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First published in Trabalhos em Linguística Aplicada, v59 n1 published by Scientific Electronic Library Online. DOI: https://doi.org/10.1590/010318135896415912020

Document Type

Article

Publication Version

Published Version

Keywords

literacy practices; interdisciplinary curriculum development; interactional ethnography

Journal/Book/Conference Title

Trabalhos em Linguistica Aplicada

Volume

59

Issue

1

Abstract

In this paper, I present an ethnographic approach that guided multiple cycles of analysis undertaken to trace the developing history of the decisions and actions taken by the lead professor and his design team as they engaged in iterative and recursive phases of development of an interdisciplinary course of study. This study was undertaken in an undergraduate Organizational Communication Program in a public regional university in the United States over a two-year period. The goal of this study was to identify factors that were critical in developing the interdisciplinary curriculum that met the university’s and department’s learning objectives. The microethnographic discourse analysis undertaken provided warranted evidence of how the interdisciplinary curriculum afforded students opportunities to develop conceptual understandings of practices of long-term and futures thinking critical for studying societies from an organizational communication perspective.

Department

Department of Curriculum and Instruction

Original Publication Date

4-1-2020

Object Description

1 PDF File

DOI of published version

10.1590/010318135896415912020

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©2020 The Author(s)

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Language

en

File Format

application/pdf

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