怎麼跨？跨領域學位學生的多樣性經驗對跨域整合能力之影響_

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題名：	怎麼跨？跨領域學位學生的多樣性經驗對跨域整合能力之影響
書刊名：	教育與心理研究
作者：	祝若穎／邱詩詠
作者(外文)：	Chu, Jo-ying／Chiu, Shih-yung
出版日期：	2019
卷期：	42:4
頁次：	頁65-98
主題關鍵詞：	多樣性經驗；跨領域；跨領域整合能力；雙專長；Diversity experiences；Interdisciplinary；Interdisciplinary integration competencies；Dual-specialization
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:5 點閱:128

本研究對象為國內某國立綜合大學（簡稱T大），目前每屆畢業生獲得雙專跨域學位的比例已高達20%，資料也較為完整與豐富。本研究透過校務研究（institutional research）以證據為導向（evidence-based）的研究基礎，探討T大2018年跨領域學位學生。編製「跨域整合能力量表」，運用ANOVA與多元迴歸方法進行分析。研究發現，跨組學生在課程多樣性的數值較高，顯示其修課領域範疇最為寬廣，且不同程度的跨領域學位學生之間，其課程多樣性經驗亦具顯著差異；跨域程度較高學生的跨域整合能力較好，且互動多樣性與課程多樣性對於跨域整合能力為重要的影響變項。T大的跨領域教育透過跨域課程及多元互動對話，讓學生能與不同專業背景的同儕共同合作與解決問題，獲取更多的多樣性經驗，此即是跨領域教育中涵養多樣性經驗極佳的沃土。

以文找文

This study involves the National Comprehensive University of Taiwan (hereinafter referred to as T University). Every year, more than 20% of graduates from the university gain their interdisciplinary bachelors’ degrees in dual professional fields, and that it also has a more complete interdisciplinary education system. This research is evidence-based on institutional research. The study included 1,177 T University bachelor degree students from the 2018 batch, of whom 177 are interdisciplinary program students and the remaining are non-interdisciplinary program students. In this research, we compiled the “Interdisciplinary Integration competencies scale” suitable for interdisciplinary program students, and used ANOVA, and multiple regression as research methods for analysis. The study found that the higher the interdisciplinary level of students, the better was their interdisciplinary integration ability, and that interaction diversity and curriculum diversity are important influence variables for interdisciplinary integration ability. The results suggest that interdisciplinary education successfully helps students gain more diverse experience through the process of interdisciplinary courses and dialogue, thereby allowing students to work together with colleagues from various professional backgrounds, or to provide students with multiple opportunities to explore in the classroom. This is also a great chance to cultivate diversity experiences from interdisciplinary education. This study is a pioneering empirical study on Taiwan’s postsecondary education policy in recent years, and is of prime significance.

以文找文

期刊論文
1.	王秀槐、丁艾竹、蘇愛嵐(20110900)。跨越科系的藩籬：我國研究型大學實施前段不分系模式分析與個案大學實施策略之探討。教育科學研究期刊，56(3)，1-30。延伸查詢
2.	Chang, M. J.、Denson, N.、Sàenz, V.、Misa, K.(2006)。The educational benefits of sustaining cross-racial interaction among undergraduates。Journal of Higher Education，77(3)，430-455。
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6.	Wilhelmsson, M.、Pelling, S.、Uhlin, L.、Dahlgren, L. O.、Faresjö, T.、Forslund, K.(2012)。How to think about interprofessional competence: A metacognitive model。Journal of Interprofessional Care，26(2)，85-91。
7.	Gurin, Patricia、Dey, Eric L.、Hurtado, Sylvia、Gurin, Gerald(2002)。Diversity and Higher Education Theory and Impact on Educational Outcomes。Harvard Educational Review，72(3)，330-367。
8.	陳俐淇、王子華、邱富源、沈欣宜、曾敏(20170600)。「跨領域整合核心能力量表」的編製--以母嬰生活服務為例。科學教育學刊，25(2)，143-168。延伸查詢
9.	陳素芬、張大慈、林立元、陳曉郁(2005)。大學生科技領域學程之課程評量。亞太科學教育論壇，6。延伸查詢
10.	Akay, A.(2008)。A renaissance in engineering PhD education。European Journal of Engineering Education，33(4)，403-413。
11.	Bowman, N. A.(2010)。College diversity experiences and cognitive development: A meta-analysis。Review of Educational Research，80(1)，4-33。
12.	Brashers, V.、Peterson, C.、Tullmann, D.、Schmitt, M.(2012)。The University of Virginia interprofessional education initiative: An approach to integrating competencies into medical and nursing education。Journal of Interprofessional Care，26(1)，73-75。
13.	Bullard, M. J.、Fox, S. M.、Wares, C. M.、Heffner, A. C.、Stephens, C.、Rossi, L.(2019)。Simulation-based interdisciplinary education improves intern attitudes and outlook toward colleagues in other disciplines。BMC Medical Education，19(1)。
14.	Chang, M. J.(1999)。Does diversity matter?: The educational impact of a racially diverse undergraduate population。Journal of College Student Development，40(4)，377-395。
15.	Ganotice, F. A. Jr.、Chan, L. K.(2019)。Which of the four models? Examining the measurement properties of the Interdisciplinary Education Perception Scale (IEPS) in healthcare and socialcare prelicensure curriculum in Hong Kong。Journal of Interprofessional Care，33(1)，1-7。
16.	Gurin, P.(1999)。Selections from the compelling need for diversity in higher education, expert reports in defense of the University of Michigan。Equity & Excellence in Education，32(2)，32-62。
17.	Karlgren, K.、Lakkala, M.、Toom, A.、Ilomäki, L.、Lahti-Nuuttila, P.、Muukkonen, H.(2020)。Assessing the learning of knowledge work competence in higher education: Cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire。Research Papers in Education，35(1)，1-15。
18.	Klein, J. T.(2013)。The transdisciplinary moment(um)。Integral Review，9(2)，189-199。
19.	Knight, D.、Lattuca, R.、Kimball, E. V.、Reason, R. D.(2013)。Understanding interdisciplinarity: Curricular and organizational features of undergraduate interdisciplinary programs。Innovative Higher Education，38(2)，143-158。
20.	Kuklinski, J. H.(2006)。The scientific study of campus diversity and students' educational outcomes。Public Opinion Quarterly，70(1)，99-120。
21.	Leitch, J.(2014)。Exploring psychometric properties of the interdisciplinary education perception scale in health graduate students。Journal of Interprofessional Care，28(1)，52-57。
22.	McFadyen, A. K.、Maclaren, W. M.、Webster, V. S.(2007)。The interdisciplinary education perception scale (IEPS): An alternative remodeled sub-scale structure and its reliability。Journal of Interprofessional Care，21(4)，433-443。
23.	Mutero, C. M.、Kabutha, C.、Kimani, V.、Gitau, G.、Ssennyonga, J.、Githure, J.(2004)。A transdisciplinary perspective on the links between malaria and agroecosystems in Kenya。Acta Tropica，89，171-186。
24.	Parkes, M. W.、Bienen, L.、Breilh, J.、Hsu, L. N.、McDonald, M.、Pratz, J. A.(2005)。All hands on deck: Transdisciplinary approaches to emerging infectious disease。EcoHealth，2(4)，258-272。
25.	Spelt, E. J. H.、Biemans, H. J. A.、Tobi, H.、Luning, P. A.、Mulder, M.(2009)。Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review。Educational Psychology Review，21(4)，365-378。
26.	Terenzini, P. T.、Cabrera, A. F.、Colbeck, C. L.、Bjorklund, S. A.、Parcnte, J. M.(2001)。Racial and ethnic diversity in the classroom: Does it promote student learning。Journal of Higher Education，72(5)，509-531。
27.	Terenzini, P. T.、Springer, L.、Pascarella, E. T.、Nora, A.(1995)。Academic and out-of-class influences on students' intellectual orientations。The Review of Higher Education，19(1)，23-44。
28.	Umbach, P. D.、Kuh, G. D.(2006)。Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness。Journal of Higher Education，77(1)，169-192。
29.	Williams, B.、Lynch, M.、Olaussen, A.、Lachmann, H.、Kalén, S.、Ponzer, S.(2018)。Translation and psychometric evaluation of the Swedish version of the Interdisciplinary Education Perception Scale。Journal of Interprofessional Care，32(1)，63-68。
30.	Hu, S.、Kuh, G. D.(2003)。Diversity experiences and college student learning and personal development。Journal of College Student Development，44(3)，320-334。

學位論文
1.	侯孟君(2007)。我國大學跨領域學程之研究(碩士論文)。國立交通大學。延伸查詢
2.	Antonio, A. L.(1998)。The impact of friendship groups in a multicultural university(博士論文)。Univ. of California。
3.	Chang, M. J.(1996)。Racial diversity in higher education: Does a racially mixed student population affect educational outcomes?(博士論文)。University of California。

圖書
1.	Kuh, G. D.、Schuh, J. H.、Whitt, E. J.(1991)。Involving colleges: Successful approaches to fostering student learning and development outside the classroom。San Francisco, California：Jossey-Bass。
2.	Hurtado, S.、Milem, J.、Clayton-Pedersen, A.、Allen, W.(1999)。Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education。Washington, DC：The George Washington University。
3.	George, D.、Mallery, P.(2016)。IBM SPSS Statistics 23 Step by Step: A Simple Guide and Reference。Routledge。
4.	Leech, N. L.、Barrett, K. C.、Morgan, G. A.(2013)。SPSS for intermediate statistics: Use and interpretation。New York, NY：Routledge。
5.	Meier, K. S.(2012)。Factors influencing the institutionalization of diversity in higher education。Mankato, MN：Minnesota State University。
6.	Schoem, D. L.、Hurtado, S.(2001)。Intergroup dialogue: Deliberative democracy in school, college, community, and workplace。Ann Arbor, MI：University of Michigan Press。
7.	Sleeter, C. E.、Grant, C. A.(1994)。Making choices for multicultural education: Five approaches to race class and gender。New York, NY：Maxwell Macmillan。

其他
1.	木那斯(2018)。別再問我念什麼系了！現在的清華大學跟你想的不一樣：「學程、學士班雙專長、跨領域、不分系」，https://flipedu.parenting.com.tw/article/4861。延伸查詢
2.	教育部(2015)。教育部智慧生活整合性人才培育計畫：跨領域核心能力教學評量，https://www.smartliving.org.tw/%E8%AA%B2%E7%A8%8B%E8%A9%95%E9%87%8F/。延伸查詢
3.	Boix-Mansilla, V.，Gardner, H.(2003)。Assessing interdisciplinary work at the frontier. An empirical exploration of symptoms of quality，http://thegoodproject.org/pdf/26-Assessing-ID-Work-2_04.pdf。
4.	The Interprofessional Education Collaborative(2011)。Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel，https://www.pcpcc.org/resource/core-competencies-interprofessional-collaborative-practice。
5.	Jensenius, A. R.(20120312)。Disciplinarities: Intra, cross, multi, inter, trans，http://www.arj.no/2012/03/12/disciplinarities-2/。
6.	Katz, P. M.(2015)。Interdisciplinary undergraduate education，https://files.eric.ed.gov/fulltext/ED569211.pdf。

圖書論文
1.	Bromme, R.(2000)。Beyond one's own perspective: The psychology of cognitive interdisciplinarity。Practising interdisciplinarity。Toronto：University of Toronto Press。
2.	Coser, R.(1975)。The complexity of roles as a seedbed of individual autonomy。The idea of social structure: Papers in honor of Robert K. Merton。New York, NY：Harcourt Brace Jovanovich。
3.	Duster, T.(1993)。The diversity of California at Berkeley: An emerging reformulation of "competence" in a multicultural world。Beyond a dream deferred: Multicultural education and the politics of excellence。Minneapolis, MN：University of Minnesota Press。
4.	Hurtado, S.(2001)。Linking diversity and educational purpose: How diversity affects the classroom environment and student development。Diversity challenged: Evidence on the impact of affirmative action。Cambridge, England：Harvard Educational Publishing Group。

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