IDST 395 Investigative Methods In Interdisciplinary Studies

IDST 395 Investigative Methods in Interdisciplinary Studies

The primary purpose of this assignment is to reflect on the work we have done in this course and consolidate what we have learned. You are asked to respond to several basic questions that explore your understanding of interdisciplinary research, course concepts, and personal learning experiences. Your reflection should be thoughtful and substantive, demonstrating depth of thought, understanding of course themes and learning outcomes, and intentionality. The assignment encourages drawing from course discussions and materials to enrich your responses. It will be graded based on the quality of your reflections and your engagement with the prompts.

Paper For Above instruction

Interdisciplinary research is an investigative approach that integrates methods, theories, and perspectives from multiple disciplines to address complex questions or problems that cannot be fully understood within the confines of a single discipline. Unlike traditional disciplinary research, which concentrates on deepening knowledge within a specific field, interdisciplinary research seeks to synthesize insights across fields to generate more comprehensive understanding and innovative solutions. This approach often involves collaboration among diverse experts, blending methodologies, and challenging traditional boundaries of knowledge.

Throughout the course IDST 395, several primary questions served as guiding frameworks that shaped all coursework and discussions. These questions included: What defines interdisciplinary research? How can integrating different disciplinary perspectives enrich understanding? What are the challenges and opportunities inherent in interdisciplinary inquiry? Initially, I viewed interdisciplinary research as a pragmatic way to solve real-world problems by combining insights. However, my understanding was deepened by engaging with the complexities of integrating diverse methodologies and epistemologies, which revealed both the potential and difficulties in achieving effective collaboration and synthesis. My thinking was reinforced by the realization that true interdisciplinarity requires more than just assembling different disciplines; it demands genuine integration and reflexivity about how knowledge is produced.

In the context of this course, several key concepts were explored in relation to interdisciplinary research:

• Truth: a pursuit of objective reality, which can be complex when perspectives differ across disciplines.
• Fact: an observable or verifiable piece of information accepted as true within a context.
• Evidence: data or information that supports claims, requiring critical evaluation for reliability and relevance.
• Belief: an accepted idea or conviction that may or may not be grounded in empirical evidence.
• Concept: an abstract idea that helps in organizing and understanding phenomena across disciplines.
• Phenomenon: an observable event or occurrence that can be analyzed through multiple disciplinary lenses.
• Discipline: a specific field of study characterized by its methodologies, theories, and questions.

The course component that impacted me the most was the TED Talk on how different disciplines approach understanding complex problems. This talk resonated because it highlighted the necessity of embracing diverse perspectives and the creativity that emerges from crossing disciplinary boundaries. It reinforced the importance of openness, curiosity, and flexibility when conducting interdisciplinary research. This insight will stick with me as I navigate future projects, emphasizing the value of listening to and incorporating various viewpoints.

Despite the rich exploration, some concepts remain fuzzy, particularly the practical mechanisms for effectively integrating methods and epistemologies from different disciplines without diluting or misrepresenting each. I find myself needing to further study how successful interdisciplinary teams navigate conflicts, reconcile differing terminologies, and establish common ground. Clarifying these processes would enhance my ability to engage in and facilitate interdisciplinary collaborations.

Writing in a neutral researcher voice emerged as a central theme because it underscores the importance of objectivity, credibility, and the ethical obligation to present findings without bias. Maintaining neutrality helps prevent the researcher’s personal beliefs from skewing evidence and allows others to assess arguments based solely on evidence presented. When making scholarly arguments, a neutral tone fosters trust, clarity, and fairness, which are vital for advancing knowledge and ensuring constructive academic discourse.

In addition to these reflections, I appreciate the opportunity to provide feedback on the course. Overall, the variety of materials and the emphasis on practical application made this learning experience engaging. Greater integration of case studies or real-world interdisciplinary projects could enhance understanding of collaborative processes. Additionally, more forums for discussion could help deepen engagement and learning from peers’ perspectives.

References

• Frodeman, R., & Klein, J. T. (2012). The Oxford Handbook of Interdisciplinarity. Oxford University Press.
• Newell, W. H. (2010). Back to the future: A new look at interdisciplinary research. Innovative Higher Education, 35(5), 271-280.
• Repko, A. F. (2012). Interdisciplinary Research: Process and Theory. Sage Publications.
• Klein, J. T. (2010). A taxonomy of interdisciplinarity. The Oxford handbook of interdisciplinarity, 15-30.
• Leahey, E. (2007). To blend or not to blend? The effects of interdisciplinarity on productivity in academic science. Research Policy, 36(5), 693-706.
• Becher, T., & Trowler, P. R. (2001). Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Society for Research into Higher Education & Open University Press.
• Lattuca, L. R. (2001). Creating Interdisciplinarity: Interdisciplinary Research and Teaching as a Solution to Global Problems. Vanderbilt University Press.
• Meagher, M. (2010). Interdisciplinary research. In The International Encyclopedia of Communication. Wiley-Blackwell.
• National Academies of Sciences, Engineering, and Medicine. (2015). Enhancing the Effectiveness of Team Science. The National Academies Press.
• Boix Mansilla, V., & Duraising, E. L. (2007). Targeted Assessment of Students’ Interdisciplinary Work: An Empirical Exploration of Two Rubrics. Journal of Higher Education, 78(6), 645–683.