Assessing Student Work at Disciplinary Crossroads

Mansilla, Verónica Boix

doi:10.3200/chng.37.1.14-21

Cited by 113 publications

(86 citation statements)

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“…They further referenced research that found "forming connections between fields of knowledge is an essential educational need for success in the 21 st century". This view is also supported by Mansilla [6].…”

Section: Introductionsupporting

confidence: 54%

“…The four main premises supporting this definition of interdisciplinary understanding are the following: performance -accurately and flexibly applying learnt concepts to novel situations; disciplinary grounding -being deeply informed by disciplinary expertise; integration and leverage -blending disciplinary views; and purposefulness. Mansilla [6] further provided the framework for assessing a student's performance that is consistent with her definition of interdisciplinary understanding. The assessment criteria included disciplinary grounding; integrative leverage; and a critical stance where there is clarity of purpose, reflectivity, and self-critique.…”

Section: Introductionmentioning

confidence: 93%

“…However, he acknowledged that the ranking of interdisciplinary richness is not a measure of quality. Mansilla [6] addressed the issue of quality in an interdisciplinary learning environment, through interdisciplinary understanding and informed assessment of students' performance. She defined interdisciplinary understanding as follows: "the capacity to integrate knowledge and modes of thinking drawn from two or more disciplines to produce a cognitive advancement."…”

Section: Introductionmentioning

confidence: 99%

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An innovative interdisciplinary curriculum in financial computing for the financial services industry

Joseph¹,

Anderson²

2006

WIT Transactions on Modelling and Simulation, Vol 43

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Finance is a fast growing field in business and is among the fastest growing in scientific computing, helping to sustain economies that include those of New York City and of the United States. The dynamics of finance have enticed computer scientists, engineers, mathematicians, and physicists. This has helped in the growth of interdisciplinary fields that involve computational finance, financial computing, financial engineering, mathematical finance, and quantitative finance. While most of these interdisciplinary programs are introduced to graduate students at universities, few of them are introduced to the undergraduate students. The frequent model that includes a computer science minor and a financial major requires a finance student to be in a general computer science minor that is open to all students who satisfy the minimum requirements for the minor. This interdisciplinary model does not serve sufficiently the needs of industry and of society. The study introduces an interdisciplinary major/minor curriculum model that seamlessly integrates computer science into finance through free elective credits. The model is that of financial computing that is both discipline and industry oriented in the university. The paper of the study evaluates the financial computing model, indicating how it conforms to the needs of financial firms in industry and of society and that of the international Basel II Capital Accord. This study will benefit educators and researchers in integrating a special and timely curriculum model helpful to the financial services industry.

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Section: Introductionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

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An innovative interdisciplinary curriculum in financial computing for the financial services industry

Joseph¹,

Anderson²

2006

WIT Transactions on Modelling and Simulation, Vol 43

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“…The study by Hasni (2010) adds that the use of the project is the teaching method that better characterizes interdisciplinary education. Mansilla (2005) defines interdisciplinarity as the ability to integrate the knowledge and thinking patterns of two or more school disciplines in order to produce cognitive advancement, such as explaining a phenomenon, solving a problem or the creation of a product, among others. According to Schneider (1997), interdisciplinarity allows the combination of knowledge and methods from several disciplines that together help to understand some phenomena that cannot be understood or solved by a single discipline.…”

Section: Interdisciplinarymentioning

confidence: 99%

School Entrepreneurship: A Favorable Context for the Interdisciplinary Projects

Boulanger

Rivard

Deslande

2018

JSE

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Entrepreneurship education appears to be a promising avenue for developing entrepreneurial skills among young people, this tendency being present in several countries. School is a privileged environment and is targeted since young people are key players in promoting economic growth. The appropriate teaching method for achieving academic and ISSN 2162-6952 2018 www.macrothink.org/jse 18 entrepreneurial goals seems to be the project-based approach. In this regard, entrepreneurship is a privileged context for realization of interdisciplinary projects in order to give meaning to the learning experience. The objective of this study is to describe the process of implementation and deployment of interdisciplinary projects in the context of the entrepreneurial school. Eight individual interviews were conducted with school staff from an entrepreneurial school where several interdisciplinary projects were going on. Our results show that the teacher assumes a key role as a guide throughout the interdisciplinary project in making sure that the education program objectives are attained. However, the lack of collaboration among the teachers remains a challenge in order to equip and help them with the realization of the interdisciplinary projects. Solutions can be identified to facilitate and perpetuate the implementation of these projects in this entrepreneurial context. Journal of Studies in Education

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“…Then, they searched for rubrics in full articles. An initial search yielded several works by Mansilla and her work in interdisciplinary understanding (Mansilla, 2005;Mansilla, 2006;Mansilla and Duraisingh, 2007;Mansilla, Feller, and Gardner, 2006;Mansilla, Duraisingh, Wolfe, and Haynes, 2009). A search for articles that cited Mansilla's work yielded additional papers (Wolfe and Haynes, 2003;Belcher, Rasmussen, Kemshaw, and Zornes, 2016).…”

Section: Literature Searchmentioning

confidence: 99%

Overview and Comparison of Assessment Tools for Integrative Thinking

Ortega¹,

Lagoudas²,

Froyd³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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College of Engineering where she oversaw outreach, recruiting, retention and enrichment programs for the college. Since 2013, she serves as the Executive Director for Industry and Nonprofit Partnerships with responsibilities to increase opportunities for undergraduates engineering students to engage in experiential learning multidisciplinary team projects. These include promoting capstone design projects sponsored by industry, developing the teaching the Engineering Projects in Community Service course, and developing curricular and co-curricular programs at the Engineering Innovation Center which promote innovation and entrepreneurship among engineering students and in collaborations with other colleges on campus and partnering with other institutions across the country. Overview and Comparison of Assessment Tools for Integrative Thinking AbstractIntegrative thinking is an essential competency for graduating engineers. Engineering graduates, who are prepared to address significant engineering challenges, e.g., Engineering Grand Challenges, can effectively integrate fragments from multiple disciplines to solve problems. To help students develop integrative thinking skills, engineering programs need to articulate how they will observe, evaluate, and support student development. Universities have recognized the need for students to engage in interdisciplinary projects and develop skills needed to support industry needs. To address that need, they have offered programs ranging from semester-long courses to weekend challenges designed to engage students in multidisciplinary team projects. However, effectiveness of instructional programs intended to support student development with respect to integrative thinking must be evaluated through assessment. While integrative thinking is much discussed in engineering education, evaluation approaches are few and not widely incorporated into engineering curriculum.The authors have identified four existing approaches for evaluating integrative thinking: (A) Interdisciplinary Writing Assessment Profiles with the following elements: (i) drawing on disciplinary sources, (ii) critical argumentation, (iii) multidisciplinary perspectives, and (iv) interdisciplinary integration; (B) Targeted Assessment Framework with the following elements: (i) purposefulness, (ii) disciplinary grounding, (iii) integration, and (iv) critical awareness; (C) Transdisciplinary Research Quality Framework rubric with the following elements: (i) relevance, (ii) credibility, (iii) legitimacy, (iv) and effectiveness; and (D) Integrative Learning VALUE Rubric with the following elements: (i) connections to experience, (ii) connections to discipline, (iii) transfer, (iv) integrated communication, and (v) reflection and self-assessment. Following descriptions of the four approaches, the authors will offer criteria to compare assessment instruments for integrative thinking to assist other researchers in identifying most appropriate tools for assessing such skills in their curricula or programs.

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Assessing Student Work at Disciplinary Crossroads

Cited by 113 publications

References 0 publications

An innovative interdisciplinary curriculum in financial computing for the financial services industry

An innovative interdisciplinary curriculum in financial computing for the financial services industry

School Entrepreneurship: A Favorable Context for the Interdisciplinary Projects

Overview and Comparison of Assessment Tools for Integrative Thinking

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