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<p>Addressing the complex, integrated learning needs of students within current, transdisciplinary, real world contexts requires pedagogical approaches that transcend disciplinary boundaries. In this study, we develop and empirically test a novel theoretical <i>Transdisciplinary Epistemic Practices (TEPs) framework</i> for STEAM (science, technology, engineering, art, and mathematics) learning in higher education contexts. Grounded in socio-cultural perspectives on knowledge, epistemic practices are defined as discipline-specific ways of knowing and doing shaped by the dominant communities of practice, such as physicists in physics or digital artists in new media. Our <i>TEP framework</i> identifies and operationalizes eight TEPs, organized into three broad categories: <i>exploring</i>, <i>meaning making</i>, and <i>critiquing</i>. This project represents the first effort to define and apply such a framework within a higher education context. Methodologically, we employed a Delphi process within a Faculty Learning Community (FLC) composed of transdisciplinary teaching faculty who iteratively refined the framework based on pedagogical expertise and practice. We demonstrate the <i>TEP framework’s</i> utility through two in-depth case studies, each illustrating the use of a specific TEP in authentic instructional settings. Beyond informing course learning outcomes and assessment design, this work contributes to theory through providing a method for further developing integrated learning frameworks at the same or other disciplinary intersections.</p>

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Transdisciplinary Practices in Higher Education

  • 期刊论文

  • 发表日期：

    2026年7月20日

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  • Mark Rosin,
  • Heather Lewis,
  • Christopher X. J. Jensen,
  • Kylie Peppler

摘要

Addressing the complex, integrated learning needs of students within current, transdisciplinary, real world contexts requires pedagogical approaches that transcend disciplinary boundaries. In this study, we develop and empirically test a novel theoretical Transdisciplinary Epistemic Practices (TEPs) framework for STEAM (science, technology, engineering, art, and mathematics) learning in higher education contexts. Grounded in socio-cultural perspectives on knowledge, epistemic practices are defined as discipline-specific ways of knowing and doing shaped by the dominant communities of practice, such as physicists in physics or digital artists in new media. Our TEP framework identifies and operationalizes eight TEPs, organized into three broad categories: exploring, meaning making, and critiquing. This project represents the first effort to define and apply such a framework within a higher education context. Methodologically, we employed a Delphi process within a Faculty Learning Community (FLC) composed of transdisciplinary teaching faculty who iteratively refined the framework based on pedagogical expertise and practice. We demonstrate the TEP framework’s utility through two in-depth case studies, each illustrating the use of a specific TEP in authentic instructional settings. Beyond informing course learning outcomes and assessment design, this work contributes to theory through providing a method for further developing integrated learning frameworks at the same or other disciplinary intersections.