Abstract
This paper presents a reflective case study of DigiFab, an interdisciplinary faculty learning community at Appalachian State University (North Carolina, USA), which explores the integration of digital design and fabrication into teaching, research, and creative endeavors. From 2019 to 2024, sixteen faculty and staff from diverse disciplines participated in monthly meetings that featured hands-on demonstrations, reflective discussions, and collaborative projects, including a collective exhibition. Data were collected through participant observation and a survey, and were analyzed using thematic analysis. Five key impacts emerged: teaching methods evolved as members transitioned from observation to AI integration; research and creative work expanded through artifact creation and shared exhibitions; technological proficiency advanced via authentic, experiential tool use; professional networks grew through new collaborative ties; and a sustained community of practice formed, characterized by cross-disciplinary membership and reflective dialogue. Identified challenges included the need for clear goals and planning, addressing diversity gaps, balancing trends with core expertise, and providing formal recognition for non-tenure-track faculty. Recommendations include embedding such communities within neutral support units, adopting inclusive governance, structuring focused yet flexible meetings, using shared projects to unite members, and monitoring impact. This model provides other institutions a framework to bridge silos, leverage technology, and promote professional and institutional growth.
DOI
https://doi.org/10.21606/drslxd.2025.168
Citation
Tellez, F.,and Elaver, R.(2025) Bridging Silos: The Impact of an Interdisciplinary Learning Community, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.168
Creative Commons License
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Conference Track
Full Paper
Bridging Silos: The Impact of an Interdisciplinary Learning Community
This paper presents a reflective case study of DigiFab, an interdisciplinary faculty learning community at Appalachian State University (North Carolina, USA), which explores the integration of digital design and fabrication into teaching, research, and creative endeavors. From 2019 to 2024, sixteen faculty and staff from diverse disciplines participated in monthly meetings that featured hands-on demonstrations, reflective discussions, and collaborative projects, including a collective exhibition. Data were collected through participant observation and a survey, and were analyzed using thematic analysis. Five key impacts emerged: teaching methods evolved as members transitioned from observation to AI integration; research and creative work expanded through artifact creation and shared exhibitions; technological proficiency advanced via authentic, experiential tool use; professional networks grew through new collaborative ties; and a sustained community of practice formed, characterized by cross-disciplinary membership and reflective dialogue. Identified challenges included the need for clear goals and planning, addressing diversity gaps, balancing trends with core expertise, and providing formal recognition for non-tenure-track faculty. Recommendations include embedding such communities within neutral support units, adopting inclusive governance, structuring focused yet flexible meetings, using shared projects to unite members, and monitoring impact. This model provides other institutions a framework to bridge silos, leverage technology, and promote professional and institutional growth.