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INTERDISCIPLINARY PROCESS-MODEL TASK

A process model can be used to provide a structured set of steps for solving an interdisciplinary problem. Such a model can guide students in exploring the disciplines relevant to a problem, the structure of the problem-space and what steps and questions to address in order to facilitate integration.

This task is most suitable for:

Interactions
Single (monodisciplinary) or mixed (interdisciplinary) groups

Degree of Integration
Multidisciplinary or interdisciplinary

Problem structure
Structured or open-ended problems

Skill targets
Interdisciplinary problem-solving

Ability to generate
analogies/metaphors

Enhanched
critical thinking

Ability to communicate disciplinary content

Ability to interpret
other disciplines

Interactional
expertise

Humility, sensitivity
to bias and empowerment

Systems-thinking

Knowledge
integration

Methodological
integration

Assessing value/pay-off
of identification

Problem-framing

Identification
task allocation

Methodological 
choice

Evaluation

Identifying and
sharing competencies

Defining/assigning
roles

Defining shared
group values

Defining rules of operation
and group engagement

Facilitating
communication

Coordinating
roles/tasks

Facilitating
feedback

Consensus and
trust building

Facilitating personal
development

Interdisciplinary process model tasks

A well-developed tool can scaffold students through the steps they need to solve an interdisciplinary problem. By doing so instructors can present a logical strategy and ordering of questions students should deal in order to achieve an interdisciplinary outcome. And in doing so some of the vagaries and open-endedness of engaging in interdisciplinary problem-solving can be managed. A tool or task in these respects could cover for example the 1) formulation of a problem in terms amenable to the involved fields, 2) assignment of tasks to group members 3) the selection of approach methods 4) plan for integrating or linking methods 5) plans for evaluating the outcome.

Students may need to work backgrounds at times and revise previous steps during planning, as well as take into account non-epistemic factors, such as time scales over which different methods operate, the resources required by each group, and so on.

Ready-made Resources

Introduction to
Interdisciplinary Studies

A relatively comprehensive process-based planning model can be found in chapter 10 of this book (Repko et al., 2016)

Broad Model
Rubric

Small overview of the rubric described in the book by
Repko et al. (2016)

CoNavigator

Universal tool usable for students & researchers to map out relationships between disciplines and planning.

CoNavigator
Article

An interesting article about the CoNavigator tool.

Potential Uses

  • Interdisciplinary Planning and Scaffolding

    For this use the task is directly applied for helping student plan their activities, and then guiding their steps in order to optimize their ability to solve a problem with interdisciplinary depth.

  • Evaluating/Reflecting on Interdisciplinary Engagements

    Student can use an initial plan as a departure point for reflecting on what they might have learned about interdisciplinarity given their initial expectations. Such a rubric may include a reflective component at the end.

Further Reading

Description of paper by Repko et al.:
Repko, A. F., Szostak, R., & Buchberger, M. P. (2016). Introduction to interdisciplinary studies. Sage Publications.