Examining the Impact of Interdisciplinary Programs on Student Learning
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Examining the Impact of Interdisciplinary Programs on Student Learning Lisa R. Lattuca 1 & David Knight 2 & Tricia A. Seifert 3 & Robert D. Reason 4 & Qin Liu 5
# Springer Science+Business Media New York 2017
Abstract We investigated how learning outcomes of students majoring in interdisciplinary fields differ from those of students in discipline-based majors. We found that students in interdisciplinary majors report less change in Critical Thinking and Need For Cognition than their peers in disciplinary majors, but no difference in change in Positive Attitude Toward Literacy. Students’ gains in Critical Thinking and Need For Cognition do not vary by the Lisa R. Lattuca is Professor of Higher Education and Integrative Systems and Design at the University of Michigan. Her research focuses on the teaching, learning, and curriculum in postsecondary settings. She earned her Ph.D. in Higher Education from the University of Michigan. David Knight is Assistant Professor and Director of International Engagement in Engineering Education at Virginia Tech University and affiliate faculty with the higher education program. His research takes a macro-scale approach to understanding how the educational system, in particular within STEM disciplines, can become more effective, efficient, and inclusive. He earned his Ph.D. in Higher Education from The Pennsyvlaina State University. Tricia A. Seifert is Associate Professor of Adult and Higher Education at Montana State University. Her research examines the role of postsecondary institutions’ organizational structure and culture on student success. She earned her Ph.D. In Student Affairs Administration and Research from the University of Iowa. Robert D. Reason is Professor of Education and Associate Director of the School of Education at Iowa State University. His research interests include college student learning outcomes. He earned his Ph.D. in Higher Education from Iowa State Univeristy. Qin Liu is a post-doctoral fellow at the University of Toronto. Her research interests include impact analysis of educational reform and intervention on learning outcomes of postsecondary students. She earned her Ph.D. in Higher Education from the University of Toronto.
* Lisa R. Lattuca [email protected]
1
Higher Education and Integrative Systems and Design, University of Michigan, Ann Arbor, MI, USA
2
International Engagement in Engineering Education, Virigian Tech University, Blacksburg, VA, USA
3
Adult and Higher Education, Montana State University, Bozeman, MT, USA
4
Iowa State University, Ames, IA, USA
5
University of Toronto, Toronto, ON, Canada
Innov High Educ
characteristics of the interdisciplinary major, but some program characteristics influence modest changes in Positive Attitudes Toward Literacy. Future research should address selection effects, develop measures of interdisciplinary learning, and further explore curricular and instructional patterns in interdisciplinary programs. Keywords Interdisciplinarity . Curriculum . Learning outcomes Federal government policy re
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