A Qualitative Examination of Science Faculty Members’ Perceptions of Interdisciplinary Curriculum Development and Refinement

Abstract

In recent years there has been a movement towards offering interdisciplinary curricula within higher education. While there are numerous benefits associated with interdisciplinary learning, the disciplinarily focused structure and culture of higher education can constrain interdisciplinary activities, and the challenges associated with developing this type of learning experience have been less researched. Given that faculty are key figures in organizational change and curriculum development, this study sought to understand faculty members’ perspectives on interdisciplinary curriculum development and refinement, including their perceptions of what constitutes an interdisciplinary program, the value associated with interdisciplinarity, and the challenges they have experienced developing and/or refining interdisciplinary programs. Faculty members from the Faculty of Science at a mid-sized university in the province of Ontario, Canada were interviewed, and these data were subjected to a content analysis. Faculty perceived interdisciplinary academic programs as including a collection of courses that offer a combination of knowledge from different disciplines; however, only a few participants identified the integration of knowledge from different areas of study as key to interdisciplinarity. Participants perceived that interdisciplinary learning was important for students to develop diverse, but not necessarily integrated, skillsets. Challenges related to interdisciplinary curriculum development and refinement included navigating institutional structures and collaborating with other academic units. Suggestions for navigating interdisciplinary curriculum development are discussed.