Adapting Instruction for Contributing Disciplines to Specific Program Needs: Toward Knowledge Transfer and Equity in Assessment

Abstract

Evaluating student competencies is a challenge. In courses that involve contributing disciplines, this task is actually one of the most complex, as instructors must be familiar with the occupational roles and situations related to each technical program they teach. Aware of this fact, and motivated by their own professional experience, the authors of this article wanted to promote equity in evaluation, support the transfer of knowledge, and facilitate the integration of new colleagues into their team (the Psychology department). Accordingly, they launched a project that established some innovative solutions and helped Department faculty to better meet the specific needs of different programs. This project may also inspire academic staff from other departments and institutions, as they, too, often face the same challenges, whether they teach in specialized or contributing disciplines. Some aspects of the article may even help instructors in the general-education sector.