The Search for Authentic Practice Across the Disciplinary Divide

This article describes the investigation of four first-year faculty at a comprehensive state university. We each explored and evaluated our teaching philosophies, strategies, and roles as educators and researchers, using Bain's definition of authentic teaching and learning, the "natural critical learning environment." We identified four elements of authentic teaching and learning that cross disciplinary boundaries. A collaborative model of professional development across the disciplinary divide is outlined, as is a model for authentically engaged teaching practices that upholds standards, while revitalizing teaching and learning in the college classroom.