Building Transdisciplinary Research and Curricula: A Model for Developing Cross-Disciplinary Communities Among Faculty in Higher Education

dc.contributor.authorAmelink, Catherine T.en
dc.contributor.authorNicewonger, Todden
dc.date.accessioned2025-06-25T14:35:28Zen
dc.date.available2025-06-25T14:35:28Zen
dc.date.issued2025-06-10en
dc.date.updated2025-06-25T13:19:20Zen
dc.description.abstractKnowledge and problem-solving approaches that span disciplinary boundaries and involve diverse communities are foundational aspects of transdisciplinarity. Transdisciplinary approaches in research efforts are needed to address complex problems of global importance. At the same time education systems should be preparing graduates to enter the workforce with complex problem-solving skills. Students need to have learning experiences that allow for the acquisition of cross-disciplinary systematic reasoning if they are expected to engage in addressing these complex problems. Recent reports have underscored the need to create university structures and incentives that allow for dynamic and responsive approaches to this global need for transdisciplinary discovery and learning efforts; however, little is known about the efficacy of the approaches and models that have been implemented to create large-scale change in higher education and how they help in achieving transdisciplinary goals. Through an ethnographic case study analysis, this paper examines how a faculty-led community of practice model is being used to build transdisciplinary research capacity and transdisciplinary curricula at a Research I university. Given the unique nature of this transdisciplinary community of practice model, this qualitative and descriptive study sought to examine what elements of the model facilitated faculty participation in transdisciplinary research and curricular efforts. More specifically, this study intended to respond to recent calls to better understand the systematic approach that would need to be employed by higher education institutions if they are adequately engaging faculty in addressing complex problems in their research efforts, as well as engaging faculty in the adequate development of the future workforce through pedagogical transdisciplinary approaches. The findings indicate that the transdisciplinary community of practice model is useful for initially motivating and incentivizing faculty participation. The results also indicate that the inclusive internal support networks that were part of the model facilitated faculty engagement.en
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationAmelink, C.T.; Nicewonger, T.E. Building Transdisciplinary Research and Curricula: A Model for Developing Cross-Disciplinary Communities Among Faculty in Higher Education. Trends High. Educ. 2025, 4, 26.en
dc.identifier.doihttps://doi.org/10.3390/higheredu4020026en
dc.identifier.urihttps://hdl.handle.net/10919/135596en
dc.language.isoenen
dc.publisherMDPIen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.titleBuilding Transdisciplinary Research and Curricula: A Model for Developing Cross-Disciplinary Communities Among Faculty in Higher Educationen
dc.title.serialTrends in Higher Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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