Assessing Transdisciplinary Scholarly Development: A Longitudinal Mixed Method Graduate Program Evaluation

Abstract Transdisciplinary (TD) graduate training programs are growing in number, yet little is known about their effectiveness or the development of TD attitudes and behaviors among students over time. This prospective longitudinal mixed methods study compares participating a federally funded program with non-participating from same disciplines degree (n = 26). The Interdisciplinary Perspectives Index (IPI) Behavior Change Collaborative Activity (BCCAI) were used to assess at beginning, middle, end an MPH/PhD program. Additionally, multiple case-based approach was further analyze changes three time points 10), including novel sketch protocol elicit student conceptualizations (mental maps) teams. Four assessments construct overall orientation score. Wilcoxon Signed Rank Tests showed increased only students, favorable high baseline did not change for any group. Generalized Estimating Equations that higher than traditional both mid endpoint, no difference baseline. Visual students’ mental maps research team science, elicited under protocol, reflected greater integration organization by endpoint. Two developmental patterns increasing emerged students. article reports findings insights applicable education curriculum design introduces visual assessment tool.