Abstract

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.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 645-666
Launched on MUSE
2010-10-06
Open Access
No
Archive Status
Archived
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