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From Surprise Parties to Mapmaking: Undergraduate Journeys toward Interdisciplinary Understanding
- The Journal of Higher Education
- The Ohio State University Press
- Volume 81, Number 5, September/October 2010
- pp. 645-666
- 10.1353/jhe.2010.0000
- Article
- Additional Information
The authors use cognitive-constructive developmental theory as an interpretive lens to understand the patterns of experiences shared by interdisciplinary undergraduate students in interviews conducted over four years. The analyses offer insights into the developmental process of students' understanding of interdisciplinarity and themselves as interdisciplinarians.