I think the pedagogical principles that have most guided my teaching practices are those that were developed and promoted by Dewey. This is perhaps most evident, for instance, in my approach to teaching Liberal Arts clusters. When English 101 (Composition I) and English 103 (Preparing and Writing the Research Paper) are coupled with other courses across various disciplines, they are usually structured according to a particular theme. This theme is then investigated through the different disciplinary lenses and the students' pedagogical trajectory culminates in an "integrated activity" (as can be seen in the trailer below for the Fairy Tales, Mythology, and the Theatre cluster).
After the students created and filmed their original fairy tales, they wrote reflection papers about the process and evaluated their success. The clusters, however, truly had the pedagogical luxury of LIB 110, an additional course taught by two or three professors in the clusters, which enabled students and professors to make connections across their various disciplines as well as provided the necessary pedagogical time and space to allow such creative projects to happen.
In lieu of LIB 110, I would like to teach ENG 101 using alternately Bloom's "new" taxonomy (i.e., the revised version with a 21st century sensibility). Through application and analysis, this taxonomy culminates in the creation of a "new product or point of view" that provides evidence of student learning. Moreover, I believe technology could help compensate for what is lost by not having, for instance, LIB 110's additional contact hour. I also hope to find ways in which students can engage in (virtual) learning communities by posting interactive projects online that will invite or foster similar interdisciplinary connections.