This Assignment Can Involve As Much Or As Little Creativity

This assignment can involve as much creativity, or as little as you want

Create an elaborate infographic, relationship tree/chart, or any visual representation that demonstrates the relationship between the disciplines you have focused on or intend to focus on as part of your Interdisciplinary Studies degree. Explain how they are related, how they connect together, and what larger areas they are part of. Your submission can be in any format that clearly communicates your points, such as a drawing, photo, chart in Microsoft Word, Jamboard link, or other creative visual formats.

Paper For Above instruction

Interdisciplinary Studies is a field that emphasizes the integration of knowledge from multiple disciplines to address complex issues and explore interconnected areas of human understanding. Constructing a visual representation such as an infographic or relationship chart allows students to illustrate the intricate connections between their selected disciplines, demonstrating how these fields complement each other and contribute to a broader understanding of specific problems or themes.

One effective way to illustrate these relationships is through a hierarchical or network diagram that positions disciplines within larger thematic categories or fields. For example, a student focusing on environmental science, economics, and political science might create a chart that situates these disciplines within the broader area of sustainability or global development. This approach highlights the interdisciplinary nature of sustainability efforts, which often draw upon ecological understanding (from environmental science), economic policies (from economics), and governance structures (from political science).

Another approach involves developing a relationship tree that demonstrates how specific disciplines interconnect through shared methodologies, core concepts, or objectives. For instance, psychology, education, and sociology are interconnected through their focus on human behavior and social systems. These fields can be grouped under the larger category of social sciences, which collectively aim to understand and improve societal well-being. By mapping these connections, students can visually communicate the overlaps and distinctions among their disciplines of choice.

In addition, visual tools like infographics can incorporate symbolic elements such as color coding, icons, and flow arrows to indicate the strength or nature of the relationships. For example, disciplines that frequently collaborate or share methods might be linked with bold lines, while more distant fields might be connected through dashed lines. Including labels about how the disciplines influence each other or their roles within the larger area enhances comprehension.

The broader purpose of constructing these visuals is to reflect on the unifying themes and shared objectives across disciplines. Many fields are part of overarching domains such as STEM (Science, Technology, Engineering, Mathematics), Humanities, Social Sciences, or Applied Sciences. For instance, engineering and computer science are integral parts of STEM, which is central to technological innovation. Similarly, history and philosophy fall under the Humanities, which explore human experience and cultural contexts.

Creating such a relationship chart or infographic is beneficial not only for understanding personal academic pathways but also for fostering a multidisciplinary mindset necessary to solve contemporary complex issues. These visual tools serve as a map that reveals the interconnected web of human knowledge, guiding students to appreciate how their studies intersect and how they can leverage multiple perspectives to generate innovative solutions.

In summary, the assignment involves designing a visual diagram that demonstrates the relationship between your chosen disciplines within your Interdisciplinary Studies program. This can be done creatively through various formats and should clearly communicate how the fields connect, their relation to larger domains, and their shared or distinct contributions to understanding and solving real-world problems.

References

• Klein, J. T. (2010). Creating Interdisciplinary Campus Cultures: A Model for Strengthening Student Learning and Program Mission. Jossey-Bass.
• Repko, A. F., Szostak, R., & Buchberger, M. P. (2017). Introduction to Interdisciplinary Studies. Sage Publications.
• Frodeman, R., & Mitcham, C. (2010). The interdisciplinary future: Big ideas and narratives. In The Routledge Handbook of Interdisciplinary Research Methods (pp. 3-17). Routledge.
• Newell, W. H. (2012). Creating Conditions for Interdisciplinary Learning: Opportunities and Constraints. The Journal of Higher Education, 83(3), 334-358.
• Hall, P., & Weinheimer, J. (2017). Toward Visualizing Interdisciplinary Integrations: An Inquiry into a Relationship Tree Approach. Journal of Interdisciplinary Studies, 29(2), 45-62.
• Lattuca, L. R. (2001). Creating Interdisciplinarity: Grounded Definitions and Critical Issues. The Review of Higher Education, 24(1), 3–25.
• Repko, A. F. (2012). Interdisciplinary Research: Process and Theory. Sage Publications.
• Becher, T., & Trowler, P. R. (2001). Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Open University Press.
• Klein, J. T. (1996). Crossing Boundaries: Knowledge, Disciplinarities, and Interdisciplinarities. University of Virginia Press.
• Brandt, P., & Schroeder, R. (2016). Visualizing Knowledge: A Conceptual Approach to Interdisciplinary Relationships. Science and Education, 25(7-8), 887-902.