City Tech’s Interdisciplinary Committee presented at CUNY’s experiential learning conference, “Breaking Boundaries 2017: Developing, Assessing, and Scaling Curricular and Co-Curricular Experiential Learning Opportunities” on April 28, 2017.
Interdisciplinary studies involve two or more academic disciplines or fields of study organized around synthesizing distinct perspectives, knowledge, and skills. Interdisciplinary study focuses on questions, problems, and topics too complex or too broad for a single discipline or field to encompass adequately; such studies thrive on drawing connections between seemingly exclusive domains. Usually theme-based, interdisciplinary courses intentionally address issues that require meaningful engagement of multiple academic disciplines. Pedagogical strategies focus on, but are not limited to, inquiry or problem-based learning.
Although many academic disciplines, such as African American Studies and Engineering, are inherently interdisciplinary, to be considered an interdisciplinary course at City Tech the course must be team-taught by more than one faculty member from two or more departments in the College. An interdisciplinary course, by definition, has an interdisciplinary theme as its nucleus. In its essence, such a course brings the analytic methods of two or more academic disciplines to bear on a specific problem or question. Thus, a course in Music History is not likely to be considered interdisciplinary, but a course in Music History from an economist’s perspective might very well lead to such a course. The application of different methods and concepts is the key to assessing whether a course is or is not interdisciplinary. The term interdisciplinary is occasionally used to identify individual projects or assignments, but these, though possibly commendable, fall short in the necessary scope for learning experiences that demand in-depth exposure to the methodologies of distinct intellectual disciplines, and the creative application of these methodologies to specific problems.
Studies show that interdisciplinary courses improve student learning (Elrod & Roth, 2012; Klein, 2010; Lattuca, 2001; Lattuca, Voigt, & Fath, 2004; Project Kaleidoscope, 2011). To foster interdisciplinary learning, the Interdisciplinary Committee has identified goals and outcomes that students taking interdisciplinary courses should be able to achieve.
Learning Outcomes of Interdisciplinary Courses
Students will be able to:
- Purposefully connect and integrate across-discipline knowledge and skills to solve problems
- Synthesize and transfer knowledge across disciplinary boundaries
- Comprehend factors inherent in complex problems
- Apply integrative thinking to problem-solving in ethically and socially responsible ways
- Recognize varied perspectives
- Gain comfort with complexity and uncertainty
- Think critically, communicate effectively, and work collaboratively
- Become flexible thinkers