Impact — Summer 2023

Editorial Statement

Dear Readers,

Welcome to the Summer 2023 issue of Impact: The Journal of the Center for Interdisciplinary Teaching & Learning. The essays in this issue explore how to enhance teaching and student learning in the classroom.

Our first contributor argues that providing students the opportunity to write questions about course material is a fruitful way to address students’ reticence about asking questions during class and also may result in students performing better on testable material. Moreover, instructors benefit from having students’ questions because the written questions can also be used by the instructor to know better what students are and are not understanding about course material and alerts instructors to where they can further explain or clarify course material. Finally, our first contributor also suggests that students in interdisciplinary classrooms might especially benefit from writing their questions, while instructors of interdisciplinary courses may find the flexibility with using technology to address the written questions in “real time” via the use of technology especially beneficial.

In our second contribution, the author argues that pre-service teachers’ educational curriculum should address the academic literature that links poor musical-rhythmic tendencies with reading struggles for reading learners. The author also argues that the rhythm-reading connection is applicable to interdisciplinary educators because it asks those educators to reflect on possible connections between the body and the acquisition of skills that are usually considered purely intellectual.

Our Impact book reviewers cover a varied set of interesting and important topics in this issue. One reviewer informs readers about a handbook on community psychology that prioritizes applied and interdisciplinary work; another reviewer details an author’s synthesis of what contemporary archaeology has now come to understand about Maya civilization’s resilient and complex society through time and within their varied mosaic of managed environments; a different reviewer delves into an author’s exploration of how digital media platforms generate novel opportunities for sufferers of trauma to make sense of their experience, and our final reviewer details an author’s accounting of the history, origins, and evolution of the Camp Fire Girls, one of America’s longest-serving girls’ youth movements, its impact on girls’ lives, and how the organization adapted to and resisted dominant ideologies about girls, culture, and race across time.

We hope you enjoy the various insights shared within this issue, and we continue to wish all our readers and writers good health and fortitude as 2023 continues to unfold.

All the best,
Lynn

Lynn O’Brien Hallstein, Editor-In-Chief, Director of the Center for Interdisciplinary Teaching & Learning