This looks like fun!
This looks like fun!
This looks like fun!
Totally brilliant, of course. 😉
Community member post by J. Britt Holbrook
J. Britt Holbrook (biography)
Incommensurability is a recognized problem in interdisciplinary research. What is it? How can we understand it? And what can we do about it?
What is it?
Incommensurability is best illustrated by a real example. I once co-taught a class with a colleague from another discipline. Her discipline depends on empirical analysis of data sets, literally on counting things. I, on the other hand, am a philosopher. We don’t count. One day she said to our students, “If you don’t have an empirical element in what you’re doing, it’s not research.” I watched the students start nodding, paused for half a beat, and volunteered, “So, I’ve never done any research in my entire career.” “That’s right!” she replied, immediately, yet hesitating somewhere between a discovery and a joke.
What this exchange reveals goes beyond a mere disagreement about…
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First, I’ve been away from my own blog for far too long. My apologies. Second, no more ‘Press This’?! Ugh. So, here is a LINK to the full program of PPN 2018.
Most of these thoughts were generated during the workshop run by Paul Thompson on day 1 on ‘Evaluating Public Philosophy as Academic Scholarship’. This issue is important for everyone who would like to see public philosophy succeed; but it is vitally important for those of us on the tenure track, since not being able to evaluate public philosophy as academic scholarship often means that it is reduced to a ‘service’ activity. Service, of course, is seen as even less important than teaching, which is often seen as less important than research. This hierarchy may be altered at small liberal arts colleges or others that put special emphasis on teaching. Generally speaking, though, one’s research rules in tenure decisions. I’ve never heard, or even heard of, any advice along the lines of ‘Do more teaching and publish less’ or ‘make sure you get on more committees or peer review more journal manuscripts’. Whereas ‘Just publish more’ is something I hear frequently.
So, it’s vitally important to be able to evaluate public philosophy as academic scholarship.
I want to add that, although many of these ideas were not my own and came from group discussion, I am solely responsible for the way I put them here. I may mess up, but no one else should be blamed for my mistakes. What follows isn’t quite the ‘Survival Guide’ that Michael O’Rourke suggested developing. Instead, it is a list of things I (and perhaps others) would like to see coming from PPN. (This may change what PPN is, of course. Can a network that meets once in while provide these things?)
I’d be interested in thoughts on this list, including things you think should be added to it.
This semester I’m attending a series of Faculty Development Workshops at NJIT designed to assist new faculty with such essentials as teaching, grant writing, publishing, and tenure & promotion.
I’m posting here now in hopes of getting some feedback on a couple of rubrics I developed after attending the second such workshop.
I’m having students give group presentations in my course on Sports, Technology, and Society, and I was searching for ways to help ensure that all members contributed to the group presentation, as well as to differentiate among varying degrees of contribution. Last Tuesday’s workshop focused on assessment, with some treatment of the use of rubrics for both formative and summative assessment. I did a bit more research on my own, and here’s what I’ve come up with.
First, I developed a two-pronged approach. I want to be able to grade the presentation as a whole, as well as each individual’s contribution to that presentation. I decided to make the group presentation grade worth 60% and the individual contribution grade worth 40% of the overall presentation grade.
Second, I developed the group presentation rubric. For this, I owe a debt to several of the rubrics posted by the Eberly Center at Carnegie Mellon University. I found the rubrics for the philosophy paper and the oral presentation particularly helpful. I am thinking about using this rubric both for formative evaluation (to show the students what I expect), as well as for summative evaluation (actually grading the presentations).
Third, I developed the individual peer assessment rubric. I would actually have the students anonymously fill out one of these for each of their fellow group members. For this rubric, I found a publication from the University of New South Wales to be quite helpful (especially Table 2).
I’d be quite interested in constructive feedback on this approach.
Will be attending a meeting under the Chatham House Rule over the next few days. I’m allowed to report what’s said, as long as I don’t give away who said it. I wonder whether someone would be able to guess that I said something by what was said. I think that might even be a goal of mine — to make sure my voice is recognizable.
The Chatham House Rule originated at Chatham House with the aim of providing anonymity to speakers and to encourage openness and the sharing of information. It is now used throughout the world as an aid to free discussion.
A succinct, yet thorough, account of what integration is. I’m still not convinced that there’s not other things going on that I would call ‘interdisciplinary’ that don’t involve integration of any of the sorts discussed here. I write about my skepticism in detail here: http://link.springer.com/article/10.1007/s11229-012-0179-7.
Community member post by Julie Thompson Klein
Integration lies at the heart of inter- and transdisciplinarity. Klein & Newell (1996) call it the “acid test” of interdisciplinarity, and Pohl, van Kerkhoff, Hirsch Hadorn, & Bammer (2008) consider it “the core methodology underpinning the transdisciplinary research process.”
What exactly, though, is integration?
This blog post answers that question while identifying key resources.
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Washington, DC – Feb 10 & 11, 2016
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