Interdisciplinary Learning
Integrating Knowledge for Deeper Understanding
For this week, I want to explore interdisciplinary learning by addressing three key questions: What is it? How can we recognize it when we see it? And how can we facilitate more of it? As I have previously described, the leadership development model of interdisciplinary leadership weaves together identity, practice, and outcomes by applying adult learning theories (Knowles et al., 2015; Merriam, 2001; Mezirow, 1997) alongside interdisciplinary learning strategies, such as systems thinking, metaphor-based integration, paradoxical thinking, and maintaining a critical stance (Mansilla, 2017; Newell & Klein, 1996).
Defining Interdisciplinary Learning
Mansilla et al. (2009) define interdisciplinary understanding as "the capacity to integrate knowledge and modes of thinking in two or more disciplines or established areas of expertise to produce a cognitive advancement—such as explaining a phenomenon, solving a problem, or creating a product—in ways that would have been impossible or unlikely through single-disciplinary means" (p. 337). At its core, interdisciplinary learning involves integrating knowledge, understanding complex systems, resolving problems creatively with multiple tools, and collaborating effectively within diverse teams.
Recognizing Interdisciplinary Learning
To assess whether students are developing interdisciplinary learning skills, consider the quality of their work. One approach is to use rubrics that evaluate interdisciplinary dimensions of writing, such as drawing on disciplinary sources, constructing critical arguments, incorporating multidisciplinary perspectives, and achieving interdisciplinary integration (Dezure, 2017).
Additionally, certain cognitive shifts indicate interdisciplinary learning. The use of metaphors often evolves from linear structures to more complex, networked systems (Klein & Newell, 1998). Students also begin demonstrating paradoxical thinking, critical analysis, and interdisciplinary understanding, which manifests as a “system of thought in reflective equilibrium”—a dynamic interplay of insights and tensions across disciplines that improve prior beliefs while remaining open to revision (Mansilla, 2017; Newell & Klein, 1996).
Mansilla et al. (2009) propose key questions for assessing interdisciplinary learning, including:
Does the framing of the problem invite an integrative approach, and is the writing effectively communicated to the intended audience?
Are the concepts, theories, perspectives, and examples used accurately and effectively? Do the methods of argumentation and analysis align with interdisciplinary inquiry?
Is an integrative device—such as a model, metaphor, or analogy—used to connect insights from two or more disciplines?
Do the conclusions demonstrate an advancement in understanding through the integration of disciplinary perspectives?
Is there self-reflective awareness of the limitations of interdisciplinary insights?
Facilitating Interdisciplinary Learning
Interdisciplinary learning develops progressively, with students moving from novice to apprentice to mastery levels. At the novice stage, students need opportunities to apply and think with new ideas, as active engagement helps clarify the purpose of interdisciplinary understanding. It is also important to discuss why a topic matters, how it connects to personal experience, and how students' initial intuitions may be challenged. These conversations spark curiosity and encourage interdisciplinary exploration.
As students advance, they benefit from deeper engagement with the distinctions between disciplinary and interdisciplinary work, as well as an understanding of inquiry processes and knowledge construction. Throughout this progression, it is essential to encourage critical reflection on both the benefits and limitations of different disciplinary contributions (Mansilla et al., 2009). By fostering these reflective practices, educators can cultivate an environment where interdisciplinary learning thrives.
Bibliography
Dezure, D. (2017). Interdisciplinary pedagogies in higher education. In R. Frodeman (Ed.), The Oxford handbook of interdisciplinarity. Oxford Press. https://doi.org/10.1093/oxfordhb/9780198733522.013.45
Mansilla, V. B. (2017). Interdisciplinary learning: A cognitive-epistemological foundation. In R. Frodeman (Ed.), The Oxford handbook of interdisciplinarity (2nd ed.). Oxford Press. https://doi.org/10.1093/oxfordhb/9780198733522.013.22
Mansilla, V. B., Duraisingh, E. D., Wolfe, C. R., & Haynes, C. (2009). Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing. The Journal of Higher Education, 80(3), 334-353. http://www.interdisciplinarystudiespz.org/pdf/VBM-et.al_Targeted-assessment_2008.pdf
Newell, W. H., & Thompson Klein, J. (1996). Interdisciplinary studies into the 21st century. The Journal of Education, 45(1), 152-169. https://www.jstor.org/stable/27797297
