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Interdisciplinary Research and Collaboration

Works Count: 33830

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This cluster of papers explores the theory, practice, and challenges of interdisciplinary research, team science, and transdisciplinarity. It covers topics such as evaluation, funding, collaboration, education, and the role of philosophical dialogue in fostering collaborative science. The papers also delve into the barriers and strategies for successful interdisciplinary research in various fields, including health research.

Keywords

Interdisciplinary Research; Team Science; Transdisciplinarity; Collaboration; Education; Evaluation; Funding; Philosophical Dialogue; Health Research; Barriers and Strategies

Handbook of Transdisciplinary Research

2007-12-14

Gertrude Hirsch Hadorn , Holger Hoffmann-Riem , Susette Biber-Klemm +5 more

The Oxford handbook of interdisciplinarity

2011-01-01

Robert Frodeman , Julie Thompson Klein , Carl Mitcham

The second edition of The Oxford Handbook of Interdisciplinarity constitutes an update and revision of a topic of growing academic and societal importance. Interdisciplinarity continues to be prominent both within … The second edition of The Oxford Handbook of Interdisciplinarity constitutes an update and revision of a topic of growing academic and societal importance. Interdisciplinarity continues to be prominent both within and outside academia. Academics, policy makers, and members of public and private sectors seek approaches to help organize and integrate the vast amounts of knowledge being produced today, both within research and at all levels of education. This compendium is distinguished by its breadth of coverage, with chapters written by experts from multiple networks and organizations, on topics ranging across science and technology; social sciences, humanities, and arts; and professions. The volume is edited by respected interdisciplinary scholars and supported by an international advisory board to ensure the highest quality and breadth of coverage. The Oxford Handbook of Interdisciplinarity provides a synoptic overview of the current state of interdisciplinary research, education, administration and management, and problem solving—knowledge that spans the disciplines and interdisciplinary fields while also crossing the boundary between the academic community and society at large. Offering the most broad-based account of inter- and transdisciplinarity to date, its essays bring together many of the globe’s leading thinkers on interdisciplinary research, education, and institutional parameters as well as reflections on how knowledge can be better integrated with societal needs.

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Science's new social contract with society

1999-12-02

Michael Gibbons

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Situated Knowledges : The Science Question in Feminism and the Privilege of Partial Perspective

1988-10-01

Donna Haraway

Recent social studies of science and technology, for example, have made available a very strong social constructionist argument for all forms of knowledge claims, most certainly and especially scientific ones. … Recent social studies of science and technology, for example, have made available a very strong social constructionist argument for all forms of knowledge claims, most certainly and especially scientific ones. Feminist objectivity is about limited location and situated knowledge, not about transcendence and splitting of subject and object. It allows us to become answerable for what we learn how to see. The alternative to relativism is partial, locatable, critical knowledges sustaining the possibility of webs of connections called solidarity in politics and shared conversations in epistemology. “Passionate detachment” requires more than acknowledged and self-critical partiality. Positioning is, therefore, the key practice in grounding knowledge organized around the imagery of vision, and much Western scientific and philosophic discourse is organized in this way. Situated knowledges are about communities, not about isolated individuals. The only way to find a larger vision is to be somewhere in particular.

The Republic of science

1962-01-01

Michael Polanyi

The potential of transdisciplinary research for sustaining and extending linkages between the health and social sciences

1992-12-01

Patricia L. Rosenfield

The Scientific Community.

1966-02-01

Everett C. Hughes , Warren O. Hagstrom

Transdisciplinary global change research: the co-creation of knowledge for sustainability

2013-07-26

Wolfram Mauser , Gernot Klepper , Martin Rice +4 more

The challenges formulated within the Future Earth framework set the orientation for research programmes in sustainability science for the next ten years. Scientific disciplines from natural and social science will … The challenges formulated within the Future Earth framework set the orientation for research programmes in sustainability science for the next ten years. Scientific disciplines from natural and social science will collaborate both among each other and with relevant societal groups in order to define the important integrated research questions, and to explore together successful pathways towards global sustainability. Such collaboration will be based on transdisciplinarity and integrated research concepts. This paper analyses the relationship between scientific integration and transdisciplinarity, discusses the dimensions of integration of different knowledge and proposes a platform and a paradigm for research towards global sustainability that will be both designed and conducted in partnership between science and society. We argue that integration is an iterative process that involves reflection among all stakeholders. It consists of three stages: co-design, co-production and co-dissemination.

The Social Function of Science.

1939-06-01

Barbara Wootton , J. D. Bernal

Special sciences (or: The disunity of science as a working hypothesis)

1974-10-01

J. A. Fodor

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Collaborative learning: higher education, interdependence, and the authority of knowledge

1994-05-01

Kenneth A. Bruffee

In Collaborative Learning, Kenneth Bruffee advocates a far-reaching change in the relations we assume between college and university professors and their students, between the learned and the learning. He argues … In Collaborative Learning, Kenneth Bruffee advocates a far-reaching change in the relations we assume between college and university professors and their students, between the learned and the learning. He argues that the nature and source of the authority of college and university professors is the central issue in college and university education in our time, and that if college and university professors continue to teach exclusively in the stand-up-and-tell-'em way, their students will miss the opportunity to learn mature, effective interdependence-and this, Bruffee maintains, is the most important lesson we should expect students to learn. The book makes three related points. First, we should begin thinking about colleges and universities, and they should begin thinking about themselves, not as stores of information but as institutions of reacculturation. Second, we should think of college and university professors not as purveyors of information but as agents of cultural change who foster reacculturation by marshaling interdependence among student pers. And third, colleges and universities should revise longstanding assumptions about the nature and authority of knowledge and about classroom authority. To accomplish this, the author maintains, both college students and their professors must learn collaboratively. Describing the practical value of the activities encouraged by a collaborative approach-students working in consensus groups and research teams, tutoring peers, and helping each other with editing and revision-Bruffee concludes that, in the short run, collaborative learning helps students learn better-more thoroughly, more deeply, more efficiently-than learning alone. In the long run, collaborative learning is the best possible preparation for the real world, as students look beyond the authority of teachers, practice the craft of interdependence, and construct knowledge in the very way that academic disciplines and the professions do. With no loss of respect for the value of expertise, students learn to depend on one another, rather than depending exclusively on the authority of experts and teachers. In the second edition of this widely respected work, the argument is sharply focused on the need to change college and university education top to bottom, and the need to understand knowledge differently in order to accomplish that change. Several chapters, including that on collaborative learning and computers, have been throughly revised, and three new chapters have been added: on differences between collaborative learning and cooperative learning; on literary study and teaching literature; and on postgraduate education. From COLLABORATIVE LEARNING, second edition: ON THE CURRICULUM: Behind every public debate about college curriculum today lie comfortably unchallenged traditional assumptions. When we become fully aware of how deeply and irremediably these traditional assumptions have been challenged by twentieth-century thought, we see that a potentially more serious, and perhaps more rancorous and divisive, educational debate lies in wait for us. ON THE SOCIAL CONSTRUCTION OF KNOWLEDGE: Remember the time Aunty Molly sat on the Thanksgiving turkey? Tell such a story at a family party and family members follow the story easily and get the point, because they are all members of the same small knowledge community. They know the people and the situation thoroughly, and they understand the family's private references. But try to tell the same story to neighbors or colleagues. For them to follow the story and get the point, you have to explain a lot of obscure details about family events and personalities that they're not familiar with. That is, when a smaller community sets out to integrate itsuelf into a larger one, the level of discourse has to change. The story changes and even its meaning changes as it becomes a constituting narrative of a larger and more complex community. The main purpose of college or university education is to help older adolescents and adults renegotiate their membership in that encompassing common culture. The foundational knowledge that shapes us as children sooner or later circumscribes our lives. We never entirely outgrow the local, foundational knowledge communities into which we are born. But for most people, the need to cope to one degree or another with the diversity and complexity of human life beyond the local and familiar does outgrow knowledge that is familiar and (locally) foundational. ON POSTGRADUATE EDUCATION: The problem is not that graduate professors do not know what they need to know. The problem is that most of them have learned what they know entirely under the traditional social conditions of academic alienation and aggression. Indeed, the problem is that mmbers of current graduate faculties were selected into the profession in part because they evidenced those traits. As a result, their fine education and superb reputations as scholars and critics may in some cased actually subvert their ability to understand knowledge as a social construct, learinng as an adult social process, and teaching as a role of leadership among adults.

Interdisciplinarity: history, theory, and practice

1990-12-01

Julie Thompson Klein

In this volume, Julie Klein provides the first comprehensive study of the modern concept of interdisciplinarity, supplementing her discussion with the most complete bibliography yet compiled on the subject. Spanning … In this volume, Julie Klein provides the first comprehensive study of the modern concept of interdisciplinarity, supplementing her discussion with the most complete bibliography yet compiled on the subject. Spanning the social sciences, natural sciences, humanities, and professions, her study is a synthesis of existing scholarship on interdisciplinary research, education and health care. Klein argues that any interdisciplinary activity embodies a complex network of historical, social, psychological, political, economic, philosophical, and intellectual factors. Whether the context is a short-ranged instrumentality or a long-range reconceptualization of the way we know and learn, the concept of interdisciplinarity is an important means of solving problems and answering questions that cannot be satisfactorily addressed using singular methods or approaches.

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Crossing Boundaries: Knowledge, Disciplinarities, and Interdisciplinarities

1998-01-01

Kathy Scales Bryan , Julie Thompson Klein

Boundary work studies examine how boundaries of knowledge are formed, maintained, broken down and reconfigured. This text investigates the claims, activities and institutional structures that define and legitimate interdisciplinary practices. Boundary work studies examine how boundaries of knowledge are formed, maintained, broken down and reconfigured. This text investigates the claims, activities and institutional structures that define and legitimate interdisciplinary practices.

Politics of Nature: How to Bring the Sciences into Democracy

2005-03-01

Kelly Moore

Transdisciplinarity: Between mainstreaming and marginalization

2012-05-21

Thomas Jähn , Matthias Bergmann , Florian Keil

The Science of Team Science

2008-07-10

Daniel Stokols , Kara L. Hall , Brandie K. Taylor +1 more

Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness.

2006-12-01

Bernard C. K. Choi , Anita W. P. Pak

Teamwork involving multiple disciplines is increasingly emphasized in health research, services, education and policy. The terms multidisciplinary, interdisciplinary and transdisciplinary are increasingly used in the literature, but are ambiguously defined … Teamwork involving multiple disciplines is increasingly emphasized in health research, services, education and policy. The terms multidisciplinary, interdisciplinary and transdisciplinary are increasingly used in the literature, but are ambiguously defined and interchangeably used. This paper is the first of two in a series. It discusses the definitions, objectives, and evidence of effectiveness of such teamwork.The paper is a literature review based on dictionaries, and Google and MEDLINE (1982-2006) searches.Multidisciplinarity draws on knowledge from different disciplines but stays within their boundaries. Interdisciplinarity analyzes, synthesizes and harmonizes links between disciplines into a coordinated and coherent whole. Transdisciplinarity integrates the natural, social and health sciences in a humanities context, and transcends their traditional boundaries. The objectives of multiple disciplinary approaches are to resolve real world or complex problems, to provide different perspectives on problems, to create comprehensive research questions, to develop concensus clinical definitions and guidelines, and to provide comprehensive health services. Multiple disciplinary teamwork has both benefits and drawbacks.The three terms refer to the involvement of multiple disciplines to varying degrees on the same continuum. The common words for multidisciplinary, interdisciplinary and transdisciplinary are additive, interactive, and holistic, respectively. With their own specific meanings, these terms should not be used interchangeably. The more general term "multiple disciplinary" is suggested for when the nature of involvement of multiple disciplines is unknown or unspecified. While multiple disciplinary teamwork is appropriate for complex problems, it is not always necessary in every single project.

Social Stratification in Science

1974-10-01

Jonathan R. Cole , Stephen Cole , Donald deB. Beaver

First Page First Page

Re-thinking science: knowledge and the public in an age of uncertainty

2001-10-01

A Realist Theory of Science.

1977-01-01

Caroline Whitbeck , Roy Bhaskar

Scientific Knowledge and Its Social Problems

1972-01-01

James R. McConnell

The Manufacture of Knowledge: An Essay on the Constructivist and Contextual Nature of Science.

1982-11-01

William W. Mayrl , Karin D. Knorr-Cetina , W. H. Newton‐Smith

Science as a Vocation

1946-01-01

Max Weber

What is this thing called science?

1999-09-01

The Manufacture of Knowledge: An Essay on the Constructivist and Contextual Nature of Science

1983-01-01

Steve Woolgar , Karin D. Knorr-Cetina

Knorr-Cetina Knorr-Cetina

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The Death of Expertise: The Campaign Against Established Knowledge and Why It Matters

2018-10-01

Hee‐Jeong Yoo

Communicating with non-experts is one of the most important activities in my occupation.While performing the same job for many years, my communication style has changed considerably, and lately I have … Communicating with non-experts is one of the most important activities in my occupation.While performing the same job for many years, my communication style has changed considerably, and lately I have felt the need to adapt more and more rapidly.It is difficult to consider this change entirely intentional.Rather, it is a response to changes in the questions and attitudes of the people who visit me.They already come equipped with more knowledge and want to use that knowledge to engage me in genuine discussion, or to verify, rather than ask, my opinion.This trend has been accompanied by an increase in the proportion of their knowledge that has no clear source or origin.Moreover, starting with "Anarchy" [1], there have been numerous cult-like phenomena that overtly demonstrate the everyday crises faced by experts where false information misleads a large portion of society.Examples include the anti-vaccine movement based on the belief that vaccines cause autism, attempts to invalidate medical diagnoses, such as the previously popular book claiming that "There is no attention-deficit/hyperactivity disorder" [2], and countless trends for alternative medicine or treatments lacking evidence in pediatric psychiatric disease.These matters indicate how people define experts, how they decide whom to trust, and what information to process and put into action.Medicine is fundamentally a branch of science, and these phenomena demonstrate how society interprets data and logic through a subjective, distorted lens."The Death of Expertise: The Campaign against Established Knowledge and Why it Matters", by Nichols T [3], shows that these concerns are not only present in specific fields,

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Next Generation Science Standards

2013-08-15

National Research Council

 The Next Generation Science Standards are K-12 performance expectations that states may voluntarily adopt. Though Arkansas has not yet officially adopted the NGSS, the State Board of Education unanimously …  The Next Generation Science Standards are K-12 performance expectations that states may voluntarily adopt. Though Arkansas has not yet officially adopted the NGSS, the State Board of Education unanimously voted to endorse the NGSS, and the ADE has created a plan for implementation

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A Realist Theory of Science.

1976-12-01

K. Sundaram , Roy Bhaskar

Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics, Methodology, and Philosophy of Science.

1984-11-01

Patricia S. Mann , Sandra Harding , Merrill B. Hintikka

Six degrees: the science of a connected age

2003-07-01

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Sociobiology: Beyond Nature/Nurture?

2019-06-26

George W. Barlow , James Silverberg , Frank B. Livingstone

The Structure of Science

1961-10-01

Ernest Nagel , David Hawkins

First Page First Page

Facilitating Interdisciplinary Research

2004-04-04

Whose Science? Whose Knowledge? Thinking from Women's Lives.

1992-07-01

R. W. Connell , Sandra Harding

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The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies.

1995-11-01

Zaheer Baber , Michael Gibbons , Camille Limoges +4 more

Changing order: Replication and induction in scientific practice

1987-03-01

Pandora's hope: essays on the reality of science studies

1999-11-01

Sustainable Pedagogical Space: Water Risk Reduction Management Through Permaculture Pedagogy

2025-06-26

| CSID Journal of Infrastructure Development

This study explores a Permaculture design approach to promote water conservation and reduce water dependency, particularly in response to plastic pollution. Permaculture emphasizes water ethics, conservation principles, rainwater harvesting (via … This study explores a Permaculture design approach to promote water conservation and reduce water dependency, particularly in response to plastic pollution. Permaculture emphasizes water ethics, conservation principles, rainwater harvesting (via tanks, soil, land, and biomass), greywater reuse, and biological remediation techniques for water recycling and purification. The study applies a contextually adapted environmental pedagogy based on Permaculture for primary school students in North Sumatra, Indonesia, focusing on sustainable water conservation and plastic litter risk reduction. A case study method was employed, targeting schools that voluntarily participated. The approach highlights three commonly overlooked dimensions in environmental education: community connection, place-based authenticity, and experience-based learning. Engaging young learners in local environmental monitoring, management, and communication aligns with several Sustainable Development Goals (SDGs), including SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 14 (Life Below Water). Thematic analysis revealed five key outcomes related to eco-pedagogy and place-based learning: (1) developing critical thinking through connections between past and present marine conditions; (2) identifying the stages of plastic degradation; (3) fostering respect for aquatic life and awareness of plastic waste impacts; (4) understanding local waterway issues from ditches to rivers and cultivating environmental responsibility; and (5) recognizing socio-environmental linkages through reflective activities such as letter-writing to local authorities. Findings emphasize the value of involving young participants in environmental initiatives, particularly those addressing plastic pollution and sustainable resource management. The study also proposes practical pedagogical strategies rooted in Permaculture principles for students, families, schools, and local communities.

A sweet summer of science

2025-06-25

Vivien Marx | Nature Methods

A Non-evolutionary View on Scientist’s Behavior

2025-06-25

Juri Plusnin | Science management theory and practice

The problem of professional motivations of scientists’ activity, their style of behavior in science and the preceding choice of a life path is discussed from the perspective of the concept … The problem of professional motivations of scientists’ activity, their style of behavior in science and the preceding choice of a life path is discussed from the perspective of the concept of invariance of psychobiological bases of behavior. The author substantiates the assertion that the nature of the scientist (their personality type, behavior style and motivational structure) is immutable and hereditarily determined. The article presents data based on empirical studies of behavior strategies and styles of academic researchers of several professional generations. A typology of the scientist’s personality is proposed. It is built on the grounds of (a) a motivation for scientific activity – “guild workers”, “presenters” or “superfluous people”, (b) psychophysiological traits inherent in the ideal scientist – “polymath” or “specialist”. An attempt is made to empirically substantiate the phenomenon of the involuntary choice of “path to science”, conditioned by the manifestation of certain traits of temperament and character.

MUSINGS ON SCIENCE

2025-06-24

| Anthem Press eBooks

A Roadmap (5 Ps) for Completion of an Educational Research Project

2025-06-23

Bani M. Ratan , Sanika Rane , Nital Appelbaum | Academic Medicine

While education research often necessitates a structured approach to project completion, there is little guidance on how to systematically engage with a mentee through the process.1 This guide, utilizing 5 … While education research often necessitates a structured approach to project completion, there is little guidance on how to systematically engage with a mentee through the process.1 This guide, utilizing 5 Ps (prepare, plan, project, present, publish), is a step-by-step approach to completing an educational research project, highlighting the iterative process of project development and the importance of multiple phases to build foundational knowledge and produce effective scholarship.

Collective beliefs and the nature of scientific knowledge

2025-06-23

Ediovani Antônio Gaboardi | Philósophos - Revista de Filosofia

The aim of this article is to understand the relationship between collective beliefs and science. The article brings together Margaret Gilbert’s non-summative conception of collective beliefs and Thomas Kuhn’s notion … The aim of this article is to understand the relationship between collective beliefs and science. The article brings together Margaret Gilbert’s non-summative conception of collective beliefs and Thomas Kuhn’s notion of disciplinary matrix. Gilbert argues that members of a scientific community can collectively accept certain beliefs that they do not hold individually. This occurs due to the joint commitments assumed by group members, which make scientific communities resistant to change. This phenomenon aligns with Kuhn’s description of normal science, in which members of a scientific community adhere to a disciplinary matrix composed of symbolic generalizations, metaphysical assumptions, values, and exemplary cases. These elements can be considered collective beliefs that constrain researchers’ critical attitudes, reducing their work to puzzle-solving. However, Kuhn also asserts that the disciplinary matrix, although inherently conservative, is fundamental to the development of science, as it itself fosters the emergence of anomalies that can stimulate scientific revolutions.

Interdisciplinarity, betrayal, and the ethics and purpose of (environmental) research

2025-06-23

Paige West , Liana Chua , Julia Sauma | Routledge eBooks

How many PhDs does the world need? Doctoral graduates vastly outnumber jobs in academia

2025-06-22

David Kwon | Nature

Reimagining High School English Teaching Through an Interdisciplinary Lens

2025-06-20

Tianqi Kang | International journal of education and social development.

In the era of competency-based education reform, the limitations of siloed, single-subject instruction have become increasingly apparent. Interdisciplinary teaching offers a compelling alternative, especially in English classrooms where language intersects … In the era of competency-based education reform, the limitations of siloed, single-subject instruction have become increasingly apparent. Interdisciplinary teaching offers a compelling alternative, especially in English classrooms where language intersects naturally with history, science, technology, and the arts. Drawing on classroom experience, curriculum standards, and project-based practices, this paper explores how English teaching at the senior high school level can be restructured to promote deeper learning, meaningful application, and the development of global competencies. It also examines practical challenges in implementation and offers concrete suggestions to support teachers and schools transitioning toward more integrated forms of instruction.

Towards Convivial Sciences; Uniting Strands of Critical Inquiry

2025-06-20

Ephraim Pörtner , Tamara Lebrecht | oekom verlag eBooks

Research-to-action multidisciplinary projects: an undergraduate convergence research course

2025-06-19

Kimberly Bourne , Jay Rickabaugh , Mike Hambourger +6 more | Humanities and Social Sciences Communications

Comparative Area Studies in the Great Brain Race

2025-06-19

Ariel I. Ahram , Connie Stovall | Oxford University Press eBooks

Abstract This chapter considers the role of area studies and comparative area studies in the “great brain race” (Wildavsky 2012) in higher education—efforts to attract students, faculty, and funding from … Abstract This chapter considers the role of area studies and comparative area studies in the “great brain race” (Wildavsky 2012) in higher education—efforts to attract students, faculty, and funding from around the world and, in turn, to offer globally relevant curricula, training, and research. Ironically, even as universities seek to compete around the globe, traditional modes of area studies face intellectual and fiscal challenges. This chapter considers how institutional arrays (centers, departments, institutes, etc.) support or inhibit creative collaboration between area studies and social sciences. Many chief internationalization officers overlook or dismiss area studies in their planning. The chapter presents original data on administrative interaction, curricular overlap, and collaborative research among area studies centers and social science departments in the United States. It shows that some American universities are uniquely poised to adopt and implement CAS’s rubric of cross-regional comparison, not just for individual scholars but as a broader program for international studies. Such programming builds on existing infrastructure while facilitating new connectivity and linkage between interdisciplinary area studies centers and between those centers and social science departments.

Curating complexity

2025-06-19

Daniel Martin | Routledge eBooks

Why is diversity important for science?

2025-06-19

Constanza Rojas-Molina | European Mathematical Society Magazine

Design principles-based activities and assignments to enhance undergraduates’ interdisciplinary learning

2025-06-18

Gaoxia Zhu , Tianlong Zhong , Guangji Yuan +4 more | Active Learning in Higher Education

Engaging undergraduate students in interdisciplinary learning (i.e., integrating disciplines to solve problems or create novel insights) is crucial for equipping them to tackle complex, real-world problems. Despite the importance, limited … Engaging undergraduate students in interdisciplinary learning (i.e., integrating disciplines to solve problems or create novel insights) is crucial for equipping them to tackle complex, real-world problems. Despite the importance, limited empirical research has studied how to design activities and assignments to foster undergraduates’ interdisciplinary learning. To address the gap, we synthesized four design principles (i.e., authentic scenarios, boundary-crossing between disciplines, interdisciplinary collaboration, and cognitive advancement) by drawing on critical characteristics of interdisciplinary learning to guide the design of interdisciplinary learning activities and assignments. Through a quasi-experiment, we evaluated the effectiveness of the design by examining the interdisciplinary learning quality demonstrated in the weekly posts (i.e., notes posted on a digital collaborative platform Miro) and final essays of students in the experimental (principle-based design) and comparison conditions (routine design). We found that the online posts and essays of the experimental condition showed greater levels of diversity and integration; online posts of the experimental condition showed significantly greater disciplinary grounding than those in the comparison condition; essays of the experimental condition showed greater cognitive advancement, suggesting the effects of the design. Weekly feedback suggested that participants in the experimental condition provided more positive responses and offered more suggestions to increase engagement, interaction and conceptual understanding. This study contributes to the field by synthesizing actionable design principles and providing empirical evidence for the effectiveness while underscoring the need to improve the integration dimension further.

Collaborative, Interdisciplinary and Student-Led Approaches in Undergraduate Research, Teaching, and Learning

2025-06-18

Ariyaporn Haripottawekul , Li‐Qiong Wang | Athens Journal of Education

Over the past decade, education literature has extensively discussed collaborative, student-led, and interdisciplinary methodologies. Despite numerous studies on these aspects of education, concrete examples integrating all three elements are scarce. … Over the past decade, education literature has extensively discussed collaborative, student-led, and interdisciplinary methodologies. Despite numerous studies on these aspects of education, concrete examples integrating all three elements are scarce. Chemistry and Art, a course developed at Brown University, addresses this gap by integrating all three methodologies into one practical educational setting. Utilizing the Karen T. Romer Undergraduate Teaching and Research Award (UTRA) Program, this student-centered course involves students as co-creators, enhancing the curriculum through their unique perspectives. Students also lead original research, the outcomes of which directly translate into teaching materials for the course. The course employs a case study method, traditionally used in professional schools, to engage students with real-life cases, fostering critical thinking and problem-solving skills. This method includes hands-on laboratory activities linked to lecture content, enriching the learning experience through active, student-led discovery and facilitated research. Taught by faculty from diverse disciplines, the Chemistry and Art course and its development demonstrate the positive impact of combining methodologies on student engagement and educational outcomes. Despite its success, methods used to create this course face challenges such as scalability in larger classes and resource limitations for student-led research. Future directions include developing comprehensive assessment tools, scaling activities for larger groups, and expanding interdisciplinary outreach. This adaptable model can be implemented in various undergraduate institutions, promoting student-led outcomes, collaboration, interdisciplinary learning, and effective integration of case studies into courses. Keywords: Collaborative Education, Student-led Learning, Interdisciplinary Methodologies, Case Study Approach, Higher Education

Conceptualising a PhD topic: navigating my way through academia

2025-06-17

Muhammad Ajmal Azad | Policy Press eBooks

Knowledge Battlegrounds: Navigating Security Imperatives in Global Academia

2025-06-16

Alma Maldonado-Maldonado | International Higher Education

The role of interdisciplinary integration in medical education

2025-06-16

Bingxin Chen , Xinyun Yang , Hui Wang | Medical Teacher

Boosting Physics’ Engagement

2025-06-16

Alphayo Abacha Ocholla , Catherine M. Aurah , Raphael Ongunya | Jumuga Journal of Education Oral Studies and Human Sciences (JJEOSHS)

This article evaluates the impact of an electronic practical workbench on students’ attitude towards physics, as compared to the traditional teaching methods in Kenyan secondary schools. Recognizing that physics is … This article evaluates the impact of an electronic practical workbench on students’ attitude towards physics, as compared to the traditional teaching methods in Kenyan secondary schools. Recognizing that physics is often perceived as conceptually difficult and hindered by outdated or insufficient lab equipment, the article explores how hands-on activities influence students’ interest and understanding. A quasi-experimental design with pre-test and post-test assessments is used, involving non-equivalent groups of Form Three students. Key findings reveal that students engaged in electronics-based practical work show significantly improved motivation, interest, and conceptual understanding of physics compared to those taught through conventional methods. These results suggest that integrating modern electronics experiments effectively bridges theoretical concepts with real-world application, fostering a more positive perception of the subject. The article concludes that hands- on electronics activities enhance physics learning and recommends greater teacher involvement in curriculum design and professional training in practical physics instruction

Becoming amphibious: scientists’ identities and affective relations in the swamp of computational biology

2025-06-16

Liron Shani , Talia Fried , Michael M. J. Fischer | Science as Culture

Navigating the research landscape: How paradigms shape health professions education research

2025-06-15

Meredith Young , Lara Varpio | Medical Education

Abstract Context The rich and varied landscape of Health Profession Education (HPE) research includes many different approaches to research practice, often reflecting different research paradigms and different ontological, epistemological and … Abstract Context The rich and varied landscape of Health Profession Education (HPE) research includes many different approaches to research practice, often reflecting different research paradigms and different ontological, epistemological and axiological positions. The coexistence of different approaches to research practice and the valuing of interdisciplinary research means those conducting research in HPE must not only be able to situate their work within this landscape but also have an appreciation of similarities and differences across research practices in order to conduct or engage with interdisciplinary scholarship. To support HPE scholars and researchers in navigating the interdisciplinary HPE research landscape, we provide an overview of six paradigms used in HPE research and provide several means through which to compare and contrast their attributes. Method Using a metaphor of mapping the HPE research landscape, we present three maps through which to examine the similarities, differences and areas of overlap across six key paradigms in HPE research. Focusing on the ontological, epistemological and axiological elements of these different paradigms, we provide an opportunity for readers to consider these paradigms concurrently. Discussion These three means of mapping can be reflective aids for those engaging in HPE research; allowing for a nuanced consideration of ontological, epistemological and axiological position for a given research practice. Having an understanding of research practices and approaches that span multiple paradigms can help support individual scholars to situate their work within the HPE landscape and help research teams engaging in interdisciplinary research navigate important paradigmatic differences. We hope that these maps provide tools and terminology to better navigate research landscapes while recognizing that maps can never accurately reflect the full complexity, nuance and detail of the territory.

Collaboration and conflict: structural causes and researcher responses in university STEM labs

2025-06-14

Su‐Jung Shin , S. J. Park , Minsu Ha | Research Square (Research Square)

<title>Abstract</title> University STEM laboratories are spaces where collaboration is essential, yet structural tensions frequently arise. This study analyzes the structural causes of conflict that emerge during collaborative processes in university … <title>Abstract</title> University STEM laboratories are spaces where collaboration is essential, yet structural tensions frequently arise. This study analyzes the structural causes of conflict that emerge during collaborative processes in university STEM labs and explores how researchers respond to these tensions. Grounded in conflict theory and conflict management models, the study developed analytical categories and systematically coded interview data from 13 researchers. The analysis was structured through the theoretical lens of contingency theory, with the aim of identifying how five structural categories—role ambiguity, resource scarcity, hierarchical power imbalances, goal misalignment, and insufficient communication—manifest as conflict within the specific institutional contexts of university STEM labs. Researchers adopted a range of strategies to address these conflicts, including avoidance, accommodation, compromise, and competition, depending on their positionality and institutional circumstances. This study conceptualizes collaborative conflict not as a matter of interpersonal misunderstanding but as a phenomenon rooted in structural contexts, and it proposes institutional and organizational reforms to support fairer and more sustainable collaboration in academic research environments.

How I made academic writing work for me

2025-06-11

Sylvia de Mars | Northern Ireland Legal Quarterly

This is the ninth contribution to NILQ's Reflections on Writing series. This is the ninth contribution to NILQ's Reflections on Writing series.

Cultural barriers to interdisciplinary research collaboration: evidence from Australia

2025-06-11

Joshua Newman | Humanities and Social Sciences Communications

The Process of Transforming Interdisciplinarity Perception Through Research Activities in an Interdisciplinary Department

2025-06-10

Go Shoji , Shigeto Ozawa | Proceedings.

Generative AI-Supported Collaboration in Interdisciplinary Research Practice

2025-06-10

Shotaro Naganuma , Tsubasa Minematsu , Kana Matsueda +1 more | Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference

Designing Scientific Practices Through Exploration, Collaboration, Creation, and Reflection: A Multi-Layered Model

2025-06-10

Xueqi Feng , Yuqin Yang , Carol K. K. Chan +1 more | Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference

Taking a Scientist Perspective: Constructing Science Identities through Embodied Modeling

2025-06-10

Selena Steinberg , Joshua Danish | Proceedings.

Toward a Collective Understanding of Designing STEM Learning for Equity and Justice

2025-06-10

Symone Gyles , Veronica Cassone McGowan , Elizabeth Starks +3 more | Proceedings.

Thematic Issues: Three Design Models to Address The Challenge of a New Interdisciplinary Course

2025-06-10

Selma Hamdani , Elizabeth S. Charles , Annie-Hélène Samson +2 more | Proceedings.

Long and Winding Road to Coconstructing Knowledge in Design-Based Research Practice Partnerships

2025-06-10

Moshe Barak | Proceedings.

Interdisciplinary Teaching and Learning in the Humanities: How it Might Go Wrong

2025-06-10

Etan Cohen , Nurit Novis‐Deutsch | Proceedings.

Exploring Students’ Interdisciplinary Collaborative Learning Outcomes and Processes with Varying Degrees of Knowledge Heterogeneity

2025-06-10

Guo Su , Wenli Chen , Gaoxia Zhu +2 more | Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference

Knowledge and Agency: The Reciprocal Development of Interdisciplinary Teaching Practice

2025-06-10

Vered Resnick , Yifat Ben‐David Kolikant | Proceedings.

Assessing Student Attitudes and Understanding of Interdisciplinarity: Introducing the SATIS Survey

2025-06-10

Annie-Hélène. Samson , Mathilde Hitier , Selma Hamdani +7 more | Proceedings.

A Scoping Review of Interdisciplinary Learning Research in Higher Education Contexts

2025-06-10

Shotaro Naganuma , Go Shoji , Jun Oshima | Proceedings.

Building Transdisciplinary Research and Curricula: A Model for Developing Cross-Disciplinary Communities Among Faculty in Higher Education

2025-06-10

Catherine Amelink , Todd E. Nicewonger | Trends in Higher Education

Knowledge and problem-solving approaches that span disciplinary boundaries and involve diverse communities are foundational aspects of transdisciplinarity. Transdisciplinary approaches in research efforts are needed to address complex problems of global … Knowledge and problem-solving approaches that span disciplinary boundaries and involve diverse communities are foundational aspects of transdisciplinarity. Transdisciplinary approaches in research efforts are needed to address complex problems of global importance. At the same time education systems should be preparing graduates to enter the workforce with complex problem-solving skills. Students need to have learning experiences that allow for the acquisition of cross-disciplinary systematic reasoning if they are expected to engage in addressing these complex problems. Recent reports have underscored the need to create university structures and incentives that allow for dynamic and responsive approaches to this global need for transdisciplinary discovery and learning efforts; however, little is known about the efficacy of the approaches and models that have been implemented to create large-scale change in higher education and how they help in achieving transdisciplinary goals. Through an ethnographic case study analysis, this paper examines how a faculty-led community of practice model is being used to build transdisciplinary research capacity and transdisciplinary curricula at a Research I university. Given the unique nature of this transdisciplinary community of practice model, this qualitative and descriptive study sought to examine what elements of the model facilitated faculty participation in transdisciplinary research and curricular efforts. More specifically, this study intended to respond to recent calls to better understand the systematic approach that would need to be employed by higher education institutions if they are adequately engaging faculty in addressing complex problems in their research efforts, as well as engaging faculty in the adequate development of the future workforce through pedagogical transdisciplinary approaches. The findings indicate that the transdisciplinary community of practice model is useful for initially motivating and incentivizing faculty participation. The results also indicate that the inclusive internal support networks that were part of the model facilitated faculty engagement.

Sustainability in Doctoral Education? A Student-Experience Perspective

2025-06-10

Maija Taka , Hanna Aarnio , Jaana Suviniitty +1 more | Proceedings.

Advancing Ecological Conceptualizations of Learning through Studying World-Making Practices in Interdisciplinary Education

2025-06-10

Lina Markauskaitė , Baruch B. Schwarz , Nurit Novis‐Deutsch +7 more | Proceedings.