Cross -disciplinary team learning (CDTL) model: Development and validation
Abstract
The purpose of this study was to investigate mediational factors that describe team learning and to integrate the findings into a theoretical model. The researcher then attempted to use the model to explain how individuals from different disciplines evolve into a team that can create new forms of knowledge and innovative solutions or products. The CDTL model and its three major constructs, i.e. identification, formation, and adaptation, were developed based upon a review of literature from a variety of theories and perspectives. In order to empirically validate the theoretical model, a scale was also developed to survey 307 participants within the context of an engineering service learning program at a Midwestern university. Participants were undergraduate students in engineering and other disciplines working in teams to help community partners solve technical problems. Confirmatory factor analysis was conducted with the empirical data to validate the theoretical model, as well as its reliability and validity. The validated model provides the theoretical foundation for designing and developing strategies and interventions to support teams in cross-disciplinary settings.
Degree
Ph.D.
Advisors
Schaffer, Purdue University.
Subject Area
Educational software|Curricula|Teaching
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