Assessing ID Understanding in Learning Communities

In this project, we worked with the Washington Center for the Advancement of Undergraduate Education to develop a collaborative assessment protocol that was applied, adapted and qualitatively tested by a network of learning communities in twenty six colleges nation-wide. Paired with an ongoing practice of collaborative assessment of student work, the protocol gave structure and focus to faculty discussions, contributed to the sustenance of the learning community and yielded a new generation of assignments designed to foster the integration of disciplinary perspectives among students in the network.

The study helped us understand some of the fundamental conceptual changes that faculty experience as they become better at teaching as assessing for deep interdisciplinary understanding--from viewing interdisciplinarity as an end in itself, to rethinking disciplines as lenses to make sense of the world.