Interdisciplinary and Transdisciplinary Research and Education in Canada: 2017 CELT Vol X - A Review and Suggested Framework

Oct 15, 2026

Uploaded by jay

Interdisciplinary and transdisciplinary research education in Canada is reviewed through a suggested framework focused on moving beyond disciplinary boundaries. The study defines transdisciplinarity, analyzes funding trends from CIHR, NSERC, and SSHRC across multiple fiscal years, and identifies limited post-secondary student learning opportunities. A proposed ICON framework uses senior independent study courses to enable experiential transdisciplinary learning while earning degree credit. The paper argues that such opportunities are essential for undergraduates.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction and definitions

Funding trends and identified gaps

Proposed framework (ICON)

Experiential learning through independent study

Rationale and supporting perspectives

Need to cross disciplinary borders

Benefits for communication, collaboration, and problem-solving

Interdisciplinary and Transdisciplinary Research and Education in Canada: 2017 CELT Vol X [celt. uwindsor.ca](celt. uwindsor.ca) [www.stlhe.ca](www.stlhe.ca) A Review and Suggested Framework Daniel Gillis, Jessica Nelson, Brianna Driscoll, Kelly Hodgins, Evan Fraser & Shoshanah Jacobs University of Guelph DOI: 10. 22329/celt.v10i0 .4745 Transcending disciplinary boundaries is becoming increasingly important for devising solutions to the world’s most pressing issues, such as climate change andfood insecurity. Institutions of higher education often present challenges to teaching students how to work and innovate on transdisciplinary teams. We first define transdisciplinarity and like concepts, using these to review databases of three major funding agencies (CIHR, NSERC, and SSHRC) for awards given to interand transdisciplinary programs across ten fiscal years beginning 2005-2006 and ending 2014-2015 to identify trends in funding as an indicator of skill need. We then search for programs offering transdisciplinary learning opportunities at Canadian universities accounting for 71% of all students. Though the proportion of interdisciplinary and transdisciplinary funded research grants has risen considerably, we found only a few examples of interdisciplinary learning opportunities for students in post-secondary education programs. Generally, while students were able to take a range of courses, instruction remained discipline-specific. Specifically, Canadian undergraduates lack an in-program, experiential, transdisciplinary learning opportunity. We propose a framework (ICON) as a solution to fill this gap. Using senior independent study courses, which often have built-in curricular flexibility, students can participate with ICON while still obtaining credit towards their degrees. We conclude that transdisciplinary education opportunities are an essential part of the undergraduate experience and should be recognized across degree programs. Fifty years ago, the most celebrated minds of bionic technology gathered to discuss their research. Otto H. Schmitt, instead, presented a paper on the challenges that the field faced. Of top priority was to teach people to think across transdisciplinary lines. He suggested that the way to solve this problem in academia was by facilitating the meeting of researchers in diverse areas to avoid the “splintering into innumerable special groups” (Schmitt, 1960, p. 484) . Little has changed since Schmitt’s initial recommendation. There still remains a wellestablished need to eliminate disciplinary borders both in academic and professional settings. Specifically, within the academic framework, our ability to solve problems through the generation of knowledge has traditionally been addressed from discipline-specific points of view. However, it has become apparent that the research needed to address today’s complex problems requires the expertise of multiple disciplines (Choi & Pak, 2006; Hagoel & Kalekin-Fisherman, 2002) . Cross-boundary complementary research and educational programs that are transdisciplinary in nature are necessary for our continued generation of knowledge. To encourage and build the skills that are necessary for transdisciplinarity to become more prominent in academic thinking, we should introduce the concept and begin practicing it during students’ postsecondary education. Yet, upon entrance into post-secondary studies, students are splintered into groups. The selection and dispersion into respective majors is facilitated by a calendar of required courses and/or electives that produce disciplinary knowledge experts. In doing so, post-educational institutions foster discipline-specific thinkers. Yet, as Kolb and Kolb (2005) state, learning requires “facing and embracing differences,” including those that exist between various banks of knowledge (p. 207) . As a result, for today’s students to be successful, they now require both discipline-specific knowledge and

FAQs

What is the main problem the paper identifies in Canadian higher education?

Students can take a range of courses, but instruction remains discipline-specific, and undergraduates lack an in-program experiential transdisciplinary learning opportunity.

How does the paper examine funding-related skill needs?

It reviews databases of three major funding agencies (CIHR, NSERC, SSHRC) for awards to inter- and transdisciplinary programs over ten fiscal years to identify trends as indicators of skill needs.

What is the proposed solution and how does it work?

The paper proposes the ICON framework, using senior independent study courses with built-in curricular flexibility so students can participate in transdisciplinary learning while still earning credit toward degrees.

Oct 15, 2026

Uploaded by jay