Integrative Undergraduate Education
Integrative Undergraduate Education
Chapter 9 considers interdisciplinarity in the context of undergraduate education. Evidence on the prevalence of cross-listed courses, team-taught classes and dual majors is presented that suggests that connections between diverse subjects are surprisingly common. Trend data since the 1970s indicate that interdisciplinary majors typically graduate few degree recipient. This point, among others, questions the notion that undergraduate demand is responsible for the expansion of interdisciplinary programs. A paradox of integrative education is proposed, namely that integration is more feasible and more likely the narrower the student’s specialty. Ironically, the traditional disciplines have played a key role in creating the intellectual underpinnings of many of the applied fields which become competitors for undergraduate enrollments.
Keywords: integrated knowledge, integrated learning, cross-listed courses, team-teaching, service learning, pre-professional education, college degrees
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