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If you have not registered already, here is a great opportunity to network and engage with other students, staff, and faculty in person.
What: 2025 Student Conference. Two days of learning, networking, and inspiration.
When: October 24 & 25, 2025
Where: Albany, NY Crowne Plaza Desmond Hotel
Cost: Free! Conference and Meals are included with registration. Applications for hotel and travel grants are still available for eligible students
How: Register for the conference. Once the conference registration form is completed, you can then apply for hotel and travel grants.
Conference website and registration:
https://sunyesc.sharepoint.com/sites/StudentLife/SitePages/2025-Student-Conference.aspx
Deadline: Today, Sunday, October 5. Registration extended until October 11th.
Update October 1 - Dear Students, Again, I thank you for your patience as I navigate playing catch-up with work, student appointments, and also balancing travel and all of the follow-up after the death of my father.
Here are the adjustments to the course syllabus, and the dates/times for you to sign up for your individual appointments. I am offering these to help you with your Case Study Analysis.
I have reduced the readings and we will focus only on the Case Study Analysis - Asynchronous Online Modules: Each week will have a dedicated module with readings, videos, and podcasts, etc. We will be working in Microsoft Teams and via a website (https://bit.ly/INMS1005)
Individual appointment(s) instead and these are NO LONGER PART OF GRADING - EXTRA CREDIT IF DONE Weekly Discussion Forums: Students will participate in weekly asynchronous discussions to share ideas, pose questions, and provide peer feedback.
Case Study Analysis: Students will analyze real-world examples of interdisciplinary work.
Foundational Disciplinary Analysis (Assignment 1): Students will choose a complex issue and analyze it from the perspective of two different academic disciplines. - Email to Lisa (lisa.dadamo-weinstein@sunyempire.edu) NLT October 8th - see directions below
Interdisciplinary Inquiry Plan (Assignment 2): Students will build on their previous work to develop a preliminary plan for an interdisciplinary research project. Email to Lisa (lisa.dadamo-weinstein@sunyempire.edu) NLT October 19th - see directions below
Final Project and Reflection (Assignment 3): The final project will be a culmination of the course, where students submit their refined inquiry plan and reflect on their learning. Email to Lisa (lisa.dadamo-weinstein@sunyempire.edu) NLT noon Monday, October 27th - see directions below
Revised - DIRECTIONS and METHOD AND CRITERIA FOR EVALUATION
Students will be evaluated based on the following:
Individual Appointment(s) instead and all students get full credit, and extra credit for those who did the discussion posts - Weekly Participation (25%): Active and thoughtful engagement in discussion forums and or short response activities in the course Teams site.
Case Study Analysis
Assignment 1: Foundational Disciplinary Analysis (25%):
1-2 pages due NLT October 8th at Midnight email to Lisa (lisa.dadamo-weinstein@sunyempire.edu)
Evaluation Criteria: Comprehensiveness of the analysis, clarity, critical thinking, and effective use of sources.
Directions: Students propose a complex problem/issue they want to explore and identify 2-3 initial disciplines they believe are relevant. Include a brief justification of why the problem/issue is interesting, a potential thesis, and why the disciplinary lenses can be helpful in better understanding the topic.
For additional help see:
SUNY Empire's Online Writing Center page on developing a research thesis. This page includes links to some practice exercises you can use to assess your understanding. Here are some additional resources: Creating Yor Thesis; Building Your Argument; and Concluding Your Argument.
Harvard College Writing Center’s Writing an Argument
Assignment 2: Interdisciplinary Inquiry Plan (30%):
1-2 pages due NLT October 19th at Midnight email to Lisa (lisa.dadamo-weinstein@sunyempire.edu)
Evaluation Criteria: Logical development of the plan, justification for disciplinary choices, and clear proposal for integration strategies.
For additional help see:
SUNY Empire's Online Writing Center page on developing a research thesis. This page includes links to some practice exercises you can use to assess your understanding. Here are some additional resources: Creating Yor Thesis; Building Your Argument; and Concluding Your Argument.
Harvard College Writing Center’s Writing an Argument
Purdue Online Writing Lab (OWL) - Annotated Bibliographies
Final Project & Reflection (20%):
3-4 pages or a Presentation (live via appt or recording) - Due NLT noon Monday, October 27th
Evaluation Criteria: Synthesis of course concepts in the final report, depth of personal reflection, and overall quality of the final deliverable.
Welcome to the course site.
This course is designed to introduce you to the fields of Interdisciplinary and Multidisciplinary Studies. You will learn how to frame and address complex questions that cannot be answered by any one single discipline. It can either be through a multidisciplinary approach (comparison of two or more academic disciplines’ approaches), or through an interdisciplinary approach (integration of two or more academic disciplines). We will also explore what transdisciplinary approach is, and seek out relevant real world situations.
You will learn about fundamental concepts, methods, and applications of interdisciplinary and multidisciplinary approaches to knowledge. In an increasingly complex world, addressing contemporary challenges often requires insights and methods from multiple perspectives. You will learn to identify, frame, and analyze complex problems that transcend the boundaries of single academic disciplines. The course will distinguish between multidisciplinary inquiry (drawing insights from multiple disciplines in parallel or comparative ways) and interdisciplinary integration (synthesizing and creating new knowledge by integrating disciplinary perspectives). Through hands-on activities and critical analysis, you will develop essential skills in research, synthesis, critical thinking, and communication necessary for navigating diverse knowledge landscapes and contributing to holistic problem-solving. This course serves as a foundational exploration for students interested in developing a broader understanding of complex issues, and can be a stepping stone for further interdisciplinary academic pursuits or professional endeavors.
Learning Objectives:
1. Define and frame a theme, problem, issue, or interest and select two or more disciplines that will help illuminate this theme.
2. Delineate the foundation and progression that would be most helpful in each discipline.
3. Analyze differences between multidisciplinary and interdisciplinary approaches and demonstrate application of one approach to a comparative or integrative plan.
Upon successful completion of this course, students will be able to:
Articulate the historical development, foundational principles, and distinct characteristics of multidisciplinary, interdisciplinary, and transdisciplinary approaches to knowledge.
Analyze a complex real-world problem or research question, identifying how it transcends single disciplinary boundaries and articulating the value of a multi-perspectival approach.
Select and justify the relevance of two or more academic disciplines for illuminating a chosen theme, problem, or issue, by identifying their core concepts, methodologies, and typical research questions.
Compare and contrast the methodological and epistemological differences between multidisciplinary and interdisciplinary inquiry, and evaluate the appropriate application of each approach to specific research scenarios.
Develop a preliminary framework or plan for a multidisciplinary or interdisciplinary inquiry, demonstrating an understanding of how to integrate or synthesize insights from selected disciplines to address a complex problem.
Communicate effectively about interdisciplinary concepts and research processes, demonstrating critical thinking and scholarly engagement with diverse perspectives.
Course Syllabus
Chose the little arrow to the right to reveal contentCourse Syllabus
A. PURPOSE / DESCRIPTION
This study is designed to introduce you to the fields of Interdisciplinary and Multidisciplinary Studies. It can be part of Educational Planning or a stand-alone course. You will learn how to frame and address complex questions that cannot be answered by any one single discipline. It can either be through a multidisciplinary approach (comparison of two or more academic disciplines’ approaches), or through an interdisciplinary approach (integration of two or more academic disciplines).
B. LEARNING OUTCOMES
Define and frame a theme, problem, issue, or interest and select two or more disciplines that will help illuminate this theme.
Delineate the foundation and progression that would be most helpful in each discipline.
Analyze differences between multidisciplinary and interdisciplinary approaches and demonstrate application of one approach to a comparative or integrative plan.
C. LEARNING ACTIVITIES
The course uses a variety of learning activities to facilitate student engagement and understanding:
Asynchronous Online Modules: Each week will have a dedicated module with readings, videos, and podcasts, etc. We will be working in Microsoft Teams and via a website (https://bit.ly/INMS1005)
Discussion Forums: Students will participate in weekly asynchronous discussions to share ideas, pose questions, and provide peer feedback.
Case Study Analysis: Students will analyze real-world examples of interdisciplinary work.
Foundational Disciplinary Analysis (Assignment 1): Students will choose a complex issue and analyze it from the perspective of two different academic disciplines.
Interdisciplinary Inquiry Plan (Assignment 2): Students will build on their previous work to develop a preliminary plan for an interdisciplinary research project.
Final Project and Reflection: The final project will be a culmination of the course, where students submit their refined inquiry plan and reflect on their learning.
D. METHOD AND CRITERIA FOR EVALUATION
Students will be evaluated based on the following:
Weekly Participation (25%): Active and thoughtful engagement in discussion forums and or short response activities in the course Teams site.
Assignment 1: Foundational Disciplinary Analysis (25%): 1-2 pages
Evaluation Criteria: Comprehensiveness of the analysis, clarity, critical thinking, and effective use of sources.
Assignment 2: Interdisciplinary Inquiry Plan (30%): 1-2 pages
Evaluation Criteria: Logical development of the plan, justification for disciplinary choices, and clear proposal for integration strategies.
Final Project & Reflection (20%): 3-4 pages or a Presentation
Evaluation Criteria: Synthesis of course concepts in the final plan, depth of personal reflection, and overall quality of the final deliverable.
E. PLAN FOR FORMATIVE ASSESSMENT
Formative assessment will be used throughout the course to provide continuous feedback and support student learning without affecting their final grade. You should use the formative feedback you receive to identify your own strengths and needs as this can improve the quality of your work and help assure success. Formative assessment will be provided at regular intervals throughout this course. If you have any questions, please reach out to your instructor.
Instructor Feedback: The instructor will provide detailed, individualized feedback on drafts and initial assignments to guide students' progress.
Participation: There is one required appointment as part of this course, and students are asked to participate in an online Teams forum to give and receive peer feedback.
F. Using Generative AI (GenAI) in This Course
Generative AI (like ChatGPT, Gemini, etc.) can be a powerful tool, but it's important to use it wisely and ethically. This section explains how you can use GenAI to support your learning in this class while upholding the university's academic integrity policy.
Achieving Course Goals with GenAI
Think of GenAI as a helpful assistant, not a replacement for your own thinking. The goal of this course is for you to engage in reading, critical thinking, problem-solving, and learning. While GenAI can support these activities, your own analysis and substantial contributions are essential. Always carefully read all course materials and assignment instructions and ask me if you have any questions about appropriate use. There will be some assignments where you are not allowed to use GenAI, and you are absolutely NOT ALLOWED to load any of your classmates’ work into a GenAI.
Documenting Your GenAI Use
If you use GenAI, you must use it in accordance with assignment protocols and properly document it, just as you would any other source. Here's what that means:
Cite Your Sources: You need to attribute any ideas or work you get from GenAI according to the citation style for our field or course guidelines. For example, if you use an idea, cite it. If you're using code, add comments. If you use images, caption them.
Explain Your Process: Be prepared to explain how you used GenAI, what your own contributions were, and how you checked the GenAI's work for accuracy.
Provide Prompts/Transcripts (if required): For some assignments, I may ask you to provide all the prompts you gave to the GenAI or even a full transcript of your interaction.
Your Responsibility for GenAI Input
You are responsible for what you put into a GenAI tool:
Protect Privacy: Never enter personally identifiable information (your own or anyone else's) into a GenAI tool.
Respect Intellectual Property: Do not input copyrighted material or the work of others (like assignment descriptions, classmates' discussion posts, or private datasets) into GenAI without permission.
Your Responsibility for GenAI Output
You are ultimately responsible for the content of all work you submit in this course.
Fact-Check Everything: GenAI tools are known to "hallucinate" (make up false information), present biased information, or even fabricate data and references. It is your responsibility to fact-check everything and ensure the information you're submitting is accurate and appropriate for the learning activity.
What Happens if Guidance Isn't Followed?
Failing to follow these guidelines, especially regarding academic integrity and GenAI use, can lead to serious consequences. This might include needing to redo your work, receiving a lower grade, failing an assignment, failing the course, or even a report for an academic integrity violation.
Update the week of September 15th:
Dear students,
It is with a heavy heart that I am writing to inform you that I will be out of the office for most of this week due to the passing of my father this morning after being on home hospice for the last 5 weeks. My family and I are grieving, and I need to take some time to be with them.
I will have limited access to email and will do my best to respond to urgent matters as I am able. However, you can expect a delay in my responses, as well as in the grading of assignments and discussion board posts. All deadlines for this week will be extended. I will provide updated due dates and a revised schedule for the week as soon as I am able later this evening or tomorrow.
I appreciate your patience and understanding during this difficult time.
Sincerely,
Lisa
Please know that I am reducing some assignments and will be offering individual appointments for each of you to sign up for starting next week. I will send an email out later today with this same message and information.
Table of Contents
Click the links to the right to go directly to the section you want.
Understanding Key Terms
Understanding Key Terms
In this context, the terms multidisciplinary, interdisciplinary, and transdisciplinary are approaches to problem-solving and research that involve multiple fields, but they differ in their level of integration of these fields.
Multidisciplinary
Multidisciplinary
This is the most independent approach, where experts from different fields work on a single problem, but each remains within the boundaries of their own discipline. Experts from multiple disciplines work together on a problem from their own perspectives. They don't integrate their insights but place them side-by-side to create a broader solution. The different contributions are additive, with minimal interaction or integration among team members in order to use knowledge from various perspectives to arrive at a broader, but not necessarily integrated, understanding of an issue.
Example: In planning a new city building, an architect, civil engineer, and interior designer would each develop their own plans independently and then combine them for the final blueprint.
Analogy: A salad representing multidisciplinary research, where each ingredient retains its distinct identity while contributing to the whole dish.
Interdisciplinary
Interdisciplinary
In this approach, team members from different disciplines actively collaborate and integrate their concepts, methods, and theories to create a coordinated, coherent whole. Experts from different fields intentionally integrate their methods, data, and concepts to achieve a shared goal. The collaboration is deeper, leading to new methodologies and a more unified understanding. The interaction goes beyond simple addition, as the perspectives from different fields are integrated to achieve a more unified understanding in order to analyze, synthesize, and harmonize the links between disciplines to address a complex phenomenon more effectively than any single field could alone.
Example: A team of marine biologists, political scientists, and economists collaborates from the start to develop an integrated research project on how climate change affects coastal economies
Analogy: A curry or stew, where the ingredients are combined and cooked together to create a new, distinct flavor.
Transdisciplinary
Transdisciplinary
This is the most collaborative and integrated approach, where experts and non-academic stakeholders (such as community members) co-create a new, holistic conceptual framework that transcends traditional disciplinary boundaries. This approach goes beyond the academic disciplines themselves by integrating insights from non-academic participants, such as policymakers, industry leaders, and the general public. The goal is to create new knowledge and solutions that are not only academically sound but also relevant to the real world and can lead to societal impact. It's focused on solving complex, real-world problems that transcend the boundaries of any single discipline, and where knowledge is blended and integrated from the beginning of the project to create a new, emergent approach that is focused on solving a real-world problem.
Example: To address a water resource issue, a transdisciplinary team could include scientists, engineers, policymakers, and local community leaders who collectively define the problem and co-create an integrated solution that works for everyone.
Analogy: A cake, where where the individual ingredients are combined into a new creation and are no longer easily distinguishable.
STORYBOOK EXAMPLE
STORYBOOK EXAMPLE
If you are curious about how different people with different disciplinary interests come together to approach a topic, take a look at this storybook illustrating interdisciplinary and multidisciplinary research by clicking on the image to the left or going directly to the storybook.
Go to all discussion posts here, or go to a specific discussion post by clicking on the link in the individual module when it is due.
Week 1 - Understanding Concepts
Week 1 - Understanding Concepts
Learning Objectives:
Define "discipline" and its role in organizing knowledge.
Distinguish between multidisciplinary, interdisciplinary, and transdisciplinary approaches.
Articulate the contemporary relevance of interdisciplinary studies.
Topics:
The nature of academic disciplines: origins, boundaries, and methods.
Introduction to multidisciplinary vs. interdisciplinary vs. transdisciplinary.
Why interdisciplinary? Addressing wicked problems and complex global challenges (e.g., climate change, poverty, public health).
Historical context and evolution of interdisciplinary studies.
Readings/Resources:
Make yourself familiar with the Course Syllabus and navigation of this site.
Read the Understanding Key Terms section towards the top of this page and review the Storybook example
Watch the video Wicked Problems and How to Make Toast - TEDGlobal talk by Tom Wujec
OPTIONAL - for fun - Consider trying out the How to Make Toast activity with friends, family, or coworkers. See the activity at the bottom of this page or from the table of contents link above.
Activities/Assignments:
Discussion Forum 1: Introduce yourself and share a complex problem you believe requires multiple perspectives. (Note - clicking on the title for Discussion Forum 1 will bring you to an MS Teams site. If the link does not work for you, please contact the instructor).
Week 2 - Disciplinary Lens: Understanding Perspectives
Week 2 - Disciplinary Lens: Understanding Perspectives
Learning Objectives:
Identify the core assumptions, methodologies, and typical questions of diverse disciplines.
Recognize how disciplinary perspectives shape understanding of a problem.
Begin to select disciplines relevant to a chosen issue.
Topics:
Exploring diverse disciplinary approaches (e.g., social sciences, humanities, natural sciences, arts).
Epistemology and ontology: how different disciplines understand knowledge and reality.
Methodological differences and commonalities across disciplines.
Identifying disciplinary "blind spots" and strengths.
Readings/Resources:
Watch the visual podcast from Orion Siebert's Cast of All Trades - "Blending Academic Fields: How Interdisciplinary Thinking Sparks Innovation.
Description - "Interdisciplinary thinking allows us to blend ideas from different academic fields to spark innovation and creativity. Learn how connecting concepts across disciplines like art, science, and engineering can lead to groundbreaking discoveries and inventions. We discuss famous interdisciplinary thinkers like Leonardo da Vinci and Marie Curie. Discover strategies for developing a well-rounded skillset by diversifying your interests and media consumption. Understand the difference between generalists and specialists and why specialists may resist new ideas. Gain actionable tips for becoming a better interdisciplinary thinker."
Watch the video providing you with an overview of Edward De Bono's - Six Thinking Hats to help you learn about a model of thinking that helps you think differently about problems by directing thinking attention in one direction at a time. The Six Thinking Hats model simplifies thinking by breaking it down into six distinct roles. Each hat represents a different style of thinking, helping teams to move from habitual thinking styles to more comprehensive exploration of a topic.
EXAMPLES OF DIFFERENT DISCIPLINARY WORK
Watch the TEDTalk by Eric Berlow and Sean Gourley - Mapping ideas worth spreading
Description - "What do 24,000 ideas look like? Ecologist Eric Berlow and physicist Sean Gourley apply algorithms to the entire archive of TEDx Talks, taking us on a stimulating visual tour to show how ideas connect globally."
Activities/Assignments:
Disciplinary Exploration Activity:
Discussion Forum 2: Discuss how different disciplines might approach the same issue (e.g., homelessness, elder care for people with dementia, climate change, etc.). Pick at least two disciplines to help you answer this question. You may use the 6 Thinking Hats method to help you respond to this discussion post.
Week 3 - Week 3: Framing the Problem: Defining a Research Question
Week 3 - Week 3: Framing the Problem: Defining a Research Question
Learning Objectives:
Articulate a complex problem or research question that requires a multi-perspectival approach.
Justify the selection of initial disciplines for analysis.
Recognize the ethical considerations in interdisciplinary inquiry.
Topics:
From broad interest to focused question: the art of problem framing.
Criteria for a "good" interdisciplinary research question (complexity, scope, relevance).
Initial identification of relevant disciplines and their potential contributions.
Ethical considerations in interdisciplinary research (e.g., data sharing, intellectual property, differing disciplinary norms).
Readings/Resources:
Articles/guides on formulating research questions.
Case studies of interdisciplinary research projects.
Guidelines on ethical research practices (e.g., IRB basics, data privacy).
Activities/Assignments:
Assignment 1: Problem Framing Proposal (Part 1 - Draft): Students propose a complex problem/issue they want to explore and identify 2-3 initial disciplines they believe are relevant. Include a brief justification.
Peer Review: Students provide feedback on classmates' problem proposals.
Week 4: Multidisciplinary Approaches: Juxtaposition and Comparison
Week 4: Multidisciplinary Approaches: Juxtaposition and Comparison
Learning Objectives:
Analyze how two or more disciplines approach a shared problem.
Identify similarities and differences in disciplinary analyses.
Delineate the insights gained from a multidisciplinary comparison.
Topics:
Methods of multidisciplinary research: parallel analysis, comparative studies.
Synthesizing findings from disparate disciplinary perspectives without integration.
Case studies of successful multidisciplinary projects.
Challenges and limitations of multidisciplinary approaches (e.g., lack of synthesis, potential for siloed work).
Readings/Resources:
Read the article from Number Analytics "Ethics of Interdisciplinary Research".
Activities/Assignments:
Discussion Forum 3: Analyze a provided case study from a multidisciplinary perspective, identifying insights from different fields.
Assignment 2: Multidisciplinary Analysis: Using their chosen problem from Week 3, students apply a multidisciplinary approach to analyze it from the perspective of two chosen disciplines. They should clearly delineate how each discipline would approach the problem and what insights each offers, without necessarily integrating them yet
Week 5: Interdisciplinary Integration: Towards New Knowledge
Week 5: Interdisciplinary Integration: Towards New Knowledge
Learning Objectives:
Explain methods of interdisciplinary integration (e.g., conceptual integration, theoretical synthesis).
Identify challenges and strategies for overcoming barriers to integration.
Evaluate the potential for generating new knowledge through interdisciplinary work.
Topics:
The "integration" step: beyond comparison to synthesis.
Challenges of integration: disciplinary jargon, differing epistemologies, power dynamics.
Strategies for integration: conceptual bridging, theoretical merging, methodological triangulation.
The role of common ground and boundary objects.
Readings/Resources:
Articles specifically on interdisciplinary integration methods.
Examples of highly integrative interdisciplinary research projects.
Video: "How to Think Interdisciplinarily."
Activities/Assignments:
Quiz 2: Differentiating multidisciplinary from interdisciplinary and understanding integration concepts.
Discussion Forum 4: Brainstorm strategies for overcoming challenges in interdisciplinary team work.
Week 6: Designing Interdisciplinary Inquiry: Conceptual Frameworks and Methods
Week 6: Designing Interdisciplinary Inquiry: Conceptual Frameworks and Methods
Learning Objectives:
Apply interdisciplinary methods to develop a conceptual framework for a research problem.
Propose suitable research methods for an interdisciplinary project.
Begin to construct a preliminary interdisciplinary research plan.
Topics:
Developing an interdisciplinary conceptual framework.
Selecting and adapting methods from different disciplines.
Data collection and analysis in interdisciplinary contexts.
Practical considerations for interdisciplinary project design.
Readings/Resources:
Guides on developing conceptual frameworks.
Case studies highlighting the methodological choices in interdisciplinary research.
Examples of interdisciplinary research proposals.
Activities/Assignments:
Assignment 3: Interdisciplinary Inquiry Plan (Part 1 - Draft): Students start to develop a plan for an interdisciplinary approach to their chosen problem. This involves proposing how insights from their chosen disciplines might be integrated, suggesting a preliminary conceptual framework, and outlining potential research methods.
Peer Feedback Session (Optional Synchronous or Asynchronous): Students provide constructive feedback on each other's draft plans.
Week 7: Communicating Interdisciplinary Research & Transdisciplinarity
Week 7: Communicating Interdisciplinary Research & Transdisciplinarity
Learning Objectives:
Develop strategies for effectively communicating complex interdisciplinary insights to diverse audiences.
Recognize the value and challenges of transdisciplinary engagement.
Reflect on the practical implications and future of interdisciplinary studies.
Topics:
Communicating across disciplinary divides: avoiding jargon, translating concepts.
Targeting different audiences (academic, public, policy makers).
Introduction to transdisciplinarity: engaging stakeholders and moving beyond academic boundaries.
The future of interdisciplinary studies in academia and society.
Readings/Resources:
Articles on effective communication in interdisciplinary contexts.
Examples of transdisciplinary projects (e.g., community-based research, citizen science initiatives).
Videos/podcasts on "science communication" or "public scholarship."
Activities/Assignments:
Discussion Forum 5: Discuss the challenges of communicating interdisciplinary work and propose solutions.
Draft of Final Project Presentation (Optional): Students can share a draft of their final project presentation slides or outline for informal feedback.
Week 8: Synthesis, Reflection, and Future Directions
Week 8: Synthesis, Reflection, and Future Directions
Learning Objectives:
Synthesize learning from the course to produce a cohesive interdisciplinary project plan.
Reflect on personal growth in interdisciplinary thinking.
Identify pathways for further interdisciplinary engagement.
Topics:
Review of key concepts and skills.
Applying interdisciplinary thinking to real-world scenarios.
Career paths and opportunities for interdisciplinary thinkers.
Continuing the journey: resources for further learning.
Readings/Resources:
Course wrap-up materials.
Resources for interdisciplinary job searching or further academic programs.
Activities/Assignments:
Assignment 4: Final Interdisciplinary Project Plan & Reflection: Students submit their refined interdisciplinary project plan (based on Week 6 draft and feedback), clearly outlining their chosen problem, disciplinary approaches, integration strategies, and proposed methods. This should include a brief reflective statement on their learning journey and how the course has shifted their understanding of knowledge and problem-solving.
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