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Beyond Interdisciplinary: A Handbook of Integrative Curriculum, Pedagogy, and Learning

Purpose: An edited volume on rethinking integrative scholarship.  
Integrative Studies is a growing field of scholarship that strives to address many of the evolving curricular, cognitive and delivery challenges of the 21st century.  Integrative Studies as a discipline is a debated topic among Interdisciplinarians. Integrative Studies is a method of synthesis among disciplines. The editors draw a clear distinction between Integrative and Interdisciplinary studies. Interdisciplinarity has been defined in various ways, creating an opportunity to obscure the distinction between Interdisciplinarity and Integration. Whereas interdisciplinarity is considered "a methodology, a concept, a process, a way of thinking, a philosophy, and a reflexive ideology...a means of solving problems and answering questions that cannot be satisfactorily addressed using single methods or approaches" (Klein, 1990, p. 196), Integrative Studies provides for a synthesis of study and life, an application of interdisciplinarity to complex problems. As Czechowski (2003) posits, an intentionally integrated model provides the venue in which synthesis of student learning occurs. Furthermore, Integrative Studies provides for a common body of knowledge, recognizing various disciplinary perspectives as well as learning how to synthesize and evaluate those perspectives, thus empowering people to address meaningful and complex issues in new and unique ways as in the case of George Mason University’s New Century College’s Integrative Studies program. While these distinctions may seem clear, questions remain about how educators apply and advance the principles of Integrative Learning in their courses, programs, and research studies. Therefore, we are inviting contributions for our forthcoming text which highlight integrative approaches to course development, delivery, research as well as other questions about the nature, scope, praxis, and theory of Integrative Studies. 

Call for Chapters
We take great pleasure in announcing the theme of a new edited volume in Integrative Studies, "Beyond Interdisciplinary: Beyond Interdisciplinary: A Handbook of Integrative Curriculum, Pedagogy, and Learning ". We take this opportunity to extend our warm invitation to contribute theoretical, primary research, and applied papers for an edited book.

Possible topics include:

  • Theories of Integrative Learning
  • Primary Research of Integration
  • Applied Integrative Learning
  • Pedagogy of Integration
  • Co-Constructing Integration
  • Pursuing Integrative Research and Teaching
  • Politics of Integrative Studies
  • Integrative Studies and Service Learning
  • Multicultural Perspectives on Integrative Learning
  • Technology and Integrative Learning
  • Program and Curriculum Development in Integrative Studies (core curricula)
  • Critical Perspectives on Integrative Studies

The deadline for submission of a two page proposal is August 31st, 2012. We would like to hear of your intention to submit a manuscript to us, via email by July 31st. Researchers and practitioners should submit a 2 page chapter proposal with Abstract clearly explaining the subject and goals of the proposed chapter. Authors of accepted proposals will be notified by October 31st, 2012 about the status of their proposals and sent complete chapter guidelines. Full Chapters are expected to be submitted by November 30th. All chapters will be peer-reviewed. Contributors may also be requested to serve as reviewers for this project. Should you have any questions or concerns, please do not hesitate to contact the Editorial Team at marcus.tanner@ttu.edu .

We would like to thank you in advance for your interest and contribution to the handbook.

We look forward to hearing from you.


Patrick Hughes, Juan Munoz, & Marcus N. Tanner, Eds.

Integrative Studies

Full-Time Faculty