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John Aldrich

Print publication date: 2014

Print ISBN-13: 9780199331345

Published to Oxford Scholarship Online: October 2014

DOI: 10.1093/acprof:oso/9780199331345.001.0001

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Teaching Methodology and Graduate Teaching and Learning

(p.152) 10 Interdisciplinarity

John H. Aldrich

Oxford University Press

The first section of this chapter examines the teaching of methodology as an interdisciplinary exercise. Teaching methods faces common problems at the graduate and undergraduate level, enabling this topic to be used to bridge across the undergraduate and graduate experience with interdisciplinary teaching. Further the social sciences face very circumstances for making knowledge claims, so that methodology courses are more amenable to interdisciplinary offerings, no matter whether the focus is primarily on quantitative or qualitative methods or both. The chapter then turns to the graduate level, per se, especially emphasizing the particularly interdisciplinary nature of many graduate level programs, drawing detailed examples from the Empirical Implications of Theoretical Models and Integrative Graduate Education and Research Traineeship programs, as developed and supported by NSF. As the chapter shows, one of the most common solutions to these problems is the development of interdisciplinary certificate programs designed around methodology.

Keywords:   empirical implications, theoretical models, quantitative methods, qualitative methods, interdisciplinary certificate programs, integrative graduate education, research traineeship

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