ABSTRACT
Little guidance is provided on how to design and assess interdisciplinary higher education. In particular, additional models are required demonstrating how to “blend” pedagogies and technologies to achieve knowledge integration and higher-order thinking in interdisciplinary programs. In this chapter, we present an innovative model that blends pedagogies, disciplines, technologies, and assessments in a low-residency doctoral program. We also present findings from our exploration of students’ perceptions of how the model influenced their learning processes, achievement outcomes, and the process of knowledge integration during one semester of the program. Finally, we consider avenues for future research and challenges to operationalizing the model during the most recent pandemic.
