This chapter discusses issues relating to campus climates for graduate students. Various concerns for graduate education are raised. Specific attention is paid to the effect of a department’s social climate, including the level of competitiveness and the type of relationship that students have with supervisors. A direct link is demonstrated between student satisfaction with the social climate of a discipline, and satisfaction with graduate education as a whole. The relationship between faculty and students is highlighted as the “most influential factor” in the campus climate for graduate students. Elements integral to student success include clear expectations, and a culture that treats students as equals rather tan subordinates. The tendency of graduate students to emulate the culture of their supervisors is also noted. Other factors that contribute to student opinion are also discussed, including degree requirements and institutional prestige. Disciplinary difference are highlighted, including the differing expectations for research abilities and thesis scope.
\nThis article was of interest to me personally, both in terms of it’s relationship to my own undergraduate experience, and as useful information as I consider graduate education. The emphasis on the importance of personal relationships closely mirrors the discussions on human factors in effective collaboration that have been raised in class. The article raises interesting points on how the nature of disciplinary cultures can make the more or less conducive for graduate education. One major problem I noted was a trend toward causality implications, specifically the implication that students develop a department’s cultural traits through emulation, as opposed to self-selecting to culturally similar groups to themselves.
\n{Annotation by Charlie Moscoe, April 2013}
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\n
Peter Galison is a Harvard professor in philosophy and history of science, who has written several influential books and articles, including some pioneering work in developing and applying the anthropological concept of the trading zone. As such, the intended audience is primarily academics who are studying trading zones or related topics such as communication or interdisciplinarity. The reading level is quite high, at least a graduate level. Galison draws heavily on analogies all the way through and some of the academic language is difficult to decipher. Galison’s bent towards physics is revealed in this piece as almost all his examples come from that field; the scope of interdisciplinarity he describes may be narrower than we want for this course. The paper contains valuable insights, and clearly states some points I (Robert) only had an ill-formed intuitive grasp on (especially around locality, what happens around power imbalances, and purity of disciplines). However, Galison moves through his main points at a very slow pace, hampered by an analogy that may be unnecessary for those who already have a good working knowledge of interdisciplinarity.
Fogarty proposes ten models of integration to be used by educators and illustrated them graphically and with metaphors and examples. These ten models span a continuum running from integration within single disciplines, to integration across multiple discipline, to integration within and between learners.
\nFragmented
\nThe traditional model of separate and distinct disciplines. Eg, “Now put away your math books and take out your science packets!”
\nConnected
\nWithin each subject area, pieces of course content are explicitly related to one another. Eg, teacher relates the concept of fractions to decimals which in turn relates to concepts of money, grades, etc.
\nNested
\nWithin each subject area, teacher targets multiple skills and aspects. Eg, an elementary lesson on the circulatory system could target the concept of systems as well as circulation. In addition, teachers can target thinking skills such as cause and effect as well.
\nSequenced
\nDistinct topics or units are organized into a logical sequence that ties them together. Eg, an english teacher presents a historical novel while the history teacher teaches that historical period.
\nShared
\nMultiple disciplines taught in concert. Where overlapping content is found, teachers plan together. Eg, Science and Math teachers use data collection, charting, and graphing as shared concepts.
\nWebbed
\nContent is linked through a generic but fertile theme. Eg, teachers use “Inventions” theme to study simple machines in science, model design in industrial art, and reading and writing about inventors in language arts.
\nThreaded
\nThe metacurricular approach threads thinkings skills, social skills, and study skills through the various disciplines. Eg, “prediction” is a skill used to estimate in math, forecast in current events, anticipate in a novel, and hypothesize in the science lab.
\nIntegrated
\nThis model view the curriculum through a kaleidoscope: interdisciplinary topics are rearranged around overlapping concepts and emergent patterns and designs. Eg, teachers looks for analogies and patterning models and approach content through these patterns.
\nImmersed
\nIntegration happens within the learner. The disciplines become part of the lens through which the learner explores all his/her interests. Eg, student whose area of expertise is chemical bonding learns about computer modelling to simulate experiments and about patents to protect his/her work.
\nNetworked
\nIntegration is directed by the learner who makes internal connections that lead to external networks of experts. Eg, architect adapting CAD technology networks with technical programmers and expands knowledge.
\nThis is a relatively short piece at only five pages. It is an easy read, but could use to be longer and more detailed. It is sometimes difficult to see any sharp distinction between two models but I believe the author did not intend sharp definition of each model. It does not appear that these models are meant to be mutually exclusive and non-overlapping.
\nThis paper has helped me to think more in depth about what exactly integration is with a focus on how content can be taught and learned integratively. It is clear from this paper that there is more than one way to integrate knowledge and I am able now to better analyze integration as a concept, rather than just understanding it as a vague and abstract concept.
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\nEvaluation: One of the values of this articles is that it is written to be accessible to readers who have little experience with the topic of interdisciplinary research. It starts very broad by introducing the notion of interdisciplinary collaboration as a form of research responsive to pressing real world problems which do not fit nicely into traditional disciplinary silos. The article then lays out many of the barriers which researchers face when engaging in this kind of collaboration. It uses this conceptual backdrop to position the focus of the paper, the Toolbox for Philosophical Dialogue, as an effective tool to facilitate interdisciplinary research.
\nThe barriers to interdisciplinary collaboration which the article lays out are pertinent to the questions we have been asking in Integ 375. The barriers addressed include determining an appropriate level of integration, linguistic and conceptual divides, validation of evidence, societal context of research, perceived nature of the world (objective vs. constructed), and tension between reductionist and holistic approaches to research. We think this provides a shallow yet broad framework for understanding the genres of challenges that face any interdisciplinary team. The article then goes a level deeper in asking why these barriers arise, and what tools can be used to alleviate them. The article argues that these barriers have philosophical roots and stem from different epistemological and metaphysical outlooks on the world and science. This is a valuable insight, in that it points at paradigms as a leverage point for facilitating interdisciplinary collaboration. If there are methods to surface and align or bridge fundamental assumptions that researchers hold, we may have more success in achieving highly integrative interdisciplinary collaboration. The Toolbox for Philosophical Dialogue is one proposed mechanism to enable identification, exploration and in some cases resolution of paradigmatic disparities.
\nOne issue with the paper is that it provides little support for the claim that all of the barriers to collaboration that it outlines have philosophical underpinnings. For example, there are certainly cases where linguistic divides are primarily caused by specialist terminology that is not shared by experts from other disciplines. In this case it is not clear that philosophical paradigms provide a satisfying explanation for the nature of this challenge. We think the article could be stronger if it was more explicit in explaining that, although philosophical outlooks are foundational to many of the barriers typically observed to occur in interdisciplinary collaboration, they are not the onlycause of barriers. There is also room to continue where the article left off, by exploring how researchers can effectively use the information gained through the Toolbox Approach. For example, should researchers attempt to alleviate the contrasting paradigms that they have? Is it enough for them to be aware of their differences? Should they be willing to embrace perspectives that contrast with their own? How will this depend on the nature of the research question and the domain of collaboration?
\nWhich article should we read?
\nEigenbrode. It is the more valuable of the two papers for this class because it goes beyond basic theory of interdisciplinarity into the realm of applied philosophy, giving a deeper explanation for why barriers exist than other papers we’ve read this term. Furthermore, it offers a useful solution for overcoming problems of conflicting ideologies. Thagard is still a well-written and useful paper, and we suggest that students read it if they want to: learn about institutional barriers to interdisciplinary collaboration; read a case study of how “interdisciplinarity disciplines” work; and get examples of transdisciplinarity in action.
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