Understanding How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond

• In Event: Teaching Across Differing STEM Contexts

Abstract

Higher education has increasingly been called upon to develop interdisciplinary programs that prepare students to address multi-faceted, real-world problems, particularly in STEM fields. While much is known about the tensions that exist between navigating disciplinary culture and interdisciplinary efforts, relatively little is known about the experiences of students. In this grounded theory study, we interviewed 45 STEM students and alumni involved in an honors program at a large public research institution in order to examine how they understood and integrated interdisciplinary perspectives into their academic pathways. Our findings show that participants often drew upon their own interdisciplinary interests and goals, conduct cost-benefit analysis related to time, and varied in their definitions and approaches.

Authors

• Genia Bettencourt, The University of Memphis

• Ryan S. Wells, University of Massachusetts - Amherst

• Scott Auerbach, University of Massachusetts - Amherst

• Justin Fermann, University of Massachusetts - Amherst

• Ezekiel Kimball, University of Massachusetts - Amherst