IntroductiontoInterdisciplinaryStudies
SecondEdition
AllenF.Repko
UniversityofTexasatArlington(Retired)
RickSzostak
UniversityofAlberta,Edmonton,Canada
MichellePhillipsBuchberger
MiamiUniversity
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Names:Repko,AllenF |Szostak,Rick,1959-author |Buchberger,MichellePhillips,author
Title:Introductiontointerdisciplinarystudies/AllenF Repko,UniversityofTexasatArlington(retired),RickSzostak,UniversityofAlberta, Edmonton,Canada,MichellePhillipsBuchberger,MiamiUniversity
Description:Secondedition |LosAngeles:Sage,[2017]|Includesbibliographicalreferencesandindex
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Subjects:LCSH:Interdisciplinaryapproachtoknowledge.|Socialsciences.
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BriefContents
Preface
Acknowledgments
AbouttheAuthors
PARTI:UNDERSTANDINGINTERDISCIPLINARYSTUDIES
1 InterdisciplinaryStudiesintheRealWorld
2 TheRiseoftheModernDisciplinesandInterdisciplinarity
3.InterdisciplinaryStudiesDefined
4 TheInterdisciplinaryStudies“CognitiveToolkit”
5 AcademicDisciplines
6.The“DNA”ofInterdisciplinaryStudies
PARTII:THINKINGCRITICALLYABOUTINTERDISCIPLINARYSTUDIES
7 ThinkingCriticallyAboutDisciplinaryPerspectives
8.ThinkingCriticallyAboutDisciplinaryInsights
9 ThinkingCriticallyAboutIntegrationandItsResults
PARTIII:INTERDISCIPLINARYRESEARCHANDWRITING
10.AnInterdisciplinaryResearch“RoadMap”
11 IdentifyingRelevantDisciplinesandGatheringInformationAbouttheProblem
12 AnalyzingInsightsandReflectingonProcess
Appendixes
GlossaryofKeyTerms
References
Index
DetailedContents
Preface
Acknowledgments
AbouttheAuthors
PARTI:UNDERSTANDINGINTERDISCIPLINARYSTUDIES
1 InterdisciplinaryStudiesintheRealWorld
▶ Chapter1Objectives
▶ Chapter1LearningOutcomes
WhyInterdisciplinaryStudiesMatters
WhatIsDrivingInterdisciplinaryStudiesToday
TheComplexityofNature,Society,andOurselves
TheComplexityoftheGlobalizedWorkplace
TheNeedforSystemsThinkingandContextualThinking
TheChangingNatureofUniversityResearch InterdisciplinaryBorderlands
ThePublicWorldandItsPressingNeeds CommunityDevelopment
SuccessfulIntelligenceandIntegrativeThinking
AKnowledgeSocietyNeedsBothDisciplinarityandInterdisciplinarity
TheAcademicBenefitsofPursuinganInterdisciplinaryStudiesDegree InterdisciplinaryStudiesandYourCareerDevelopment
CriticalThinkingQuestions
ApplicationsandExercises
2 TheRiseoftheModernDisciplinesandInterdisciplinarity
▶ Chapter2Objectives
▶ Chapter2LearningOutcomes
WhythePastMatters
TheRiseoftheModernDisciplines
TheOriginoftheConceptofDisciplinarity
TheProfessionalizationofKnowledge
ConcernsAboutOverspecialization
TheRiseofInterdisciplinarity
TheQuestforanIntegratedEducationalExperience
Interdisciplinarityinthe1960sand1970s
InterdisciplinarityAcquiresAcademicLegitimacyinthe1980sand1990s
InterdisciplinaryPracticeintheNewMillennium
NaturalScience
TheSocialSciences
TheNewHumanities
TheFineandPerformingArts
ProblemsattheHuman-NatureInterface
TheGrowthofInterdisciplinarity
Interdisciplinarity’sCriticismoftheDisciplines
SpecializationCanBlindUstotheBroaderContext
SpecializationTendstoProduceTunnelVision
SpecializationTendstoDiscountorIgnoreOtherPerspectives
SpecializationCanHinderCreativeBreakthroughs
SpecializationFailstoAddressComplexProblemsComprehensively
SpecializationImposesaPastApproachonthePresent
SummaryoftheInterdisciplinaryCriticismofDisciplinarySpecialization
CriticalThinkingQuestions
ApplicationsandExercises
3.InterdisciplinaryStudiesDefined
▶ Chapter3Objectives
▶ Chapter3LearningOutcomes
WhyDefinitionsMatter
DefiningInterdisciplinaryStudies
WidelyRecognizedDefinitionsofInterdisciplinaryStudies
CommonalitiesSharesbyTheseDefinitions
ThePurposeofInterdisciplinaryStudies
TheProcessofInterdisciplinaryStudies
TheProductofInterdisciplinaryStudies
AnIntegratedDefinitionofInterdisciplinaryStudies
ThePremiseofInterdisciplinaryStudies
DifferencesBetweenDisciplinarity,Multidisciplinarity,Interdisciplinarity,and Transdisciplinarity
TheFableoftheElephantHouse
Disciplinarity
Multidisciplinarity
Interdisciplinarity
TwoMetaphors
TheDifferenceBetweenMultidisciplinarityandInterdisciplinaritySummarized
Transdisciplinarity
TwoConceptionsofInterdisciplinarity
CriticalInterdisciplinarity
InstrumentalInterdisciplinarity
UsefulMetaphorsofInterdisciplinaryStudies
TheMetaphorofBoundaryCrossing
TheMetaphorofBridgeBuilding
TheMetaphorofBilingualism
CriticalThinkingQuestions
ApplicationsandExercises
4 TheInterdisciplinaryStudies“CognitiveToolkit”
▶ Chapter4Objectives
▶ Chapter4LearningOutcomes
HowSheDidIt
IntellectualCapacities
Values
TraitsandSkills
Traits
Skills
WaystoApplyYourInterdisciplinary“Toolkit”
WritinganIntellectualAutobiography
PreparingaPortfolio
PerformingServiceLearning
CriticalThinkingQuestions
ApplicationsandExercises
5 AcademicDisciplines
▶ Chapter5Objectives
▶ Chapter5LearningOutcomes
DisciplinesandDisciplinarityDefined
CommonalitiesSharedbyTheseDefinitions
ThePurposeofDisciplines
TheContentofDisciplines
AnIntegratedDefinitionofDisciplineandDisciplinarity
TheEpistemic,Social,andOrganizationalDimensionsofDisciplines
DisciplinesasEpistemicCommunities
DisciplinesasSocialCommunities
DisciplinesasOrganizationalUnits
ATaxonomyofDisciplines,Fields,andProfessions
TheConceptofDisciplinaryPerspective
PerspectiveTakinginInterdisciplinaryStudies
TypesofDisciplinaryPerspective
DisciplinaryPerspectiveDefined
WhatDisciplinaryPerspectiveIsUsedFor DisciplinaryPerspectiveinanOverallSense
ThreeMisconceptionsAboutDisciplinaryPerspective
TheDefiningElementsofaDiscipline
Phenomena
Epistemology
EpistemologiesoftheNaturalSciences
EpistemologiesoftheSocialSciences
EpistemologiesoftheHumanities
Assumptions
AssumptionsoftheNaturalSciences
AssumptionsoftheSocialSciences
AssumptionsoftheHumanities
Concepts Theory
Methods
TheScientificMethod
InductionandDeduction
QuantitativeandQualitativeMethods
Data
CriticalThinkingQuestions
ApplicationsandExercises
6.The“DNA”ofInterdisciplinaryStudies
▶ Chapter6Objectives
▶ Chapter6LearningOutcomes
AssumptionsofInterdisciplinaryStudies
No 1:TheComplexRealityBeyondtheUniversityMakesInterdisciplinarity Necessary
No.2:TheDisciplinesAreFoundationaltoInterdisciplinarity
No 3:TheDisciplinesAreInadequatetoAddressComplexityComprehensively No 4:InterdisciplinarityIsAbletoIntegrateInsightsFromRelevantDisciplines
No.5:TheDisciplinesandtheInstitutionalPoliciesThatReinforceThemOften PresentMajorBarrierstoInterdisciplinarity
TheoriesSupportiveofInterdisciplinaryStudies ComplexityTheory PerspectiveTakingTheory CommonGroundTheory IntegrationTheory
TheoriesSupportiveofIntegration InterdisciplinaryIntegrationDefined EpistemologyofInterdisciplinaryStudies
CriticalandInstrumentalModesofInterdisciplinarity Complexity
HowInterdisciplinaryStudies“Sees”
ItSeesComplexityintheFamiliar
ItSeesComplexProblemsinContext
ItSeesCommonalityAmidDifferenceandConflict
ItSeesContingencyinCertainty
CriticalThinkingQuestions
ApplicationsandExercises
PARTII:THINKINGCRITICALLYABOUTINTERDISCIPLINARYSTUDIES
7 ThinkingCriticallyAboutDisciplinaryPerspectives
▶ Chapter7Objectives
▶ Chapter7LearningOutcomes
WhatItMeanstoThinkCriticallyAboutDisciplinaryPerspectives
DevelopingaSophisticatedConceptionofKnowledge ReflectonYourPresentEpistemicPosition
AssessYourToleranceforMultiplicity
MoveTowardCriticalPluralism
WhySomeMayFindtheTransitiontoCriticalPluralismDifficulttoMake HowtoMoveFromaPositionofDualismorRelativismtoOneofCriticalPluralism WhyInterrogateDisciplinaryPerspectives(orPracticeCriticalPluralism)
TheIssuesofDisciplinaryDepthandInterdisciplinaryBreadth IdentifyingDisciplinesRelevanttotheProblem
WhyInterdisciplinariansInterrogatePerspectives
No.1:PerspectiveTakingIsaKeyFeatureofInterdisciplinarityThatIs NecessitatedbyComplexity
No 2:PerspectiveTakingIsaPrerequisiteforTurningMultidisciplinaryWork IntoInterdisciplinaryWork
No 3:PerspectiveTakingEnablesUstoSeetheRelevanceofOther Perspectives
No.4:PerspectiveTakingIlluminesOurUnderstandingoftheProblemasa Whole
No 5:PerspectiveTakingReducesthePossibilityofMakingPoorDecisions
No.6:PerspectiveTakingExposesStrengthsandLimitationsofDisciplines HowInterdisciplinariansInterrogateDisciplinaryPerspectives
1 WhatIstheDiscipline’sPerspectiveonThisParticularSubject?
2.HowDoesEachPerspectiveIllumineOurUnderstandingoftheSubjectasa Whole?
3 WhatAretheStrengthsandLimitationsofEachPerspective?
CriticalThinkingScenario
CriticalThinkingQuestions
ApplicationsandExercises
8.ThinkingCriticallyAboutDisciplinaryInsights
Chapter8Objective
▶ Chapter8LearningOutcomes
CriticalThinkingAttitudes
AwarenessoftheLimitationsofExpertise
Self-Awareness
IntellectualCourage
RespectforDifferentViewpoints
CategoriesofStatements
No.1:WhatAretheAuthor’sConclusions?
No.2:WhatAretheSupportingArguments?
No 3:WhatAssumptionsDoestheAuthorMake(andAreTheseJustified)?
No.4:WhatEvidenceDoestheAuthorMarshal?
OtherTypesofStatementsYouWillEncounter
SummaryofThisDiscussion
CriticallyAnalyzingDisciplinaryInsights
ADistinctiveApproachtoCriticallyAnalyzingDisciplinaryInsights
HowtoFindWhatYouNeedinDisciplinaryInsights
Clarity
DepthandBreadth
Logic
ExamplesofApplyinganInterdisciplinaryApproachtoCriticallyAnalyzing DisciplinaryInsights
Example1:AnAnalysisofCrimebyanEconomist
Example2:ANewspaperArticleonGlobalWarming
Example3:AnArticlebyaLiteraryTheoristonaNineteenth-CenturyLatin AmericanNovelist
MappingInterdisciplinaryConnections
ReturningtoExample1:AnAnalysisofCrime WhatMappingtheScholarlyEnterpriseReveals
CriticalThinkingQuestions
ApplicationsandExercises
9 ThinkingCriticallyAboutIntegrationandItsResults
▶ Chapter9Objectives
▶ Chapter9LearningOutcomes
ApproachestoInterdisciplinaryIntegration
IntegrativeApproach1:Contextualization
HistoryasIntegrativeContext
MetaphysicsasIntegrativeContext
EpistemologyasIntegrativeContext
ExampleofaContextualIntegration
StrengthsandLimitationsofApproachestoContextualIntegration
IntegrativeApproach2:Conceptualization
StrengthsandLimitationsoftheConceptualApproachtoIntegration IntegrativeApproach3:ProblemCentering
StrengthsandLimitationsoftheProblem-CenteringApproach
TheBroadModelApproachtoIntegration
ExamplesofHowtheBroadModelIntegrates WorkingWithAssumptions
WorkingWithConcepts “Partial”and“Full”Integration StrategiesforIntegration
TheResultofIntegration AMoreComprehensiveUnderstanding CorePremisesThatUnderlietheConcept ReflectingonWhatWasAchieved CriticalThinkingScenario
CriticalThinkingQuestions
ApplicationsandExercises
PARTIII:INTERDISCIPLINARYRESEARCHANDWRITING
10 AnInterdisciplinaryResearch“RoadMap”
▶ Chapter10Objectives
▶ Chapter10LearningOutcomes
ThePowerandUsefulnessofResearch
DisciplinaryandInterdisciplinaryApproachestoResearch
TheBroadModeloftheInterdisciplinaryResearchProcess
STEP1:DefinetheProblemorStatetheResearchQuestion WhatIsaGoodResearchQuestion?
HowDoYouDevelopaGoodResearchQuestion?
TheResearchQuestionIdentifiestheFocusoftheStudy
TheResearchQuestiontheScopeoftheStudy
TheResearchQuestionThreeTendencies
TheResearchQuestionthe“SoWhat?”Question
TheBroadModelRubricAppliedtoSTEP1
STEP2:JustifyUsinganInterdisciplinaryApproach CommonlyUsedJustifications
TheProblemorResearchQuestionIsComplex ImportantInsightsIntotheProblemAreOfferedbyTwoorMoreDisciplines
NoSingleDisciplineHasBeenAbletoAddresstheProblemComprehensively
TheProblemIsanUnresolvedIssueorUnmetSocietalNeed
TheBroadModelRubricAppliedtoSTEP2
EvaluatingPractitionerandStudentJustifications
CriticalThinkingQuestions
ApplicationsandExercises
PeerEvaluationActivity
11 IdentifyingRelevantDisciplinesandGatheringInformationAbouttheProblem
▶ Chapter11Objectives
▶ Chapter11LearningOutcomes
STEP3:IdentifyRelevantDisciplines
ActionNo.1:ConnecttheProblemasaWholetoPhenomenaTypicallyStudiedby DisciplinesandInterdisciplinaryFields
Problem/ResearchQuestionNo 1:Whatisthecauseofteenapathytoward learning?
Problem/ResearchQuestionNo.2:Shouldnaturalgasreplacecoalasafuel sourceforelectricityproduction?
Problem/ResearchQuestionNo.3:Whatisthemeaningofthegrowing popularityofactionsuperheroesinmedia?
ActionNo 2:“Decompose”theProblem
ActionNo 3:ExternalizetheProblem
ActionNo.4:ReflectontheProblem “RulesofThumb”toHelpYouPerformSTEP3
STEP4:ConductaLiteratureSearch
RememberthatDifferentDisciplinesEmployTerminologyDifferently CategorizePublicationsAccordingtoTheirDisciplinarySource FocusonQualityRatherThanQuantity
DevelopaDataManagementSystem
TheBroadModelRubricAppliedtoSTEPS3and4 Examples
AnalysisofExamples
CriticalThinkingQuestions
CriticalThinkingScenario
PeerEvaluationandEditActivity
12 AnalyzingInsightsandReflectingonProcess
▶ Chapter12Objectives
▶ Chapter12LearningOutcomes
STEP5:CriticallyAnalyzetheDisciplinaryInsightsIntotheProblem StrategiesforCriticallyAnalyzingDisciplinaryInsights
StrategyNo.1:IdentifytheKeyElementsofEachInsight StrategyNo 2:OrganizeThisInformation StrategyNo 3:CriticallyAnalyzeThisInformation
TheBroadModelRubricAppliedtoSTEP5
STEP6:ReflectonHowanInterdisciplinaryApproachHasEnlargedYourUnderstanding oftheProblem
HowHastheProjectChallengedYourBiasTowardtheProblem?
HowHastheResearchProcessInfluencedYourPerceptionofDisciplinary PerspectiveandExpertise?
HowHasanInterdisciplinaryApproachEnlargedYourUnderstandingofthe ProblemasaWhole?
HowIsanInterdisciplinaryApproachApplicableBeyondtheClassroom?
TheBroadModelRubricAppliedtoSTEP6
Conclusion
CriticalThinkingQuestions
Appendixes
A.IntellectualAutobiography
B StudentPortfoliosandBlogging
C.ServiceLearning,Internships,andAlternativeProjectsforNontraditionalStudents
D.TheBroadModelRubric:InstructorVersionandSampleStudentOutline
E AnswerKey
GlossaryofKeyTerms
References
Index
Preface
Thepurposeofthisbookistoprovideinstructorsandstudentsinentry-levelinterdisciplinarycoursesand thematicprogramswithacomprehensiveintroductiontointerdisciplinarystudies Thisbookintroduces studentstothecognitiveprocessthatinterdisciplinariansusetoapproachcomplexproblemsandeventually arriveatmorecomprehensiveunderstandingsofthem Putanotherway,studentsinthesecourseswilllearnto thinklikeinterdisciplinarians Bytheendofanintroductorycourseinwhichthisbookisused,students shouldbeabletodifferentiatebetweendisciplinaryandinterdisciplinaryapproachestolearningandresearch, followandcritiqueinterdisciplinaryarguments,understandinterdisciplinaryprocess,andassessthequalityof theirownwork
Interdisciplinarycoursesandprogramscontinuetoproliferateinhighereducation,evenduringthecurrent economicretrenchment.Bestcolleges.com,awebsitethatranksvariousuniversityprograms,hadthistosay aboutinterdisciplinarystudiesin2016:
Interestinintegrativestudiesprogramshasrisenasacademics,organizationsandstudentsrecognizethe valueofengaginginmultidisciplinaryandinterdisciplinarylearning.Thesetypesofdegreesequip studentswithawide-rangeofknowledgeaswellasthecriticalandanalyticalskillsneededtobe successfulintheworkforce
Ratherthanfocusingonasinglediscipline,studentscantailortheirstudiestotheiracademicinterests andprofessionalgoals.Theresultisanintegrativelearningexperiencethatleadstopersonalfulfillment,a greaterawarenessofsocialresponsibilityandathoughtfulapproachtomodernissues (Bestcollegescom, paras 1,2)
Thisgrowinginterestininterdisciplinarystudiesisreflectedinthedevelopmentofnewprograms.For example,EastStroudsburgUniversityofPennsylvaniaestablishedtheDepartmentofInterculturaland InterdisciplinaryStudiesin2007 FranklinUniversitycreatedexplicitlyinterdisciplinarycorecoursesforits newinterdisciplinarystudiesprogramin2009.Thenextyear,SouthernUtahUniversityannouncedthatit wasmakinginterdisciplinarityandafirst-yearinterdisciplinarycoursethecenterpieceofitsredefinedmission asapublicliberalartsandsciencesinstitution In2011,SeattleUniversitytookanexistingLiberalStudies programandoverhauledthecurriculumtobecomeInterdisciplinaryLiberalStudies.Thisinvolvedadding threenewrequiredfoundationalcoursesforatotaloffive,whichwerephasedinfrom2011–2012.In Australia,theUniversityofMelbourneisintensifyingitsundergraduateemphasisoninterdisciplinarylearning andresearch,believingthatitsgraduatesshouldbe“knowledgeableacrossdisciplines”andgraduatewiththe abilityto“examinecritically,synthesizeandevaluateknowledgeacrossabroadrangeofdisciplines.”As evidenceofitscommitment,ithasaddedtwotheme-basedcoursesthatare“explicitlyinterdisciplinary” (Golding,2009,p.1).
Thenumberofinterdisciplinaryundergraduateprogramssuchasglobalstudies,environmentalstudies,and
humanecologyhasmorethandoubledoverthepast3decades fromfewerthanathousandprogramsin 1975tomorethan2,200in2000(Brint,Turk-Bicakci,Proctor,&Murphy,2009).Morethan30,000 baccalaureatedegreesininterdisciplinary-orientedprogramswereawardedin2005,anincreaseof70%from thepreviousdecade(NationalCenterforEducationStatistics,2007).
Entry-levelcoursesininterdisciplinarystudiesandthematicprogramsthatincludeinterdisciplinarityasoneof theirfocihaveundergonesignificantchangesinrecentyearsintermsofcontentcoverage,orientation,and teachingpractice.Unlikeatraditionaldisciplinesuchassociology,whichhaslonghadarecognizedcoreof knowledgethatiscommontoalmostallintroductorycoursesandtextbooks,thefieldofinterdisciplinary studiesisjustdevelopingconsensusabouttheprinciples(ie,concepts,theories,ormethod)ofthefield This emergingconsensusisreflected,forexample,inRepkoandSzostak’s(2016)InterdisciplinaryResearch:Process andTheory(3rded)
TheNeedforThisBook
Untilrecently,itwascommonpracticeforentry-levelcourses,whetherininterdisciplinarystudiesorthematic interdisciplinaryprograms,tobetaughtbyteamsofdisciplinarianswhohadnoformaltrainingin interdisciplinarity.Shrinkingbudgetshavemadethispracticealuxurythatfewinstitutionscanafford.Today, theresponsibilityforteachinganintroductorycourseismorecommonlytheresponsibilityofasingle instructorwhooftenismorefamiliarwiththedisciplinaryliteraturepertainingtothecourseorprogram themethanwiththeextensiveliteratureoninterdisciplinarityandtheprinciplesandbestpracticesofthefield. Inthiscircumstance,theinstructorisfacedwiththedualchallengeofdevelopingadequacyinthedisciplines relevanttothecourseissueorthemeaswellasadequacyintheprinciplesandbestpracticesof interdisciplinarity.Thesingleinstructorapproachwilllikelybethenormincomingyears.Theimplicationof thistrendisthatinstructors,morenowthanever,needacomprehensivetextbookthatintroducesstudentsto theprinciplesofinterdisciplinarity,preparesthemtoproducequalityinterdisciplinarywork,anddevelops theirabilitytoworkwithcomplexissues,problems,orquestionsthatspanmultipledisciplines.
Theauthors’experienceindesigningandteachingentry-levelinterdisciplinarycoursespointstotheneedfora coreorsupplementaltextbookthatintroducesstudentstothebasicelementsofthisdiverseandmaturing field.Thisbook(1)identifiesthe“drivers”ofinterdisciplinarylearningandresearchandrelatestheseto students’preparationfortherapidlychangingjobmarketofthenewmillennium;(2)situatesinterdisciplinary studiesaspartofthehistoryofknowledgeformationsandthedifferentiationofknowledgeintodisciplines; (3)offersanintegrateddefinitionofinterdisciplinarystudiesthathelpsstudentsarticulatethenature,value, andcharacteristicsofinterdisciplinarystudiestofriends,parents,andprospectiveemployers;(4)helps studentsunderstandwhatitmeanstobeinterdisciplinaryintermsofthecognitiveabilities,values,andtraits andskillsthatexposuretointerdisciplinarystudiesfosters;(5)explainstheroleofthedisciplinesinthe universityandhowinterdisciplinarystudiesdiffersfrom,yetbuildsupon,thedisciplines;(6)examinesthe diverseformsofinterdisciplinarystudiesintermsoftheirassumptions,theories,commitmentto epistemologicalpluralism,andperspectivesonreality;(7)facilitatesstudents’abilitytothinkcriticallyabout real-worldproblemsandintellectualquestionsthatspanarangeofdisciplinesandinterdisciplinaryfieldsin
theundergraduatecurriculum;(8)presentsmodelscommonlyusedbypractitionersforaddressingissuesthat arecomplex;(9)introducesarubricthatenablesstudentstoassessthequalityofinterdisciplinaryworkby othersaswellastheirown;(10)integratesdiscussionsconcerningintellectualautobiographies,student portfolios,andservicelearning;(11)presentsmaterialthatisconsistentwithaconstructivistandpragmatic approachtolearning;and(12)preparesstudentsforadvancedinterdisciplinarystudy
TheIntendedAudiences
Thebookisintendedformultipleaudiences Programsthatareexplicitlyinterdisciplinaryandthatofferan entry-levelcoursewillfindthebookparticularlyusefulasaprimarytextthatoffersacomprehensiveoverview ofthefieldanddevelopsstudents’abilitytobeginthinkinglikeinterdisciplinarians Thesecoursesaretaught underavarietyoftitlessuchas“introductiontoliberalstudies,”“interdisciplinaryperspectives,”and “introductiontointerdisciplinarystudies.”Theirfocusisonpresentingthebasicprinciplesof interdisciplinarity,exposingstudentstowritingsbythefield’sleadingpractitioners,anddevelopingtheability tocriticallyanalyzetheworkofpractitionersandstudentslikethemselves Becausethisbookisthoroughly groundedinthefield’sextensiveliterature,studentsusingitwillbewellpreparedtopursuemoreadvanced study Forcoursesthatincludeashortpaperorculminatingprojectthatdemonstratesachievementof interdisciplinarylearningoutcomes,thebookincludeschaptersthatexplainhowtoapplytheeasy-to-follow, steplikeprocessdescribedinthe“BroadModel”ofinterdisciplinaryprocesstoresearchingandwritingpapers. Thesechaptersalsoincludearubric,basedontheBroadModel,thatstudentscanfruitfullyusetoassessthe interdisciplinaryworkofothersaswellastheirown
Thisbookwillalsobeusefulasasupplementaltextforentry-levelcoursesinthematicmultidisciplinary “studies”programsthatfocusonasingleissueortheme.Theseprogramsincludenon-Westerncultural studies(Asianareastudies,LatinAmericanareastudies,Africanareastudies,MiddleEasternstudies),race andethnicstudies(AfricanAmericanstudies,ethnicandracestudies,Chicano/Hispanicstudies,American Indianstudies,AsianAmericanstudies),Westernstudies(Europeanstudies,NorthAmericanstudies, Westernperiodhistorystudies,Europeanoriginstudies,Westernstudies,Canadianstudies),environmental studies,internationalandglobalstudies(internationalrelations,global,peace,conflictstudies,political economy),civicandgovernmentstudies(urbanstudies,publicaffairsandpublicpolicy,legalstudies), women ’sstudies,Americanstudies(Americancultureorstudies,US regionalstudies),andbrainand biomedicalstudies(cognitive,neuroscience,biomedical,biotechnology,medicaltechnology) Otherprograms includeliterarystudies(andtherapidlyexpanding“digital”humanities),filmstudies,liberalstudies, gerontology,Judaicstudies,scienceandtechnology,artsmanagement,healthmanagement,folkstudies,ethics andvaluesstudies,andsexualitystudies1
Manyoftheseprogramsclaiminterdisciplinarystatus,whichmeansthattheyprobablysubscribetothecore principlesofinterdisciplinaritydiscussedinthisbook Themajorityofthereadingsusedinintroductory coursestotheseprogramsfocusprimarilyonthetopicofthecourseandonlysecondarilyon interdisciplinarity,whichisreferencedinclassdiscussionduringthesemester.However,thesecoursesneedto introducestudentstothebasicsofinterdisciplinarityaswellastothesubstantivecontentofthetheme After
all,thematicprogramstypicallybuildondisciplinarycoursesfromseveraldisciplines Studentscanusethe informationinthisbooktounderstand,forexample,theconceptofdisciplinaryperspective,whentousean interdisciplinaryapproach,howtoidentifydisciplinesthataremostrelevanttothecoursetheme(evenifthese arepreselected),andhowtocriticallyanalyzedisciplinaryinsightsusinginterdisciplinarytechniques Systematiccoverageofthisandotherrelevantinformationinthisbookwillenhancethecoherenceandrigor ofthesecourses.
Asitis,considerableoverlapexistsbetweenmultidisciplinaryandinterdisciplinaryapproachestolearningand research Thisbookaddressesinstancesofoverlapbutiscarefultodistinguishbetweenthesetwobroad approachesandtoshowhowinterdisciplinaryapproachesbuildonmultidisciplinaryapproaches Thebook identifiesandexplainstheprinciplesofinterdisciplinaritywithoutbeingprescriptiveconcerninghowthese principlesshouldbeappliedinaparticularcontextofinterdisciplinarylearning Thisflexibleapproachenables instructorstostrikeabalancebetweenintroducingstudentstothesubstantivecontentoftheircourse,saythe environment,andtheprinciplesofinterdisciplinarity.
Thisbookwillalsobeusefultogeneraleducationprograms Thegreatdeficiencyofmanygeneraleducation programsistheirlackofcohesionandidentifiablelearningoutcomes Thisisremedied,inpart,bystructuring theprogramaroundaunifyingissue,problem,orquestionthatconnectsittothedisciplinesparticipatingin thecommoncorecurriculumandlabelingit“interdisciplinary”However,thecriticalelementthatislackingis anintroductorycourseorcohortexperiencethatpreparesstudentstounderstandwhatauniversityis,therole thatdisciplinesandinterdisciplinaryprogramsplayinit,andhowtomakeconnectionsamongknowledge areasthatareepistemologicallydistant Allgeneraleducationprograms,therefore,needsomebasic understandingofinterdisciplinarity Eveniftheprogrammerelyrequiresstudentstotakeamenuofcourses fromparticipatingdisciplines,thereshouldbeanintroductorycourseorentry-levelcohortexperiencethat introducesstudentstothedisciplinesconstitutingthecommoncore
ToInstructors
Thereareatleastfivemajorproblemsthatyoufacewhendesigningandteachinganintroductory-level interdisciplinarycourse Thefirstis“makingdo”withmaterialsthattypicallydonotreflectrecentadvancesin theburgeoningliteratureoninterdisciplinarystudies.Theunfortunateresultisthatinterdisciplinary instructorsareoftenunwittinglyteachingandmodelingmultidisciplinarity,notinterdisciplinarity Faulty coursedesignandtheabsenceofrigorouslearningoutcomesthatareexplicitlyinterdisciplinarymisinform studentsabouttheprinciplesofthefieldandillpreparethemforadvancedinterdisciplinarycoursework.This bookreflectsthesignificantadvancesininterdisciplinarypracticeandtheoryoverthepastdecade Research showsthatrepeatedexposuretointerdisciplinarylearningcontextsfostersthedevelopmentofcertain cognitiveabilitiessuchasperspectivetakingandthinkingcriticallyaboutconflictinginformationonanissue orproblemfrommultipleknowledgesources Thebookalsodrawsontheexperienceandwisdomof instructorsinthefield,manyofwhomhavepublishedvaluableinsights
Thesecondproblemishowtostructurethecourseandsequencethecontentsothatithelpsstudentsadvance cognitivelyfrommerelycollectingandrecallinginformationtocreativelyapplyingit Theorganizationofthis
bookwillaidinstructorsindesigningtheircourses
Thethirdproblemishowtoengageandsustainstudentinterestinmultidisciplinaryandinterdisciplinary learningandresearch Herethechallengeistoengagestudentscognitivelyandintroducethemtonewwaysof addressingcomplexity,diversity,andconflict.Thisbookwillhelpthemdevelopthecapacitytoaddress pressingreal-worldproblems,preparethemtomakedecisionsabouthowtoapproachtheseproblems,equip themtoassesssolutionstoproblems,andenrichthemintellectually Importantly,itwillalsoinformthemof thevalueintheirfuturecareersandlivesofbeingabletoperforminterdisciplinaryanalysis.
Thefourthproblemishowtomeaningfullyassessthequalityofstudentwork Inrecentyears,assessmenthas becomeamajorfocusofthefieldofinterdisciplinarystudies Consequently,thebookdrawsontheresearchof leadingauthoritiesoninterdisciplinarylearningandassessmentincludingVeronicaBoixMansillaandLana Ivanitskaya ThelastchaptersofthebookfeaturetheBroadModelRubricdevelopedfortheintroductory courseIdesignedandtaughtattheUniversityofTexasatArlingtonformanyyearsandthatIhavepresented atnumerousworkshopsonassessment.Therubricmaybeflexiblyappliedtoabroadrangeofentry-level studentwork
Thefifthproblemishowtointroducestudentstotheconceptofinterdisciplinaryintegrationandtheprocess thatmakesintegrationpossible Thebookpresentstheoriesofinterdisciplinaryintegrationandhelpsstudents torecognizetheintegrativeworkofpractitionerswhodrawonmultipledisciplines.However,thebookdoes notexplaintheprocessofintegration,believingthatitshouldbereservedforadvancedcourseworkin interdisciplinarystudies Experiencehasshownthatwhenstudentsarethoroughlygroundedinthematerial presentedinthisbook,theywillbereadytoengageinthischallengingprocess.Instructorswhowanttheir studentstolearnhowtocreatecommongroundandintegrateshouldusethefollow-ontext,Interdisciplinary Research:ProcessandTheory(3rded)
TestquestionsandPowerPointslidesforeachchaptercanbefoundontheInstructorsideofthe accompanyingwebsiteatwwwsagepubcom/repkointrois2e
ToStudents
Youfacethreemajorobstaclesinanentry-levelmultidisciplinaryorinterdisciplinarycourse Thefirstis comprehendingsubjectmatterthatdiffersmarkedlyfromyourpriorexposuretodisciplinarylearningand thinking.Thisbookhelpsyoutransitionfromdisciplinarytointerdisciplinaryapproachestolearning,problem solving,andresearch Thesecondisthatyouoftenbringintothecoursemisperceptionsabout interdisciplinaritylearnedfromotherstudentsorfromdisciplinaryinstructorswhomayhavegiventhe impressionthatsuchcoursesandprogramsaresuperficialornothaveappreciatedthatemployersincreasingly lookforinterdisciplinaryskills Thisbookcorrectsthesemisconceptionsandexplainshowtoeffectively counterthesecriticisms Thethirdobstaclethatyoufaceishowtoarticulatewhatinterdisciplinarystudiesis Thisbookdevelopsyourabilitytounderstandinterdisciplinaritysothatyoucanclearlyarticulateitsmeaning andvaluetoyourfamily,peers,andpotentialemployers
TheApproachUsedandStyleofPresentation
Thestyleofpresentationissuccinct,conceptual(i.e.,theory-based),andeminentlypractical.Itreflectswidely recognizedapproachestointerdisciplinarylearningandassessmentwhilealsoofferingconcretepractical examplesandstrategiesofhowtoengageininterdisciplinarywork
Distinctiveapproachestotopiccoverageincludeacognitivedevelopmentapproachonhowtobecome interdisciplinary Thisisfacilitatedbyastep-by-stepapproachtoproblemsolvingormeaningmakingthat includesappropriatefeedbackloops,decisionpoints,andopportunitiesforreflectionasstudentsexplorethe coursethemeindividually,asanin-classcollaborativeeffort,orcohortexperience.
ThebookadoptsBoixMansilla’sneo-Piagetianconstructivistandpragmaticapproachtoteaching,which emphasizesthatlearnersneedtobeactivelyinvolvedinthelearningprocessandthatdeeplearningoccurs whenstudentsarechallengedtoproducesomethingofvalue.Thisbookasksstudentstoreflectonwhatthey arelearningandexperiencecognitiveconflictastheystruggletoreconcilealternativeperspectivesand conflictinginsights
DesignFeaturesandBenefits
Thebookaddressesthemajorteachingandstudentlearningchallengesnotedearlierbydoingthefollowing:
Toovercometheproblemofstudents’possibledifficultyincomprehendingsubjectmatterthatdiffersso markedlyfromtheirrepeatedexposuretodisciplinarylearning,thebookcreativelyusesavarietyof visualaids(graphics,figures,tables,cartoons,andphotographs)andotherdevicestomakecomplexand unfamiliarconceptsclearandunderstandable.
Toengageandsustainstudentinterestinthematerial,thebookprovidesbothpracticalandcognitive features Toengagestudentspractically,thebookpresentsexamplesofprofessionalandstudentwork, pictures,andstories(suchasthefableoftheelephanthouse)thatarewovenintothenarrative.To engagestudentscognitively,thebookincludesin-text“ChallengeQuestions”andend-of-chapter “CriticalThinkingQuestions,”“ApplicationsandExercises,”“CaseStudies,”andotheractivelearning devices.
Toovercomepossiblestudentandparentalapprehensionaboutthemarketabilityofaninterdisciplinary programordegree,thebookincludesChapter1,whichdiscussesfactorsthatarepropellingand sustaininginterdisciplinarityasamodeoflearning.
Toovercomestudentdifficultyinarticulatingwhatinterdisciplinarityis,thebookpresentsaneasy-tounderstanddefinitionofinterdisciplinarystudiesinChapter3thatwillenablethemtoexplainthisoften misunderstoodconcepttoparents,friends,andprospectiveemployers.
Toinformstudentsabouthowtheybenefitfrominterdisciplinarystudies,thebookdevotesChapter4to identifyingtheabilities,values,skills,andtraitsthatinterdisciplinarityfosters
Tocountercriticismthatinterdisciplinarystudiesaresuperficialandapoorsubstitutefordisciplinary depth(i.e.,atraditionaldisciplinarymajor),thebookemphasizesthefoundationalimportanceofthe disciplines,examinestheirperspectives,identifiestheirdefiningelements,andcriticallyanalyzestheir
approachtolearning,meaningmaking,andcreationofnewknowledge
Todemonstratethatinterdisciplinarystudiesisamaturingacademicfield,thebookintroducesstudents totheassumptions,theories,approachestoresearch,epistemology,andperspectivesthatundergirdthe fieldandgiveitcredibility,coherence,andrigor.
Topresentabalancedapproachtothecomplexconceptofinterdisciplinarity,thebookacknowledges counterviewsonseveralpointsofcontroversy.
Tointroducestudentstointerdisciplinarythinkingandhelpthemrecognizequalityinterdisciplinary work,thebookpresentsthe“BroadModel,”whichintegratescommonlyusedapproachestoconducting interdisciplinaryresearch.Thismodelpresentsaneasy-to-followstep-by-stepapproachtothe interdisciplinaryresearchprocessthatemphasizestheimportanceofpersonalreflectiononeachSTEP taken ThismodelleadsstudentsthroughtheearlySTEPSofinterdisciplinaryprocessbutstopsshortof thoseSTEPSthatcallforcreatingcommongroundandintegratinginsights.
Toempowerstudentstoexamineacomplexproblemfrommultipledisciplinaryperspectives,thebook presentsatheory-basedapproachtoperspectivetakingandappliesittoavarietyofcontextsusing examplesfromstudentandprofessionalwork.
Toaddressthewidespreaduseofstudentintellectualautobiographies,studentportfolios,andservice learning,thetextreferencestheseapproachesandfollowsthemupwithdetaileddiscussionsinthe appendixes
Tomeettheneedofstudentswhoseinstructorsrequireaninterdisciplinaryproductorpaperratherthan justwalkingstudentsthroughtheinterdisciplinaryprocessasanin-classcollaboration,thelastthree chaptersofthebookpresenteasy-to-followSTEPSthatareapplicabletoavarietyofgroupor individualprojects.
Toaddresstheneedforincreasedrigorandcoherenceinthefield,especiallyattheentrylevel,thebook includesa“BroadModelRubric”thatstudentscanusetoassessexamplesofinterdisciplinarywork,as wellastheirown,astheyengageineachSTEPoftheprocesscalledforintheBroadModel.
ChangesintheSecondEdition
Thissecondeditioniscompletelyrevisedandupdatedtoreflectboththecommentswereceivedfromseveral scholarswhohadreadand/ortaughtfromthefirsteditionaswellastheinsightsofdozensofworkspublished sincethefirstedition.Werearrangedmaterial,movingthenewChapter2forwardinthebook,andmoving discussionsofnaturalscience,socialscience,thehumanities,andthefineandperformingartsfromChapter1 tothenewChapter2 Andwemadenumerousadditionstothetext:
InChapter1,weaddedmoreinformationoncareerprospectsforinterdisciplinarystudents,thevalueof theskillsachievedininterdisciplinaryeducation,andtheevaluationofinterdisciplinaryprograms.We alsoaddeddiscussionsofthenatureoftheacademy,communitydevelopment,interdisciplinaryanalysis ofelectronicmedicalrecords,andtheintegrationofpersonalidentity
InChapter2,weredraftedthediscussionofthehistoryofdisciplinesandinterdisciplinarity.Lateron weaddeddiscussionsofglobalizationandmediastudies
InChapter3,weclarifiedourdiscussionoftransdisciplinarityanddrewconnectionsacross
interdisciplinarymetaphors
InChapter4,weaddedadiscussionofseveraladditionalkeyvalues,especiallyintellectualcourage,and discussedhowinterdisciplinarityallowsustoapplauddiversitywhilealsopursuingparticularvalues.We addedbriefdiscussionsoftheimportanceofinterdisciplinaryvaluesandskillsbeyondtheacademyand workplace,andofbloggingasanalternativetothee-portfolio
InChapter5,wemoreclearlydistinguishedinsightsfromperspectives(wedidsoagaininChapter7). Andwestressedthatthevariouselementsofdisciplinaryperspectivearemutuallyreinforcing.Weadded aparagraphonacademicpeerreview Andwediscussedthedifferenttypesofscholarlytheory
ThemainchangesinChapter6involvedbriefextensionsandclarificationsoftheassumptions underlyinginterdisciplinarystudies.
InChapter8,weclarifiedthedistinctionbetweenassumptionsandconclusions,andaddedabrief discussionofevidentialvalidity.
Thoughitisnotthepurposeofthisbooktodiscusstheentireinterdisciplinaryresearchprocessas outlinedinRepkoandSzostak(2016),werecognizethatstudentswillbecuriousaboutthelaterstepsof thisprocess.WehavethusaddedabriefdiscussionofstrategiesforintegrationtoChapter9andof developingdisciplinaryadequacyinChapter12.InChapter9,wealsoextendedourdiscussionof connectionsbetweenpoetryandmathematics
InChapter10,weprovidedmoredetailedadviceonhowstudentsshouldperformSTEPS1and2of theBroadModelinwrittenwork.
InChapter11,weaddedbriefdiscussionsofthenatureofinterdisciplines,thecreativevalueof diagrams,andtheimportanceofterminologyininterdisciplinarysearching
IntheAppendixes,weaddedadiscussionofblogginginAppendixB,addedanexampleofstudent workinAppendixD,andprovidedanswersfornewcriticalthinkingquestionsinChapters10and11in AppendixE
Wehaveensuredthattherearecriticalthinkingquestionsattheendofeachchapter.Wehaverevised thewordingofquestionstoensurethatstudentscannotjustanswer“yes”or“no”Andwehave identifiedforeachchapterquestionsparticularlywellsuitedtogroupwork
Contents
Thebookisdividedintothreeparts,eachorganizedaroundathemethataddressesakeyaspectof interdisciplinarystudiesasdescribedinthisbook
