Lowering Barriers to Interscholastic Undergraduate Initiatives at the University of Virginia

Abstract

Founded with a vision for well-rounded education, the University of Virginia is a Complex System of Systems with subsystems that interface to fulfill the University's core purposes. The interdependence and interconnectedness of subsystems, including schools and departments, provide insight into the University's capability to bridge disciplinary boundaries in offering holistic learning opportunities to faculty and students. Interscholastic courses, classes offered in two or more schools; and interdisciplinary courses, classes combining two or more disciplines, are examples of such opportunities. Thus, the team focused its analytical and modeling efforts on identifying obstacles to these courses and to other programs that could cultivate both a knowledge of disciplinary perspectives and skills in disciplinary integration at the undergraduate level. Interviews with administrators and professors as well as a survey distributed to professors of interscholastic courses were used to gather qualitative data about experiences in forming and administering courses listed in both the School of Engineering and Applied Science and the College of Arts and Sciences. Students in both schools were also surveyed about their awareness and interest in interdisciplinary and interscholastic classes. This systems analysis utilized both quantitative data and, primarily, qualitative insights regarding personal motivations and attitudes in understanding the intricacies of the University as a Complex System of Systems and identifying contradictory objectives, key limiting resources, and relevant cultural factors. This research highlights existing impediments to interdisciplinary and interscholastic collaboration within the University, as well as recommendations on how these barriers can be lowered.