciplinary Public Policy course at Florida StateUniversity

• RobertCrew, Florida State University, Florida; and David Rasmussen, Florida State University, Florida.
  This paper describes an interdisciplinary, evidence-based course on public policy that focuses on three issues: 1) instruction in the frames through which individual disciplines in social science view the world; 2) instruction in techniques of social science analysis; and 3) pedagogical issues related to teaching to large numbers of students.

Integrative Studies and Service Learning ‐ Synergies and Sustenance

• Michelle Buchberger, Miami University, Ohio.
  This presentation will discuss the strong synergies between the pedagogy of service learning and interdisciplinary studies programs and the output characteristics that are nurtured in students by both pursuits. The paper will focus on the development of a class in an interdisciplinary studies undergraduate program that incorporates service learning.

Interdisciplinary Experiential Education in Practice: Do Different Types of Experiential Education Encourage Higher Social Capital?

• Clarissa Estep and Eric Myers, West Virginia University, West Virginia.
  Our research focuses on two types of interdisciplinary experiential education and assesses their impact on students’ development of social capital. Our work will yield a better understanding of how students are developing social capital and if universities’ adoption of interdisciplinary experiential education is creating more engaged citizens.

Papers: Our Selves, Our Disciplines: Theorizing Consilience and Common Heritage [Room 1150]

Consilience as the Way Forward for Interdisciplinary Studies of Religions

• Benjamin Bennett‐Carpenter, Oakland University, Michigan.
  This presentation offers an introduction to interdisciplinary studies of religions that argues against “silver bullet” explanations (Bennett-Carpenter, 2014) while arguing for “consilience” (Wilson, 1998; Slingerland & Bulbulia, 2011; Slingerland & Collard, 2012) as the way forward for interdisciplinary studies of religions.

Part 1: Interdisciplinarity and the Self‐as‐Sinner ‐in Theory

• Sharon Woodill, University of Central Florida, Florida.
  This paper explores the mostly tacit self-as-sinner narrative in interdisciplinary discourse to argue that it is antithetical to the notion of self-organization integral to complexity and comprises an unnecessary reprisal of the very epistemic limitations that necessitates interdisciplinarity in the first place.

Part 2: Interdisciplinarity and the Self‐as‐Sinner -in Practice

• Julia Poertner, Dalhousie University, Nova Scotia.
  This paper will show that our current socioeconomic climate that is largely based on parsed and disciplined orientations of traditional Western thought, undermines the development and flow of ideas that possibly could lead to a change of consciousness as the foundation for a more integrated, economically and ecologically sustainable society.

Papers: Practicing Interdisciplinarity: Learnings from Collaborative Projects [Room 1140]

Practical Ontologies of Interdisciplinary Collaboration

• Line Hillersdal and Astrid Pernille Jespersen, University of Copenhagen, Denmark.
  This paper investigates interdisciplinary collaboration in practice and analyses the kinds of methodological tools which develop in the project process to facilitate interaction with various data among multiple disciplines. The case for the paper is two interdisciplinary research groups working on obesity in Copenhagen, Denmark.

Decolonizing Sexual and Intimate Partner Violence Research through Transdisciplinary Collaboration: Practitioner-informed Approaches to Knowledge Production and Translation

• Robert Edmondson, University of Oklahoma College of Liberal Studies, Oklahoma.
  This paper explores the researcher-practitioner dynamic in the production and translation of knowledge related to sexual violence (SV) and intimate partner violence (IPV) and presents practitioner-informed strategies for effective collaboration. The paper also discusses ways in which practitioners’ conceptualization of participatory research-to-practice projects differ from academic models of transdisciplinary research.

Open Space: Networking [Room 12102 & 12110]

Networking space / Poster viewing

10:15 am to 10:30 am - Break: Refreshments Served

10:30 am to 11:45 am - Concurrent Session # 3

Papers: Traditional Knowledges of Health and Ecology [Room 1110]

Research Challenges and Lessons Learned from Conducting Trans‐disciplinary Research in a Canadian Artic Community

• Natalie Carter, University of Ottawa, Ontario; Jackie Dawson, University of Ottawa, Ontario; Shelly Elverum, Ikaarvik Barriers, Nunuvut; and Eric Solomon, Ikaarvik Barriers and Vancouver Aquarium, British Columbia.
  Community-based research study was implemented with the participation of multi-disciplinary researchers. It explored local (Inuit and non-Inuit) knowledge about socio-cultural and ecological marine zones, their importance and sensitivity, barriers to community members’ continued use of them, and resulting impacts on community members’ well-being. Methodological and practical lessons learned will be presented.

Paper/Video: The National Picture Project: Sharing First Nations Women's Experiences of Cancer and Caregiving through Video [Room 1150]

• Chad Hammond, Josée Boulanger, and Roanne Thomas, University of Ottawa, Ontario.
  The National Picture Project honours the voices of First Nations women with cancer and caregivers. This community & arts-based research addresses significant gaps regarding cancer survivorship for this population. The video produced out of participants' audio interviews and photographs will be screened followed by a discussion on our collaborative process.

Papers: Interprofessional Health Education: Innovations in Pedagogy
[Room 1120]

Reverse Narratives: A Strategy to Increase Student Engagement and Awareness of the Patient’s Voice

• Amy Leaphart, University of South Carolina, South Carolina.
  An outline of a piloted program called Reverse Narratives. This is a student led, case-based approach to interprofessional health education which incorporates a narrative approach to heighten student awareness and consideration of the patient’s voice.

Case Study: Frontiers in Public Health

• Ruth Childs and Dena Levy, The College at Brockport, New York.
  This case study examines the challenges and benefits of an interdisciplinary course focused on vaccinations. The class was taught by faculty from political science, public health, communications and biology. This type of class is an ideal model for teaching public health, and also for the overall health of a college.

Panel: Resources for Capstone/Graduate Courses [Room 1130]

• Rick Szostak, University of Alberta, Alberta; Machiel Keestra, University of Amsterdam, Netherlands; Marcus Tanner, Texas Tech University, Texas; Kim Loudermilk, Emory University, Georgia; and Peter Wakefield, Emory University, Georgia.
  The purpose of this panel is to discuss what sort of resources might be particularly useful for capstone or graduate courses. The presenters will discuss both resources and curricula, and invite audience participation in identifying resources and resource needs.

Papers: Theorizing Interdisciplinarity: The Problematics of Divisive Language [Room 1150]

The Act of Othering Interdisciplinary Teaching through Writing

• Katrine Lindvig, University of Copenhagen, Denmark.
  The paper raises the notion of othering: when we increasingly talk and write about interdisciplinary teaching as something unique, outstanding and completely different from monodisciplinarity, are we then, conversely, impeding the growth and institutionalisation of the very thing we are trying to promote?

The Paradox of Substance: Considering The Rhetorical Canon and Interdisciplinary Studies

• S. Andrew Stowe, Anderson University, South Carolina.
  This presentation will explore the ways that the rhetorical canon can inform understandings of interdisciplinary procedure. By considering Kenneth Burke's paradox of substance, rhetorical theory, and interdisciplinary procedure, this presentation will seek to expand considerations of interdisciplinary practice.

The Color of Interdisciplinarity

• Brian McCormack, Arizona State University, Australia.
  The Color of Interdisciplinarity matters both because of the thought it inspires and the practice it recommends. This presentation begins to survey the ways that interdisciplinarity is color.

Papers: Refining Interprofessional Education through Community-Academic Partnerships [Room 1140]

Interprofessional Community Partnerships and Practicum Experiences

• Cindy Versteeg and Tonia Peachman‐Faust, Algonquin College, Ontario.
  Providing interprofessional community health practicum opportunities is paramount to skill development in health professionals. By creating learning opportunities for students to work and function within an interprofessional team on community health promotion projects, knowledge transfer to skill development takes place. Come hear feedback from students, faculty and community partners.

Facing Challenges and Embracing Opportunities: How Can We Develop Meaningful Interprofessional Medical Education Curricula within Communities?

• Suzanne Brandenburg, University of Colorado, Colorado.
  Optimized patient care requires a well-coordinated team of health professionals, yet embedding meaningful interprofessional training opportunities across health professions education curricula is challenging. During this round-table discussion, opportunities for collaborating with community stake-holders to provide integrated clinical experiences that benefit students and patients alike will be explored.

Open Space: Networking [Rooms 12102 & 12110]

• Networking space / Poster viewing

11:45 am to 12:00 PM - Break

12:00pm to 1:30pm - Keynote Speaker and Lunch [Rooms 12102 & 12110]

Indigenous Health Equity and the Promise of Interdisciplinary Approaches

• Chantelle A.M. Richmond, Western University, Ontario.

1:30 PM to 1:45 PM - Break

1:45 pm to 3:00 pm - Concurrent Session # 4

Workshop: Successful Sustainable Interprofessional Education Workshops [Room 1110]

• Cindy Versteeg, Tonia Peachman‐Faust, Jennifer Munoz, and Angela Nuelle, Algonquin College, Ontario.
  Faculty from several programs at Algonquin College will talk about their role in the delivery of various interprofessional workshops. The organization and content, along with opportunities, challenges and strategies for developing and delivering sustainable interprofessional experiences to students will be discussed.

Papers: Student-Directed Pedagogical Practices [Room 1120]

PPLE College: An Introduction to a New Interdisciplinary BSc Programme

• Noah Millman, Radboud Winkels, and Madeleine Moret, PPLE College -University of Amsterdam, Netherlands.
  This presentation will introduce a new small-scale intensive interdisciplinary programme at the University of Amsterdam. There will be an overview of the structure followed by an in-depth explanation of both the course and programme components that make it both unique and innovative.

Human Rights and Entrepreneurship: An Interdisciplinary and Experiential Approach to Solving Wicked World Problems

• Tami S. Carmichael and Rebecca Leber‐Gottberg, University of North Dakota, North Dakota.
  This presentation, focusing on student work and learning outcomes, details the interdisciplinary learning experience created between Humanities, Social Science, and Entrepreneurship at the University of North Dakota. Students worked collaboratively to study Wicked World Problems while gaining the hands on entrepreneurial skills they could use to tackle those problems.

Cultivating Individualized Opportunities for Interdisciplinary Students