  We propose and define the construct, cross-disciplinary learning, which can
guide learning and assessment in programs that feature sequential learning
across multiple STEM disciplines. Cross-disciplinary learning combines insights
from interdisciplinary learning, transfer, and resources frameworks and
highlights the processes of resource activation, transformation, and
integration to support sensemaking in a novel disciplinary context by drawing
on knowledge from other, prerequisite disciplines. We describe two measurement
approaches based on this construct: A paired multiple choice instrument set to
measure the extent of cross-disciplinary learning, and a think-aloud interview
approach to provide insights into which resources are activated, and how they
are used, in making sense of an unfamiliar phenomenon. We offer implications
for program and course assessment.
