Page 31 - Teaching and learning of interdisciplinary thinking in higher education in engineering

Teaching and learning in interdisciplinary higher education: A systematic review
5. Which relationships between student, learning environment, and learning process conditions and IDT within the context of interdisciplinary higher education are mentioned?
The present review study explored these research questions by (a) describing, and (b) evaluating scientific research into teaching and learning in interdisciplinary higher education.
2.3 Method
The review process consisted of the four stages described below.
2.3.1 Formulation of inclusion and exclusion criteria
Before searching the literature, the following inclusion criteria were formulated. First, each publication should be relevant, meaning that the publication should examine teaching and learning in interdisciplinary higher education within the scope of the Conceptual Review Framework (see Figure 2.1). Second, each publication should be peer reviewed. Third, publications written in English, German, and Dutch were included, as the authors could read and understand these languages. Finally, the time span of the literature search was limited to 1992-2009 to provide an overview of the most recent research in this field. Publications reporting on individual faculty experiences, courses, curricula, or projects without any scientific examination of teaching and learning were excluded. Publications on institutional or organizational topics such as the implementation of interdisciplinary higher education fell outside the scope of this review.
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