Let’s embark on an imaginative journey to the year 2100, where the boundaries of humanity extend to Mars. This ambitious undertaking demands technical expertise and embodies the true essence of interdisciplinary collaboration. Our mission: establish a self-sustaining colony on the Red Planet. This requires the seamless integration of knowledge and skills across various disciplines to address Mars’s multifaceted challenges.
Space scientists and engineers collaborate on spacecraft design, propulsion, and landing systems, recognizing the synergy essential for safe human transport. Astrobiologists explore Mars’s potential for life, acknowledging inseparable connections between Martian environments and Earth-based life. Astronomers contribute insights into celestial phenomena affecting the Mars colony, while environmental engineers and material scientists design sustainable life support systems tailored to the harsh Martian conditions. This partnership between disciplines ensures the sustainability of life on Mars.
Meanwhile, botanists and psychologists closely collaborate to address the psychological and ecological aspects of the Mars colony. Together they explore innovative ways to grow plants on Mars, providing sustenance, and psychological well-being to the colonists, who rely on green life to combat isolation, stress, and confinement. Energy experts are at the forefront of innovation, designing and implementing energy systems for power generation on Mars. Their interdisciplinary approach incorporates the work of both solar panel designers and nuclear reactor engineers, seeking solutions that optimize energy generation while adapting to the unique Martian conditions.
At the heart of it all, experts in policy and governance collaborate to establish a legal framework and rules for the Mars colony. Their work goes beyond merely addressing property rights and resource utilization: it encompasses the governance structure essential to the long-term success of this interplanetary endeavor. Ethicists form an integral part of the interdisciplinary team, grappling with the moral and ethical dilemmas intrinsic to Mars colonization. Their expertise ensures that the journey to Mars is technically sound and ethically responsible, as they ponder the potential harm to Martian ecosystems and consider the broader impact on Earth.
This journey begins not only on the Martian surface but right here on Earth, in our universities. The role of interdisciplinary teaching and learning in these institutions is pivotal in shaping the minds of future pioneers and visionaries who will propel us to Mars. In this vision of the year 2100, the endeavor to establish a colony on Mars is a testament to the profound power of interdisciplinary collaboration, where experts from various fields unite their knowledge and insights to address multifaceted challenges. It is not merely a matter of expertise from different disciplines but a collective effort that propels humanity into the cosmos, paving the way for a sustainable future on another planet.
Interdisciplinary Studies: Breaking Boundaries for Comprehensive Learning
Interdisciplinary studies, as an approach to education, research, and problem-solving, break down traditional boundaries between academic fields, encouraging collaboration and integration of knowledge from diverse areas. It facilitates the comprehension of complex issues and equips students with the skills needed for complex jobs in STEM and the humanities (Spelt et al., 2009; Kezar & Elrod, 2012).
Teaching interdisciplinary research practices has gained attention in higher education, shifting from primarily focusing on modeling interdisciplinary research to explicitly addressing how and why interdisciplinary research should be performed (Szostak, 2007). Interdisciplinary studies prepare students for the challenges of a globalized world, where interconnected problems demand multidisciplinary solutions.
Impacts of Interdisciplinary Approach to Teaching
An interdisciplinary approach to teaching aims to integrate multiple disciplines’ perspectives, methodologies, and knowledge to provide a more comprehensive and holistic treatment of key topics or issues (Ivanitskaya et al., 2002). This enhances students’ critical thinking, knowledge integration, and problem-solving abilities. Additionally, it encourages collaboration, teamwork, and effective communication among students and faculty from various disciplines (Weinberg & Harding, 2004). An interdisciplinary approach helps students challenge assumptions, gain diverse perspectives, and develop a deeper understanding of complex issues. Students can acquire integrated perspectives and solution-focused strategies through interdisciplinary learning, which contributes to their intellectual and personal growth.
Interdisciplinary education has positively impacted students’ academic and career outcomes. Research suggests that high school and university students who employ interdisciplinary approaches tend to achieve as well or better academically (Campbell & Henning, 2010). Interdisciplinary learning allows students to acquire integrated perspectives and solution-focused strategies, leading to deeper assimilation of knowledge, the development of metacognitive skills, and critical thinking (Ivanitskaya et al., 2002). Students exposed to interdisciplinary learning experiences are more likely to be retained as majors and gain preparation for successful careers in the 21st century.
Addressing Challenges for Interdisciplinary Teaching
Despite these benefits, interdisciplinary programs in higher education institutions face various challenges. Difficulty in recognizing and supporting diverse faculty and student experiences and knowledge, logistical hurdles related to different academic schedules, student availability, faculty compensation (Weinberg & Harding, 2004) and competition with departmental interests and disciplinary turf, and departmental teaching obligations hindering the time available for interdisciplinary teaching (Kezar & Elrod, 2012). Both examples are challenges associated with interdisciplinary teaching.
Institutions have implemented various strategies to address these challenges, like aligning interdisciplinary learning with institutional goals and conducting campus-wide dialogues to diffuse departmental resistance. Some have created policies to reduce the expense and faculty time devoted to team teaching, such as developing the expertise within existing faculty or hiring faculty with interdisciplinary backgrounds.
Faculty members can be better supported in developing and teaching interdisciplinary courses through various strategies. One approach is for higher administration, deans, and faculty to commit to an interdisciplinary agenda and review course syllabi for evidence of interdisciplinary focus. Faculty development seminars can also be conducted to share best practices in incorporating interdisciplinary knowledge. However, challenges arise due to limited time within established course requirements and the need for discipline-specific faculty to convey the strengths and concerns of other disciplines accurately.
To address these challenges, campuses can create policies to reduce faculty time devoted to team teaching, such as developing guidelines for interdisciplinary hires or hiring faculty with interdisciplinary backgrounds. Incentives and rewards are crucial to sustain faculty involvement in interdisciplinary initiatives, including course release, additional funding for course creation, full credit for team teaching, and recognition at annual events.
Assessment in Interdisciplinary Teaching
Assessment is another important aspect in which creating and studying experimental courses, can demonstrate interdisciplinary learning. Crucial for evaluating the effectiveness of the approach, experimental courses offer a unique opportunity to assess multidimensional outcomes, including the integration of disciplinary knowledge, development of critical thinking, real-world application, and continuous improvement through diverse methods that align with the holistic goals of interdisciplinary education (Caspersen et al., 2017; Liu et al., 2012). Additionally, establishing transparent financial policies, providing structural support and resources, and involving interdisciplinary faculty in budget and governance meetings can further support faculty in developing and teaching interdisciplinary courses. Finally, both on and off-campus networks can play a valuable role in inspiring and informing faculty in their interdisciplinary endeavors, providing guidance, leadership approaches, and strategies to overcome barriers (Kezar & Elrod, 2012; Weiberg & Harding, 2004).
Applications of Interdisciplinary Approach to Teaching
Real-life anecdotes can be incorporated into a multidisciplinary approach to encourage critical disciplinary awareness. Real-life examples can illustrate how research from different disciplines can be limited or skewed. For instance, cases where a simplistic interpretation of statistical research were used to manipulate public opinion or change public policy inappropriately (Woods, 2011). Another approach is contextualizing, conceptualizing, and problem-centering: By drawing upon different disciplines and real-world problems, teachers can provide students with a broader context and encourage them to explore practical solutions (Nikitina, 2006). Noteworthy examples include Baylor University’s Interdisciplinary Core, Duke University’s Interdisciplinary Studies, and Stanford University’s Interdisciplinary Programs.
Where do we go from here? From Martian Frontiers to Academic Horizons
As we return from our visionary expedition to Mars in 2100, the echoes of interdisciplinary collaboration linger, bridging the realms of imagination and academia. The challenges in establishing a thriving Martian colony serve as a profound analogy for the educational frontier we navigate on Earth. In the classrooms and corridors of universities, the interdisciplinary approach is not just an aspiration but a necessity, mirroring the collaborative spirit witnessed on the Red Planet.
Our earthly voyage, akin to the Martian endeavor, demands an integration of diverse knowledge and skills. The interdisciplinary ethos becomes a guiding star, prompting us to break down the barriers between academic disciplines and to foster collaboration. From space scientists designing spacecraft to psychologists addressing the psychological nuances of colonization, the Mars expedition underscores the importance of holistic, integrated learning.
As we prepare our students for the complexities of the future, we recognize that the journey to Mars is not a distant dream but a metaphorical call to action. The interdisciplinary approach is the key, offering comprehensive and holistic education that equips students to thrive in a complex world. Our trajectory from the Martian frontiers seamlessly transitions to the academic horizons, where interdisciplinary studies propel us toward a sustainable and interconnected future.
The overall take on interdisciplinary teaching is that it is a valuable approach in higher education that offers numerous benefits. However, it is important to note that interdisciplinary teaching can be challenging and time-consuming. It requires coordination among faculty members, negotiation of curriculum, teaching styles, and grading criteria, and developing a sense of community among students from diverse disciplines. Despite these challenges, interdisciplinary teaching is a concept whose time has come, as it offers comprehensive and holistic treatment of topics, enhances communication skills, and improves student outcomes. It is an effective approach that prepares students for lifelong learning and future success.
João Fernando Rossi Mazzoni is an entrepreneurship PhD student at Baylor University.
References
Borrego, M., & Newswander, L. K. (2010). Definitions of interdisciplinary research: Toward graduate-level interdisciplinary learning outcomes. The Review of Higher Education, 34(1), 61-84.
Campbell, C., & Henning, M. B. (2010). Planning, Teaching, and Assessing Elementary Education Interdisciplinary Curriculum. International Journal of Teaching and Learning in Higher Education, 22(2), 179-186.
Caspersen, J., Smeby, J. C., & Olaf Aamodt, P. (2017). Measuring learning outcomes. European Journal of Education, 52(1), 20-30.
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary learning: Process and outcomes. Innovative Higher Education, 27, 95-111.
Kezar, A., & Elrod, S. (2012). Facilitating interdisciplinary learning: lessons from project kaleidoscope. Change: the magazine of higher learning, 44(1), 16-25.
Liu, O. L., Bridgeman, B., & Adler, R. M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352-362.
Newell, W. H., & Green, W. J. (1982). Defining and teaching interdisciplinary studies. Improving college and university teaching, 30(1), 23-30.
Nikitina, S. (2006). Three strategies for interdisciplinary teaching: contextualizing, conceptualizing, and problem-centering. Journal of Curriculum Studies, 38(3), 251-271.
Spelt, E. J., Biemans, H. J., Tobi, H., Luning, P. A., & Mulder, M. (2009). Teaching and learning in interdisciplinary higher education: A systematic review. Educational Psychology Review, 21, 365-378.
Szostak, R. (2007). How and why to teach interdisciplinary research practice. Journal of Research Practice, 3(2), M17-M17.
Weinberg, A., & Harding, C. (2004). Interdisciplinary teaching and collaboration in higher education: A concept whose time has come. Washington University Journal of Law and Policy, 14, 15.
Woods, C. (2007). Researching and developing interdisciplinary teaching: Towards a conceptual framework for classroom communication. Higher Education, 54, 853-866.