Relevant bibliographies by topics / Cross-disciplinarity

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cross-disciplinarity'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Cross-disciplinarity"

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Mobjörk, Malin, Camilla Berglund, Mikael Granberg, and Magnus Johansson. "Sustainable development and cross-disciplinary research education: Challenges and opportunities for learning." Högre utbildning 10, no. 1 (2020): 76. http://dx.doi.org/10.23865/hu.v10.1942.

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It is widely accepted that cross-disciplinarity influences education in issues of sustainability and sustainable development. However, despite a large body of research on cross-disciplinarity, less attention has been given to how it shapes research education. Research education is a formative phase in a researcher’s intellectual development and this article considers the whole research education process, including both its formal and informal aspects. It explores this arena and builds on the experiences of PhD candidates engaged in research education characterised by cross-disciplinarity in the realm of sustainable development. Drawing on pedagogical research on socialisation, this article examines how research education is organised in four research milieus and the experiences of PhD candidates pursuing their education in these learning contexts. The aim is to provide insights into how these research milieus can facilitate future cross-disciplinary research education on sustainable development. The analysis finds that in research milieus that provide courses and seminars about cross-disciplinarity, PhD candidates are more confident in situating their own research. The engagement of senior staff and supervisors in these activities is also key to develop a conceptual apparatus and building the capacity to interact with different disciplines and practitioners. Furthermore, the findings show the importance of communicating about cross-disciplinarity throughout the research education process, starting when PhD candidates are recruited and supervisors are appointed.
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Hinze, Sybille. "Collaboration and cross-disciplinarity in autoimmune diseases." Scientometrics 46, no. 3 (November 1999): 457–71. http://dx.doi.org/10.1007/bf02459604.

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Wu, Jianguo (Jingle). "Landscape Ecology, Cross-disciplinarity, and Sustainability Science." Landscape Ecology 21, no. 1 (January 2006): 1–4. http://dx.doi.org/10.1007/s10980-006-7195-2.

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Gutt, J., E. Isla, A. N. Bertler, G. E. Bodeker, T. J. Bracegirdle, R. D. Cavanagh, J. C. Comiso, et al. "Cross-disciplinarity in the advance of Antarctic ecosystem research." Marine Genomics 37 (February 2018): 1–17. http://dx.doi.org/10.1016/j.margen.2017.09.006.

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Reckinger, Rachel, and Christian Wille. "Situative Interdisciplinarity: Empirical Reflections on Ten Years of Cross-Disciplinary Research." Academic Journal of Interdisciplinary Studies 7, no. 3 (November 1, 2018): 9–34. http://dx.doi.org/10.2478/ajis-2018-0055.

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Abstract Given the current call for interdisciplinarity, we reflect on pragmatic methodological implementations of collaborative research – by drawing on empirical evidence from two large-scale cross-disciplinary research projects and by theoretically framing them in trilingual contexts (German, French, and English). These are two major innovations compared to the existing body of literature in this domain. Our empirical analysis shows that multi-, inter- or trans-disciplinary collaboration is an oscillating process along a spectrum of cross-disciplinarity – spanning additive, converging and synthesizing work patterns, i.e. multi-, inter-, and transdisciplinarity. Such an umbrella-term avoids the common amalgamation of ‘interdisciplinarity’ as the overarching category (cross-disciplinarity of whatever form) and one of the relevant subcategories (the specific work form that a research team chooses). Concretely, if the majority of methods are developed through communal negotiation processes, then a truly interdisciplinary analysis of research results can only be guaranteed through recursive self-reflexive loops. Initial research questions may still be additive and interactions can oscillate during the project process between addition und tentative convergence. We label this process situative interdisciplinarity. Multi-, inter- and transdisciplinarity are thus subsumed as a processual entity: flexible, possibly hybrid subforms of cross-disciplinarity. It needs constant reactivation, framing, timing and mediation by project managers. The major challenge lies in the collaborative transfer of concepts, theories, methods and research subjects. This transfer requires translation, explication and transposition of the various disciplinary ‘languages’ and can only be converged in an open-minded, team-oriented and reflexive work environment.
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Ramsgaard Thomsen, Mette. "Radical cross-disciplinarity: laying the foundations for new material practices." Construction Robotics 3, no. 1-4 (November 14, 2019): 11–22. http://dx.doi.org/10.1007/s41693-019-00023-7.

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Sokolovskiy, Sergei V. "The future of anthropology: cross-, inter-, multi-, trans-, a-, or post-disciplinarity?" Sibirskie istoricheskie issledovaniya, no. 4 (December 1, 2016): 12–29. http://dx.doi.org/10.17223/2312461x/14/2.

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HENNESSY, CATHERINE HAGAN, and ALAN WALKER. "Promoting multi-disciplinary and inter-disciplinary ageing research in the United Kingdom." Ageing and Society 31, no. 1 (September 17, 2010): 52–69. http://dx.doi.org/10.1017/s0144686x1000067x.

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ABSTRACTMulti-disciplinary and inter-disciplinary working has for long been advocated in gerontology, and sometimes contested. Although collaboration between disciplines is common practice in many areas of ageing research, much remains to be done to develop and support such work. Internationally, funding agencies, scientific associations and other stakeholders in ageing research are actively involved in establishing the methods and means to promote cross-disciplinary co-operation in the field. In the United Kingdom (UK) since the late 1990s, the statutory Research Councils with key interests in ageing and older people have been actively pursuing research programmes that feature multi-disciplinarity and inter-disciplinarity. The National Collaboration on Ageing Research (NCAR), a partnership among four of the Research Councils to stimulate cross-disciplinary collaboration, worked with scientists, funding bodies, and research users to develop approaches to multi- and inter-disciplinary research, and their work informed the New Dynamics of Ageing (NDA) Programme, a major cross-Research Council programme of multi-disciplinary research which spans the social, medical, biological and engineering sciences and the arts and humanities. Drawing on the authors' participation in these activities, this article reviews key developments in the promotion of multi-disciplinary science on ageing in the UK and highlights how this is being pursued in the NDA Programme.
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Sumner, Andy, and Michael Tribe. "Development studies and cross-disciplinarity: Research at the social science-physical science interface." Journal of International Development 20, no. 6 (August 2008): 751–67. http://dx.doi.org/10.1002/jid.1494.

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O'Shea, Janet. "It Matters How You Move: An Ethnographic Memoir on Collaboration Between Dance Studies and Neuroscience." Dance Research Journal 49, no. 3 (December 2017): 6–23. http://dx.doi.org/10.1017/s0149767717000328.

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This essay reflects on a collaboration between a neuroscientist and a dance scholar that took the form of a scientific study testing the cognitive benefits of Filipino martial arts (FMA). This piece reflects on the collaboration as it raised methodological issues regarding disciplinarity and cross-disciplinary exchange. This discussion extends to an examination of the intellectual underpinnings and assumptions of the sciences and the humanities, signaling where they can meet and why it is not only productive but also imperative that they do so.
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Dissertations / Theses on the topic "Cross-disciplinarity"

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Marfella, Claudia. "Art, industrial design, science and popular culture : modernism and cross-disciplinarity in Italy and Great Britain, 1948-1963." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/33746/.

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Conceived inside a chronological frame, which starts in 1948, the year the Institute of Contemporary Arts in London founded, and ends in 1963, when Gillo Dorfles wrote a crucial essay on industrial design, concluding more than a decade of discussions, the thesis aims to examine some artistic and cultural phenomena identified in Italy and Great Britain, and seen as the acknowledgement or as the reaction to modernity. Topics and fields taken in consideration within the thesis are technology, science (fact and fiction), vision of the future, the relationship between arts and the awareness of industrial design as a new discipline. All these aspects, that might seems unusual in relationship with visual arts, are perceived as the expression of a second phase of Modernism. The British personalities included in the thesis are Reyner Banham, Richard Hamilton, Nigel Henderson, John McHale, Eduardo Paolozzi, Alison and Peter Smithson, all members of the Independent Group. With the presence of architects, visual artists, photographers, critics and, in a broader sense, designers, the group encompassed a variety of popular interests, with the inclusion of mass‐produced goods. The Italian figures presented in the thesis – Gillo Dorfles, Bruno Munari, Ettore Sottsass and Giuseppe Pinot‐Gallizio – focused on industrial design objects, viewed as a new artistic branch, to promote, to plan or to question. Other recurring figures analysed in the thesis are Max Bill, Asger Jorn and Tomás Maldonado, who give international connections to the themes and British and Italian personalities examined. In order to provide a wider understanding of the 1950s and their crucial function in the story of post‐war Europe, the thesis aims to emphasise the role played at different level by British and Italian visual artists, designers and critics, and explain the reasons that, in the following decade, would push Italy in its industrial miracle and Great Britain at the peak for its popular culture, pop music and fashion creativity.
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ZIMMERMANN, Anelise. "O ensino do desenho na formação em design gráfico: uma abordagem projetual e interdisciplinar." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18681.

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Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-04-27T19:34:27Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese Anelise Zimmermann 2016 C.pdf: 6249954 bytes, checksum: 655a6b7c96f05daf92167aab3c3a3a4f (MD5)
Made available in DSpace on 2017-04-27T19:34:27Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese Anelise Zimmermann 2016 C.pdf: 6249954 bytes, checksum: 655a6b7c96f05daf92167aab3c3a3a4f (MD5) Previous issue date: 2016-07-06
CNPQ
Esta pesquisa parte de questionamentos de sala de aula referentes às aplicações práticas do desenho nas atividades projetivas e, consequentemente, à importância de seu ensino em um curso de Design Gráfico. Essas questões levaram ao objetivo geral deste estudo, de elaboração de uma proposta de ensino de desenho na formação em design gráfico a partir do processo projetual e de uma abordagem interdisciplinar. Para tanto, foi definida a investigação de pesquisas contemporâneas em desenho referentes a definições, funções, taxonomias, pedagogias e práticas que abarcam a participação do desenho no percurso criativo, somadas a um estudo exploratório de ensino do desenho no curso de Design da Universidade Federal de Pernambuco. Essa investigação forneceu as bases teóricas e subsídios para o estudo e análise comparativa entre dois contextos de ensino do desenho: a Universidade do Estado de Santa Catarina, no Brasil, e a University of the Arts London, no Reino Unido. Para tanto, optou-se por métodos de pesquisa que permitissem a investigação teórica e prática do tema, incluindo situações de docência e observação discente. Desse modo, esta pesquisa foi definida como de natureza qualitativa, do tipo exploratório, com abordagem indutiva, incluindo o estudo de campo e o método comparativo. Para a coleta dos dados foram utilizados instrumentos variados, como a pesquisa bibliográfica e a pesquisa documental, a observação, entrevistas e diário de campo. As informações foram analisadas por meio do método da análise de conteúdo, com a categorização dos dados a partir do Modelo Sistêmico da Atividade (ENGESTRÖM, 1987) e do Modelo de Aprendizagem Expansiva (ENGESTRÖM, 1999). Essa análise forneceu as bases para a elaboração de uma proposta de ensino de desenho na formação em design gráfico, a qual é direcionada às variadas funções do desenho em design, estabelecendo relações entre disciplinas e o meio profissional na área. Por fim, as reflexões geradas indicaram a possibilidade de expansão das pesquisas em desenho aplicadas ao ensino do design gráfico no Brasil, bem como a importância dos estudos interdisciplinares.
This research involves issues raised while teaching drawing at a Bachelor Graphic Design Course, regarding its roles at the design activities and, therefore, its importance at the design education. Theses issues led to the aim of this study, the elaboration of the basis for a proposal of drawing foundation for Graphic Design courses in Brazil, considering the design process and a cross-disciplinary approach. Firstly, to achieve this goal, contemporary studies concerning drawing education were reviewed. They included definitions, roles, taxonomies, pedagogies and practices that comprise drawing as part of the creative process. The literature review was carried in parallel to an exploratory study at the Design Course of the Federal University of Pernambuco. This investigation provided theoretical and practical foundations for a comparative study between two drawing teaching contexts: the University of State of Santa Catarina, in Brazil, and the University of the Arts London, in the United Kingdom. Therefore, the research methods had the criteria of allowing a theoretical and practical study on the subject, including analysis of teaching experiences and observation of classes. Thus, this study has a qualitative, exploratory and inductive approach, wit a study field and a comparative study. The collection of data combined diverse instruments, such as bibliographical and documentary research, observation, interviews, and field diary. The analysis of the information was performed through the method of content analysis, with the categorization of data by the Activity System Model (ENGESTRÖM, 1987) and the Expansive Learning Model (ENGESTRÖM, 1999). This analysis established the basis for the development of the proposal of a drawing foundation, which considers the diverse roles of drawing through the design process and builds relationships between disciplines and professional fields. Finally, all these aspects indicated the possibility of the expansion of the research into drawing related to Bachelor Graphic Design Courses in Brazil, likewise the importance of the cross-disciplinary studies in this field.
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CHIA-CHIA, TSAI, and 蔡佳佳. "Dynamics and Cross-disciplinarity of Writing: a Study on Chun-Ming Huang’s Works Using Life History Approach." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/57599887184780492824.

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碩士
國立新竹教育大學
中國語文學系語文教學碩士班
102
Abstract This thesis studies Chun-Ming Huang`s literature works, cross-disciplinary arts and their interactions and mobilities using life course approach. We analyze Huang`s literature works in chronological order of his life course, and find the position and the meaning of Huang`s cross disciplinary arts accordingly. Huang expressed his thinking through novels. His writing field changed from rural village to city and switched back from city to rural village. It showed his own life course – the relationship between himself and his home town and the interactions between. In his essays, he revealed his long term philosophy and worries. It also showed the most direct mobility between his life course and art works. In the aspect of cross disciplinary arts, Huang returned to I-lan with rich life experiences and strong community sense. Starting from culture and history works, he set foot in integrated community development. Once again he explored the communities in I-Lan and, with a more matured view, found what I-Lan got and lost in its modernization. All these led to his promotion of arts in I-Lan. In prompting Huang’s cross disciplinary arts, he established “Huang Da Yu Children’s Drama Society” for child education, held “elegant literature audience” activities, published a bimonthly magazine “9 rounds 18 turns”. His arts were static or dynamic. He put the art activities in the public’s daily life and built a culture industry with Huang’s own mark. Combing all these together, researchers interpret Huang’s life course, literature works, cross discipline creation in a concentric circles relations. In Huang’s young age, he was saved by literature. In Huang’s middle age, he was a writer whom internalized the spirits of literature. In Huang’s old age, he worked cross discipline arts based on literature. All in all, Huang’s art is the realization of his emotion, and literature is the treasure of his life. It enriches his characters, gives him energy for all the cross discipline works, and helps him to fulfill his own utopia. Key words: Huang Chun-Ming, Cross Discipline, Literature, Life Course
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Chojna, Julia, Natalie Woltmann, Sander Münster, Kristina Friedrichs, Danilo Schneider, Markus Wacker, and Rainer Uhlemann. "'Dresdner Stadtgeschichte 3D'." 2018. https://ul.qucosa.de/id/qucosa%3A33233.

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The increasing awareness of the opportunities and possibilities of digitization in research and industry brings increased demands on graduates. The fact that digital resources are now cumulatively playing a role in the humanities and social sciences also necessitates the networking of various specialist disciplines. Cross-disciplinary project work, however, has its own challenges due to different subject cultures, perspectives and working methods. In order to adequately prepare students for these hurdles, the TU Dresden and the HTW Dresden (University of Applied Sciences) carried out a joint teaching project called “Dresdner Stadtgeschichte 3D”. Potentials and challenges were collected and analysed in a mixed method procedure in order to subsequently formulate didactic-conceptual implications.
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Books on the topic "Cross-disciplinarity"

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Ricci, Roberta, ed. Poggio Bracciolini and the Re(dis)covery of Antiquity: Textual and Material Traditions. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-6453-968-3.

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This collection draws strength from its cross-disciplinarity, featuring contributions by scholars who investigate Bracciolini's contribution to many fields of knowledge in the Western tradition, spanning across politics and historiography, material and print culture, philology and manuscript studies, calligraphy and palaeography. The essays touch upon intertwined aspects of early Renaissance in its recovery of the classical tradition where the concept of humanitas extends to the manuscript itself. “This distinguished collection of essays adds a wealth of scholarly detail to our understanding of the myriad-minded Renaissance humanist Poggio Bracciolini. And, in doing so, it also managed to capture much of the range and flavour of this extraordinary figure: his learning, his passionate interest in antiquity, his civic pride, and his brilliance in calligraphic design, as well as his ceaseless self-promotion , his enmities, his taste for obscenity, and his penchant for moralizing. Poggio's startling energy and the energy of the whole period course through these pages" (Stephen Greenblatt)
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Brydon, Diana. modes and models of postcolonial cross-disciplinarity. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199588251.013.0016.

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Design Education: Collaboration and Cross-disciplinarity - Proceedings of the 18th International Conference on Engineering and Product Design Education. The Design Society, 2016.

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Klein, Julie Thompson. Beyond Interdisciplinarity. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197571149.001.0001.

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Beyond Interdisciplinarity examines the broadening meaning, heterogeneity, and boundary work of interdisciplinarity. It includes both crossdisciplinary work (encompassing multi-, inter-, and trans-disciplinary forms) as well as cross-sector work (spanning disciplines, fields, professions, government and industry, and communities in the North and South). Part I defines boundary work, discourses of interdisciplinarity, and the nature of interdisciplinary fields and interdisciplines. Part II examines dynamics of working across boundaries, including communicating, collaborating, and learning in research projects and programs, with a closing chapter on failing and succeeding along with gateways to literature and other resources. The conceptual framework is based on an ecology of spatializing practices in transaction spaces, including trading zones and communities of practice. Boundary objects, boundary agents, and boundary organizations play a vital role in brokering differences for platforming change in contexts ranging from small projects to new fields to international initiatives. Translation, interlanguage, and a communication boundary space are vital to achieving intersubjectivity and collective identity, fostering not only pragmatics of negotiation and integration but also reflexivity, transactivity, and co-production of knowledge with stakeholders beyond the academy. Rhetorics of holism and synthesis compete with instrumentalities of problem solving and innovation as well as transgressive critique. Yet typical warrants today include complexity, contextualization, collaboration, and socially robust knowledge. The book also emphasizes the roles of contextualization and historical change while accounting for the shifting relationship of disciplinarity and interdisciplinarity, the ascendancy of transdisciplinarity, and intersections with other constructs, including Mode 2 knowledge production, convergence, team science, and postdisciplinarity.
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Book chapters on the topic "Cross-disciplinarity"

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Cat, Jordi. "On Fuzziness: Empiricism and Cross-Disciplinarity Unbounded." In On Fuzziness, 95–100. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35641-4_15.

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Donahue, Christiane. "Cross-Cultural Approaches to Writing and Disciplinarity." In Writing in the Disciplines, 14–29. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34451-8_2.

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"Cross-Disciplinarity." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 701. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_300363.

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"Cross-Disciplinarity." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 503. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3858-8_100206.

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"Cross-disciplinarity." In Encyclopedia of Sustainability in Higher Education, 356. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_300068.

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"Cross-Disciplinarity." In Ernesto Nathan Rogers. Bloomsbury Visual Arts, 2021. http://dx.doi.org/10.5040/9781350117440.ch-004.

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Ferdman, Bertie. "Cross-disciplinarity and Antitheatrical Historiographies of Performance Art." In The Methuen Drama Companion to Performance Art. Methuen Drama, 2020. http://dx.doi.org/10.5040/9781350057609.0009.

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Eythorsson, E., and C. Brattland. "New Challenges to Research on Local Ecological Knowledge: Cross-Disciplinarity and Partnership." In Fishing People of the North: Cultures, Economies, and Management Responding to Change, 131–52. Alaska Sea Grant, University of Alaska Fairbanks, 2012. http://dx.doi.org/10.4027/fpncemrc.2012.11.

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Klein, Julie Thompson. "Introduction." In Beyond Interdisciplinarity, 1–12. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197571149.003.0001.

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The Introduction establishes a framework for the book. Heeding Barry and Born’s admonition to map heterogeneity of interdisciplinarity, it accounts for activities associated with, but not entirely encompassed by, the keyword. The Introduction also situates interdisciplinarity in relation to two other concepts, disciplinarity and transdisciplinarity, as well as intersections with convergence, team science, Mode 2 knowledge production, wicked problems, and postdisciplinarity. The framework encompasses linguistic markers of meaning as well: including Pejoration (negative connotations), Amelioration (positive associations), Narrowing (restricted uses), and Broadening (expanded meaning). As a result, interdisciplinarity is a conflicted discourse. Claims range from epistemology and methodology to social justice and product innovation. The introduction also introduces a dual focus on crossdisciplinary work (encompassing multi-, inter-, and trans-disciplinarity) and cross-sector work (bridging academic, governmental, industrial, and communities in the North and Global South). Finally, it defines two methodological approaches: boundary work and triangulation of rhetorical, sociological, and historiographical analyses.
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Dolezel, Michal, and Alena Buchalcevova. "A Framework for Analyzing Structural Mechanisms Deployed to Support Traditional and Agile Methods." In Advances in Systems Analysis, Software Engineering, and High Performance Computing, 205–27. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4165-4.ch011.

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People rely on structures to make their worlds orderly. This chapter conceptually probes into the problem of the differences between organizational structures deployed in traditional and agile environments. The authors develop an argument that all common forms of organizational entities can be classified by involving a two-dimensional classification scheme. Specifically, they constructed a typology to examine the issues of formal vs. informal authority, and disciplinarity vs. cross-functionality in terms of their significance for traditional and agile software development workplaces. Some examples of concrete organizational forms—including traditional project team, independent test team, self-organizing agile team and developers' community of practice—are discussed. In sum, they argue that by employing this classification scheme, they can theorize the nature of the on-going structural shift observed in conjunction with deploying agile software development methods. They acknowledge that the structures have fundamentally changed, terming the move “democratization” in the software development workplace.
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Conference papers on the topic "Cross-disciplinarity"

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Ross, Eve. "Facilitating multi-disciplinarity, cross cultural collaboration in architectural and urban design." In Industrial Engineering (CIE39). IEEE, 2009. http://dx.doi.org/10.1109/iccie.2009.5223747.

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Marshall, John, Max Shtein, and Karl Daubmann. "Smartsurfaces: A Multidisciplinary, Hands -on Think Tank." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.5.

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New design practices are emerging that span multiple traditional disciplinary boundaries. As these new models of practice manifest, new pedagogies also become necessary, often challenging both existing educational models and institutional constraints as a result. Gibbons, et al1 questioned the adequacy of traditional disciplinary structures within universities in the context of broader social, technological and economic contexts. The Association of American Colleges and Universities have argued that universities need to change their practices to develop students as “…integrative thinkers who can see connections in seemingly disparate information and draw on a wide range of knowledge to make decisions.”2 The National Academies have recommended, “…students should seek out interdisciplinary experiences, such as courses at the interfaces of traditional disciplines…”3 and that “…schools introduce interdisciplinary learning in the undergraduate environment, rather than having it as an exclusive feature of the graduate programs.”4 As indicated above, there has been much calling for cross-disciplinarity in education but to date there has been little investigation on the impact of cross-disciplinary courses on learning, especially in comparison to teaching that is more discipline-specific. For educators a central question arises: How do we prepare students to be extra-disciplinary thinkers and doers with “habits of mind”5 that prepare them to make the sort of hybrid responses that complex performance problems demand?
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You might also be interested in the extended bibliographies on the topic 'Cross-disciplinarity' for particular source types:
Journal articles
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