Interdisciplinarity practice

At this time, the interdisciplinarity of the materials field is being emphasized as much as the topic itself. Materials chemistry will bring to the academic chemistry community an excellent opportunity to practice what they often preach (or agree with) regarding the importance of interdisciplinarity, as they incorporate more courses from the materials science and physics departments as part of their requirements. 

Since the aim of this chapter is to provide a general outlook on interdisciplinarity in hybrid nanomaterials, we have focused our efforts on the knowledge structure and briefly touched upon the drivers for integration, both of which can be explored using bibliographic data. An exploration of the interdisciplinary practices (e.g., collaborations or recruitment) falls beyond the scope of this investigation. 

Turner, Stephen, 2000, What are disciplines And how is interdisciplinarity different In Practicing Interdisciplinarity, edited by Peter Weingart and Nico Stehr, 46-65, Toronto University of Toronto Press,... 

Photoelectrochemistry is an interdisciplinary subject that brings together different aspects of solid-state physics, electronics and chemistry. This interdisciplinarity, which is part of the fascination of photoelectrochemistry, is reflected in the unusually wide range of techniques employed to characterise photoelectrochemical systems. The objective of this chapter is to provide an overview of these techniques and to illustrate their application to practical systems. 

Klein, J. T. (1990) Interdisciplinarity Elistory, theory, and practice. Detroit, Wayne State University. 

Thompson Klein, Julie (1990). Interdisciplinarity. History, Theory Practice. Detroit Wayne State... 

On the scholarly front, what remains unknown is the extent to which these calls for reform are having their desired effect, especially with respect to the recruitment and retention of women in engineering studies. More specifically, die meaning of social relevance within the engineering community has not been scrutinized from the perspectives of engineering schools/faculties and their participants. How is this concept variously defined and perceived by female and male students, faculty and administrators Are these definitions and perceptions reflected or not in institutional policies and practices A second unexplored area, which is related to the first, concerns interdisciplinarity and flexibility in the curriculum how are these perceived in engineering schools and how are they implemented These questions form the... 

In conclusion, we can say fliat flie companies in their key values, their everyday practice and the expectations of job starters set great store by soeial-eommunieative and personality-concepts. They regard these as indispensable as teehnieal competences. Interdisciplinarity, understood here as a merging of teehnieal, soeial, communicational and personal competenees, is absolutely eentral to the eompanies. Female interns and graduates, too, see these eompetenees that beeome apparent in team-orientation, leadership and mutual eommunieation as erueial in their expeetations and their motivation. Gender-competenee as a part of soeial competenee seems to be essential and necessary, but as of now, is insuffieiently realized and implemented. 

The two basic hierarchies which structure the classical training of engineers are instilling in their mind two wrong ideas that the various basic disciplines are related in a hierarchical way, and that practical problems are application of a well defined body of knowledge. Interdisciplinarity requires on the opposite to be able to understand the specificity of the basic disciplines, and the need to involve several of them in the analysis and hopefully the solution of a real engineering problem. 

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