Literature Review 1

ETEC 532 Literature Review: Interdisciplinary Studies: Panacea, Just Another Fad, or Just
What the Doctor Ordered?


Ashley Bayes
Ryan Dub
Jody McKinnon
Kate Ropchan


March 2014
MET Program
University of British Columbia
Literature Review 2
Introduction

Since the beginning of the formalization of education, many trends and advancements
have come and gone. Each new idea or technology seems to attempt to fix whatever problems
existed prior to its arrival; every new approach promises to cure the ails that be. Even though the
world has changed, the educational system has not changed with it. Our school system is still
based upon an antiquated system that revolves around agriculture and the need for factory
workers. Our world has changed and our way of approaching education needs a serious update.
Children in the 21st Century do not think or live in terms of math, language, geography or art, so
why do we set up our schools to do just that? There is a need to explore the challenges involved
in re-arranging our school curriculum to more accurately present the world that our students will
experience. An interdisciplinary approach is worth exploring in consideration of these challenges
in education.
Selection of Studies

There have been many successful (and not as successful) attempts to implement
interdisciplinary studies in schools around the world. Our selection of studies includes a variety
of resources in order to illustrate the challenges and opportunities presented by this type of
teaching. There is a fair amount of research on university level interdisciplinary programs, which
we have explored, but our focus is on how this knowledge can be applied in a secondary school
setting. We have selected a few university examples, and many secondary level studies that
explain the opportunities and challenges faced while creating interdisciplinary programs.

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Analysis, Synthesis and Critique

History of an Interdisciplinary Approach
Integrating various subjects is not a new concept. In fact, McCuskey and Conaway
defined the interdisciplinary approach in 1955 as interprofessional cooperation involving
professionals working from different angles, both social and educational, to fulfill a common
goal. The term evolved over time to include the educational process because a very important
area necessitating interdisciplinary cooperation lies in the very subject matter of instruction
itself (McCuskey & Conaway, 1955, p. 400). As our stores of knowledge have increased,
specialists have evolved to spend years studying their particular field. However, regardless of
what subject an educator teaches, they will need to cooperate and collaborate with other teachers
in order to improve the quality of instruction. After all, our common concern regardless of our
specialty teaching field, is to contribute effectively to solving todays problems of teaching and
learning (McCuskey & Conaway, 1955, p. 395). Working together as a team enables all
specialists to devote their finest efforts toward the solution of these problems, thus providing
students with a more holistic educational experience.

Justification for Implementation
There are a number of arguments for teaching using an interdisciplinary approach.
Firstly, life is experienced in an interdisciplinary way, so perhaps school ought to be as well
(Cruickshank, 2008; Hickman & Kiss, 2010). After all, compartmentalizing subjects into
discrete learning opportunities does not reflect the way in which information is presented and
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learnt outside the education system (Hickman & Kiss, 2010, p. 28). Students do not think or live
in isolated subjects, so why is school taught this way? The answer lies with our history as a
society. Once, a person mastered a certain trade or skill and would work in that occupation for
most of his or her life. However, in the ever-changing world of today individuals prosper who
are fluent in several disciplines and comfortable moving among them (Cruickshank, 2008). This
seismic shift in our society necessitates a dramatic change in the way we educate todays
students.
There are a number of positive educational outcomes for learners in an integrated-studies
program. These include an increase in understanding, retention, and application of concepts
being studied, as well as a better comprehension of global interdependencies as students examine
multiple perspectives, points of view, and values (Cruickshank, 2008). Interdisciplinary students
display increased motivation and an improved ability to make decisions, think critically and
creatively, and synthesize knowledge beyond the disciplines (Bolak, Bialach & Dunphy, 2005;
Cruickshank, 2008). Interdisciplinary learning facilitates the ability to solve novel problems
while working collaboratively as a meaningful member of a community (Cruickshank, 2008).
Michigan middle school students in a year-long pilot program where thematic units were
combined from language arts, social studies, science, math, music, creative movement, visual
arts, and drama displayed growth in socialization skills, increased attendance rates, and
improvement in standardized test scores (Bolak, Bialach & Dunphy, 2005). Skills acquired from
an interdisciplinary approach challenge students to analyze and synthesize the tenets of other
disciplines before attempting to tackle, solve, or explore a particular issue (SERC, 2012). Further
extension of this approach highlights its potential to solve real world issues as societal challenges
tend to be interconnected.
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An interdisciplinary approach has benefits for teachers as well as students. Working
collaboratively with teachers in other disciplines may bring inspiration back to the classroom
(Stanford University, 2014). Teachers report feeling rejuvenated by examining the links between
various subjects and are enthusiastic to adopt a collaborative, interdisciplinary teaching approach
(Stanford University, 2014). Perhaps one only needs to have effective modeling of
interdisciplinary approaches to see the value in this type of teaching and learning.
It is worth noting that benefits of interdisciplinarity are anecdotal and that a controlled
scientific study should be conducted that compares an interdisciplinary approach to learning
subjects in isolation from one another. As more support grows for the positive aspects of
teaching holistically, there is a need for further scientific research to support these observations.

Challenges
As with any new endeavour in education, challenges are bound to exist along with
successes. This best is summed up in McCoy and Gardener (2012) when they pose these five
questions: Do you have the time, the people, the resources, the structures, and the supportive
departments that are needed to enable interdisciplinary work? (p. 44). In order for an
interdisciplinary approach to work, these must be considered. King (2003) shows us that the
interdisciplinary approach is complex and needs to to evolve. Kings experience yielded five key
lessons including that it is difficult to separate issues of interpersonal relations from substantive
issues, that teachers must clarify their models of learning and expectations, and that the
evolution of effective teaching takes time. King concludes with,
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Professional cultures and learning communities that exhibit collaboration, democratic
deliberation, inquiry, trust, and risk taking among teachers may be key to a schools
capacity for instructional changes that lead to high and equitable
student learning.
Many considerations are necessary when thinking of adopting an interdisciplinary approach.

Applications & Suggestions for Implementation
Many projects and studies have shown great success in the classroom. To begin, Golding
(2009) provides a fairly extensive road map for how to get started with interdisciplinary
studies. First, Golding suggests choosing a team of expert teachers within their fields as
interdisciplinary subjects benefit from a high quality teaching team (p. 7). Second, Golding
suggests coordinating perspectives and approaches. This is essential so the students have a
coherent and rewarding experience (p. 7). Third, Golding suggests the need for high quality
tutorials (or units) because they are crucial for coordinating the diverse perspectives involved in
interdisciplinary subjects (p. 8). Fourth, Golding implores the need for coordinating
administrative details such as timetabling, staffing and assessment. These considerations are
necessary very early in the process to ensure success. A fifth suggestion Golding makes is to
address and to manage expectations. These include being explicit about teaching and learning
expectations, having a consistent teaching and learning approach, explaining all necessary terms
or jargon (p. 10), and being clear about assessment. Finally, Golding suggests planning the
course and content in explicit detail. A very helpful template is provided to help manage your
content and ideas. Following these steps should yield a fruitful interdisciplinary experience.
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In comparison, SERC (2012) suggests a very scientific feeling 6 step process that begins
with establishing the topics to be examined in an interdisciplinary manner. The intent here is to
allow the educator to acquire the requisite knowledge, and to develop an action plan moving
forward. The next step involves introducing the methodology to students by explain the nature of
interdisciplinary, rather than discipline based learning. Progression to step three suggest
modelling how to explore questions from an interdisciplinary perspective. Then it is on to the
fourth step where students practice interdisciplinary thinking by re-enacting what they observe in
the classroom as a way to acquire these higher order cognitive skills. Providing feedback to
students on their ability to understand and differentiate the underlying structures and frameworks
of other disciplines working towards an integrated analysis is the second to last step that SERC
(2012) recommends. Finally, as well as formal assessments by the facilitator, students should
engage in self assessments aimed at gauging their progress, identify challenging areas, seeking
help, and setting goals for improvement.
Another interdisciplinary model of note is the Arts One program that has been at UBC
since 1967. It initially started as a pilot project during a time of curricular change and exploration
and has a heavy emphasis on tutorials and small group discussions. One foundational belief of
the program is that there are many fundamental questions that one discipline in isolation is not
equipped to answer and that these questions fall into an intersection of multiple areas of study.
This is the same idea that many use to rationalize using interdisciplinary studies. Life is not
divided into neat little compartments; we need to explore the interconnectedness of our world.
There are many suggestions and examples of how to implement an interdisciplinary
approach, and these are but a few of them. There certainly is enough knowledge and experience
out there to ensure that any new venture into this area is no longer a foray into the unknown.
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Conclusion
As we enter the 21st Century and reflect on the evolving aims and goals of education we
must consider the world in which our students will enter. Multi-faceted problem based scenarios
exist in every workplace, institution and relationship. Tackling these challenges, concepts and
ideas as separate items in isolation of one another, may not be the most effective, efficient or
meaningful way in which to effect real change. Students of today need the skills to consider,
analyze, implement and reflect on the interconnectedness of a multitude of factors in any given
situation. As such, educators, administrators and governments need to adapt teaching and
learning models to incorporate truly interdisciplinary approaches. In so doing, we will then
mirror the realities of the world that awaits successive generations, outside the classroom walls.



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References
Arts One Digital. (n.d.). ArtsONE. Retrieved March 10, 2014, from
http://artsone.arts.ubc.ca/arts-one-digital-resources/

Bolak, K., Bialach, D., & Dunphy, M. (2005). Standards-based, thematic units integrate
the arts and energize students and teachers. Middle School Journal, 36(5), 9-19.
Retrieved from http://files.eric.ed.gov/fulltext/EJ752840.pdf

Cruickshank, D. (2008). Kaleidoscopic learning: An overview of integrated studies.
Retrieved from
http://www.edutopia.org/integrated-studies-interdisciplinary-learning-overview

Golding, C. (2009). Integrating the disciplines: successful interdisciplinary subjects.
Manuscript submitted for publication, Centre for the Study of Higher Education,
University of Melbourne, Melbourne, Australia. Retrieved from
http://www.cshe.unimelb.edu.au/resources_teach/curriculum_design/docs/Interdisc_Guid
e.pdf

Hickman, R., & Kiss, L. (2010). Cross-curricular gallery learning: A phenomenological
case study. International Journal Of Art & Design Education, 29(1), 27-36.

Johnson, R. K. (1980). JH/MS Idea Factory: Designs for Middle School Interdisciplinary
Studies. The English Journal, 69(2), 59-62. Retrieved from
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http://www.jstor.org.ezproxy.library.ubc.ca/stable/815332

King, B. (2003). Power, conict, & community in a high school interdisciplinary teaching team.
WCER Research Highlights, 15(3), 1-3. Retrieved from
http://www.wcer.wisc.edu/publications/highlights/v15n3.pdf

Kirkwood, T. F. (1999). Integrating an Interdisciplinary Unit in Middle School: A
School-University Partnership. The Clearing House, 72(3), 160-163.Kirkwood, T.
F. (1999). Integrating an Interdisciplinary Unit in Middle School: A
School-University Partnership. The Clearing House, 72(3), 160-163.

McCoy, S. K., & Gardner, S. K. (2012). Interdisciplinary collaboration on campus: Five
questions. Change: The Magazine Of Higher Learning, 44(6), 44-49.

McCuskey, D & Conaway, W. J. (1955). The interdisciplinary approach. Educational
Leadership, 395-401. Retrieved from
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195504_mccuskey.pdf

Science Education Research Center. (2012). Interdisciplinary approaches to teaching.
Retreived from http://serc.carleton.edu/sp/library/interdisciplinary/index.html

Stanford University. (2014). Teaching arts holistically. Retrieved from
http://humanexperience.stanford.edu/teachingstudio