More to come . . . 

After reviewing the data from the Spring 2001 section of this course, I'm persuaded that the incremental approach to learning interdisciplinarity works well. Yet interdisciplinary methodology still remains somewhat mysterious and simply difficult for students to talk about in concrete terms. A guiding tenet of the Visible Knowledge Project is that we can help facilitate students' learning by making our theories and practices more visible, to ourselves as well as to our students. My initial research on interdisciplinary courses reinforces this, though it also suggests that creating clear, usable models of interdisciplinarity will be difficult.

Not one to shirk at a challenge, I am currently developing several visual, process-oriented models for thinking about interdisciplinarity. These form the basis of a new multimedia on-line learning module, this time less focused on theory and concept , with more attention to interdisciplinary practice.  In Spring of 2002, I ran a first test of that module, which I will refine in next year's classes.  Additional sections discussing my assessment of the effectiveness of the module will be posted here as they are ready.