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We propose and define the construct, cross-disciplinary learning, which canguide learning and assessment in programs that feature sequential learningacross multiple STEM disciplines. Cross-disciplinary learning combines insightsfrom interdisciplinary learning, transfer, and resources frameworks andhighlights the processes of resource activation, transformation, andintegration to support sensemaking in a novel disciplinary context by drawingon knowledge from other, prerequisite disciplines. We describe two measurementapproaches based on this construct: A paired multiple choice instrument set tomeasure the extent of cross-disciplinary learning, and a think-aloud interviewapproach to provide insights into which resources are activated, and how theyare used, in making sense of an unfamiliar phenomenon. We offer implicationsfor program and course assessment.

Cross-disciplinary learning: A framework for assessing application of concepts across STEM disciplines