Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions

By Lisa R. Lattuca, Lois J Voigt, K. Fath. 2004

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Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review (2009, background): “In particular, provoking students in contrasting and conflicting disciplinary perspectives combined with developing a critical stance seems to be essential to stimulate students to depart from their notion of absolute knowledge (Ivanitskaya et al. 2002; Lattuca et al. 2004).”
Developing a measure of interdisciplinary competence (2012, background): “…across many ﬁelds (including education, sociology of science, philosophy of science, cognitive science, research administration, and interdisciplinary studies) yields many deﬁni-tions of interdisciplinarity but surprisingly little empirical research on the concept (see, for example, [6–10]).”
Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed (2007, background): “Colleges and universities increasingly offer “interdisciplinary” programs as markers of their capacity to prepare a new generation of thinkers and professionals ( Lattuca, Voigt, & Fath, 2004 ).1 Yet the rapid”
Bridging the gap between micro - and macro-scale perspectives on the role of microbial communities in global change ecology (2006, background): “Effective collaboration, therefore, needs mutual respect and a conscious effort to understand each others’ epistemology (beliefs about the nature of knowledge and learning; Lattuca et al. 2004 ).”