AILA_2021.pptxResearch studies focusing on the micro and situated analyses of the demands, resources, and time required to develop, implement and sustain interdisciplinary courses over time as well as explorations of often invisible yet critical factors such as institutional demands and leadership that can support and constrained curriculum development remain underexplored (Kan & Law, 2015). This paper investigates the instructor's iterative and reflexive logic-of-design to create learning opportunities for learners to develop their understanding of what counts as concepts of future thinking and forecasting in relation to organizational communication theories. Guided by Interactional Ethnography (Castanheira, Crawford, Dixon & Green, 2001; Green & Bridges, 2018), the analyses focused on the research question, "What did the instructor needed to know, do and understand to (re)design the interdisciplinary curriculum for students to demonstrate their understanding of the interrelated concepts embedded within a program initiative?" Multiple levels of analysis were conducted from archived records including interviews, email correspondence, video records of meeting and class sessions, course syllabi, course materials students' work samples, and program initiative documents. A microethnographic discourse analysis approach guided the analysis to examine what literacy practices and literacy demands are being proposed, recognized, acknowledged as academically significant through their social interactions and discourse across times and events (Bloome & Bailey, 1992). Triangulation of analyses revealed a range of learning opportunities to develop a repertoire of academic literacies across contexts over time. The analyses made visible how the social interactions and discourse shaped the dynamic academic literacies which in turn contributed to the (re)design of the curriculum across a two-year period. External factors which include institutional goals also influenced the development of the curriculum design which is consequential to students' learning. Findings from this study provided insights into the practices, processes, and challenges in designing an interdisciplinary curriculum bounded within a program initiative
