Understanding Interdisciplinarity: Curricular and Organizational Features of Undergraduate Interdisciplinary Programs

Knight, David B.; Lattuca, Lisa R.; Kimball, Ezekiel; Reason, Robert D.

doi:10.1007/s10755-012-9232-1

Cited by 68 publications

(87 citation statements)

References 21 publications

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“…Likewise, the educational and interdisciplinary approaches stimulate innovation with greater efficacy than educational programmes based on a discipline (Knight et al, 2013). Moreover, those who would defend this type of programme show that an educational proposal of an interdisciplinary nature for a Degree prepares students better for the job market and the participation of citizens, facilitating the development of their capability for the solution of problems and capabilities of critical thought (Knight et al, 2013;Newell & Reilly, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…It takes the form of a modular design that is constructed with the following keys: a) to manage to generate greater integration of knowledge, progressing towards an integrated curriculum (Knight, Lattuca, & Kimball, 2013;Pozuelos, Rodriguez, & Travé, 2012;Toassi & Lewgoy, 2016), given that knowledge in the real world is holistic, and an integrated approach ensures a higher level of involvement and motivation among students following scientific courses (Arandia & Fernández, 2012;Knight et al, 2013); and, b) the development of collaborative work between teaching teams (Arandia & Fernández, 2012;Goméz, Escofet, & Freixa, 2014). The proposal related to the Degree in Social Education arises in this context and draws from experiences with excellent results in Higher Education (HE) at an international level, based on an integrated curriculum and on the development of competences related to both professional practice and working life (Branda, 2008;Collard, Brédart, & Bourguignon, 2016;Knight et al, 2013;Mullan, Weston, Rich, & McLennan, 2014;Savin-Baden, 2007;Tierz & Biedermann, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The integrated curriculum, university teacher identity and teaching culture: the effects of an interdisciplinary activity

Sáez¹,

Sancho²

2017

N.Appr.Ed.R

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The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teaching culture in the Degree in Social Education at the University of the Basque Country (UPV/ EHU). This understanding of the curriculum is a seminal change for teaching staff and affects their professional identity by encouraging co-responsibility throughout the process. Communicative methodology is employed, which assists in the integration of the people in the investigation, so that they form part of the process of study under equal terms. The production of data was done through in-depth interviews, discussion groups, and documental analysis. The Interdisciplinary Activity Module (IAM) was developed in small groups, of 12-15 individuals, through active methodologies, and the university teachers needed to incorporate it into their discourse and relations with other colleagues and with their students. The results show that an integrated curriculum provides a worthwhile training opportunity to achieve learning of greater significance and depth, and that it happens through changes in their ways of relating and acting as teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The integrated curriculum, university teacher identity and teaching culture: the effects of an interdisciplinary activity

Sáez¹,

Sancho²

2017

N.Appr.Ed.R

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“…Como exemplo, Zucco, Pessine e Andrade (1999) discutiam que a formação clássica disciplinar com ênfase na especialização pouco contribui para a resolução dos problemas contemporâneos, principalmente porque dificultam ou inexistem as necessárias articulações e diálogos entre os variados campos do conhecimento, mas também porque estabelecem meta-narrativas de formação. Nos Estados Unidos, entre os anos de 1975 e 2000, um aumento de aproximadamente 250% de formados em programas interdisciplinares é contraposto ao aumento de 18% no número de matrículas no ensino superior (KNIGHT et al, 2013). Ainda que o conceito de interdisciplinaridade não seja novo ao pensamento humano, as mobilizações estudantis na década de 1960, especialmente na França e na Itália, deram corpo ao movimento interdisciplinar reivindicando novos estatutos de escola e universidade.…”

Section: (Inter)disciplinaridadeunclassified

“…O avanço é na superação das dicotomias, na busca por uma convergência de saberes. Knight et al (2013) definem que interdisciplinaridade, comparada a comum abordagem multidisciplinar de agrupamento de unidades curriculares para resolução de problemas que não envolvam a interação dos componentes disciplinares, é entendida como um processo, em que problemas são muito amplos ou complexos para serem resolvidos adequadamente por uma única unidade curricular, desenhando e integrando perspectivas disciplinares distintas até alcançar uma perspectiva mais compreensiva.…”

Section: (Inter)disciplinaridadeunclassified

“…A execução deste projeto envolve um esforço na direção de uma atitude interdisciplinar, como explicado por Fazenda (1994), de fatores internos à universidade (liberdade curricular, práticas pedagógicas integradoras, lideranças, compromisso e formação do corpo docente, etc. ), como identificado por Knight et al (2013).…”

Section: Projeto De Formação Superior Interdisciplinarunclassified

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(Inter)disciplinaridade e transversalidades: o projeto de formação superior da Universidade Federal do ABC

Xavier

Steil

Mena‐Chalco

2017

Ciênc. educ. (Bauru)

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Resumo:Interdisciplinaridade é um dos principais enunciados que atravessam e nominalizam o currí-culo do Bacharelado em Ciência e Tecnologia (BC&T) da Universidade Federal do ABC (UFABC) cujos agenciamentos estão em constante devir: molecular e molar. Com intuito de compreender como se dão as relações curriculares no projeto pedagógico e quais os regimes de verdade apresentados na idealização e na execução desse projeto no que trata dos enunciados de interdisciplinaridade, realizou-se um levantamento arqueológico dos discursos para a análise deles na perspectiva foucaultiana, com entrevistas semiestruturadas, documentos oficiais (projetos pedagógicos, normativas e legislação) e grafos elaborados a partir das ementas das unidades curriculares. A compreensão de que a interdisciplinaridade, em sua derivação atitudinal, é integradora de conhecimentos diverge da lógica transversal rizomática que pode ser estabelecida no exercício flexível do currículo que escapa às normatizações e produz singularidades curriculares.Palavras-chave: Ensino superior. Currículo. Interdisciplinaridade. Análise do discurso. Abstract:Interdisciplinarity is one of the main statements that identifies the curriculum of the Bachelor of Science and Technology (BC&T) of the Federal University of ABC (UFABC) whose courses are steadily becoming molecular and molar. We sought to understand how to provide curricular relationships in this project and to see which regimes of truth are presented in the design and implementation of such project when it comes to interdisciplinarity. A historical survey of speeches was made and discourse analysis from a Foucauldian perspective from semi-structured interviews, official documents (pedagogical projects, normatives and legislation) and graphs drawn from the summaries of courses was carried out. We realized that interdisciplinary in its attitudinal derivation, and is an integrator of knowledge. This differs from the logic that can be established in the exercise of a flexible curriculum that escapes the norms and produces curricular singularities.

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Interdisciplinary engineering education: A review of vision, teaching, and support

Beemt

MacLeod

Veen

et al. 2020

J of Engineering Edu

118

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BackgroundSocietal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support.PurposeWe aim to show how IEE is conceptualized, implemented, and facilitated in higher engineering education at the levels of curricula and courses. This aim leads to two research questions:What aspects of vision, teaching, and support have emerged as topics of interest in empirical studies of IEE?What points of attention regarding vision, teaching, and support can be identified in empirical studies of IEE as supporting or challenging IEE?Scope/MethodNinety‐nine studies published between 2005 and 2016 were included in a qualitative analysis across studies. The procedure included formulation of research questions, searching and screening of studies according to inclusion/exclusion criteria, description of study characteristics, appraisal, and synthesis of results.ConclusionsChallenges exist for identifying clear learning goals and assessments for interdisciplinary education in engineering (vision). Most pedagogy for interdisciplinary learning is designed to promote collaborative teamwork requiring organization and team management. Our review suggests that developing interdisciplinary skills, knowledge, and values needs sound pedagogy and teaming experiences that provide students with authentic ways of engaging in interdisciplinary practice (teaching). Furthermore, there is a limited understanding of what resources hinder the development of engineering programs designed to support interdisciplinarity (support).

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Understanding Interdisciplinarity: Curricular and Organizational Features of Undergraduate Interdisciplinary Programs

Cited by 68 publications

References 21 publications

The integrated curriculum, university teacher identity and teaching culture: the effects of an interdisciplinary activity

The integrated curriculum, university teacher identity and teaching culture: the effects of an interdisciplinary activity

(Inter)disciplinaridade e transversalidades: o projeto de formação superior da Universidade Federal do ABC

Interdisciplinary engineering education: A review of vision, teaching, and support

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