TY - JOUR
AU - Duraising, Elizabeth Dawes
AB - Veronica Boix Mansilla Elizabeth Dawes Duraising Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed The demand is clear. To thrive in contemporary knowledge societies, young people need not only to develop insights and modes of thinking that are informed by a variety of disciplines but also to integrate these forms of knowledge effectively-be it to develop a personal position about stem cell research, prepare for a career in intel­ lectual property law, or understand global efforts to eradicate poverty. Interdisciplinarity is increasingly the hallmark of contemporary knowl­ edge production and professional life. Preparing young people to engage in the major issues of our times requires that we nurture their ability to produce quality interdisciplinary work (Boix Mansilla et al., 2000; Boix Mansilla, 2005, 2006). Colleges and universities increasingly offer "interdisciplinary" pro­ grams as markers of their capacity to prepare a new generation of thinkers and professionals (Lattuca, Voigt, & Fath, 2004).1 Yet the rapid We thank the Atlantic Philanthropies for their generous support of our work. We are grateful to the faculty, students, and administrators at the Center for Bioethics (Univer­ sity of Pennsylvania), and the programs of Human Biology (Stanford University), Inter­ pretation Theory (Swarthmore 
TI - Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed
JF - The Journal of Higher Education
DO - 10.1080/00221546.2007.11780874
DA - 2007-03-01
UR - https://www.deepdyve.com/lp/taylor-francis/targeted-assessment-of-students-apos-interdisciplinary-work-an-9X40VbafHG
SP - 215
EP - 237
VL - 78
IS - 2
DP - DeepDyve
ER -