Interdisciplinary studio collaboration produced challenges including uneven workloads, vocabulary barriers, and difficulty giving cross-disciplinary feedback¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students faced uneven workloads across roles, disparate vocabularies that made communication difficult, and uncertainty about how to give discipline-specific feedback to teammates from other fields. → Warr 2020

Evidence¶

Warr 2020¶

Warr, M. & West, R. E. (2020). Bridging Academic Disciplines with Interdisciplinary Project-based Learning: Challenges and Opportunities. The Interdisciplinary Journal of Problem-based Learning. https://doi.org/10.14434/ijpbl.v14i1.28590

q2 · i? · the article prints no effect size for this finding · qualitative · r3

Interview findings: editing students finished early and had lighter loads, programming students could not begin until weeks into a seven-week course, and students reported that "sometimes it took us a while to get over the different viewpoints and vocabulary." Students navigated these challenges by consulting faculty and specialists in their own field.

"Uneven workloads was another interdisciplinary chal- lenge that students faced."

Discussion¶

Learner Variables¶

• Vocabulary — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Interdisciplinary humanities units improve students' interdisciplinary competences — the general claim this finding bears on, with the studies behind it
• Interdisciplinary studio collaboration deepened students' disciplinary skills while exposing them to cross-disciplinary skills — related
• Organization-simulation knowledge practices support interdisciplinary learning — related
• Epistemic games reveal unacknowledged disciplinary differences in interdisciplinary teams — related
• Students believed interdisciplinary studio experiences would ease their transition into the workforce — related
• Role rotation created opportunities for perspective-taking and collaborative accountability, but also produced difficulty adapting to unfamiliar roles and uneven participation — related
• Hackathon teams face 16 general challenges across seven types that hamper teamwork — related
• Participants envisioned switchable AI roles — strategic advisor, cross-domain translator, and perspective challenger — whose expansion destabilized perceived neutrality and raised authority and accountability concerns — related
• Students experience challenges across all four aspects of transdisciplinary learning for sustainability, including unsettling reflection on sustainability issues, tensions with non-academic partners, disciplinary communication difficulties, and struggles with multiple perspectives — a broader claim this one bears on