The research team, spearheaded by Gina Pizzo, a lecturer in Rice University’s Department of Statistics, and Aaron McCright, professor of sociology at Michigan State University, developed and validated a new way to measure what they call disciplinarity. The concept refers to the extent to which scientists remain closely connected to the core of the discipline in which they trained, or instead move toward its boundaries and beyond over the course of their careers. Rather than treating disciplinary affiliation as a fixed attribute, the new approach treats it as a continuum that can shift as research questions, collaborators and professional communities evolve. The measure was tested using survey responses from 4,113 tenure-system science faculty members at 83 U.S. research universities, and the co-author team also included Chad Gonnerman of the University of Southern Indiana, Troy Hall of Oregon State University, Kathryn Plaisance of the University of Waterloo and Brian Robinson of Texas A&M University-Kingsville.

Scientists don’t necessarily stay in the same intellectual box throughout their careers, Pizzo explained. Their research questions, collaborators and professional communities can change considerably, and the team wanted a way to capture that evolution rather than relying on a single disciplinary label. The motivation for the work grew out of a persistent methodological problem in the social studies of science. Researchers who survey scientists have long grouped them by characteristics such as the field of their highest degree, their academic department or the discipline with which they identify. But Pizzo and McCright found that such approaches often miss important differences among scientists who technically belong to the same field. Their review of previous surveys revealed that disciplinary affiliation has frequently been measured using only one or two indicators, a practice that can obscure the ways scientists’ careers diverge as they collaborate across fields or shift the focus of their research.

To close that gap, the researchers created a five-dimensional Disciplinarity Scale. The instrument is anchored to a scientist’s doctoral discipline and measures how closely five aspects of the scientist’s current professional life still align with that original field. Those dimensions include the scientist’s current department, primary professional association, publishing outlets, how their peers perceive their discipline and how they identify themselves. Taken together, the five measures place scientists along a continuum that runs from strong connection to a discipline’s core to broader association with its frontier or even beyond it. The design reflects a conceptual stance that McCright summarized succinctly: academic disciplines are useful categories, but they aren’t impermeable containers. The scale does not discard disciplines; instead, it quantifies the degree to which an individual scientist’s working life remains tethered to one.

The empirical findings lend strong support to the idea that disciplinary affiliation is plastic rather than permanent. The researchers found that scientists tended to have broader disciplinary affiliations the longer they had been out of graduate school, suggesting that careers naturally pull scholars away from the intellectual center of their training over time. The association was even stronger among scientists with more experience conducting cross-disciplinary research. Cross-disciplinary research experience was especially strongly associated with broader disciplinarity, Pizzo noted. When scientists repeatedly work with people who ask different questions, use different methods or publish in different places, those experiences can gradually reshape where they fit within science. In other words, interdisciplinarity is not merely a style of work; it appears to leave a measurable imprint on how scientists locate themselves within the broader landscape of academic fields.

The scale also proved capable of identifying scientists who had formally moved into a different discipline altogether. Among the survey respondents, about 16.6 percent reported a current discipline different from that of their doctorate, while roughly 83 percent remained within their original nominal discipline. Yet even among the scientists who had not formally changed fields, the new measure revealed meaningful differences in how closely their current work remained tied to their original discipline. Two faculty members might both be counted as physicists in a conventional survey, but one could be working near the traditional core of physics while the other operates largely at the boundary with climate science or materials science. Under older measurement approaches, those two scientists would be treated as equivalent. The new scale makes the distinction visible, and that distinction could matter for researchers who study how scientists’ backgrounds influence their views, behaviors or approaches to research.

The implications extend well beyond the sociology of science. Universities and funding agencies increasingly encourage interdisciplinary research aimed at problems that do not fit neatly within a single field, from climate change to emerging technologies to public health. If administrators, funders and scholars rely solely on doctoral discipline to characterize the scientific workforce, they risk drawing inaccurate pictures of who is actually equipped to tackle such problems and how expertise is distributed. Pizzo and McCright argue that future surveys could pair conventional disciplinary categories with the new scale, allowing researchers to capture both where scientists began their careers and how their disciplinary affiliation has evolved since. Such a paired approach would preserve the organizational utility of disciplines while adding a layer of nuance that reflects the increasingly fluid reality of scientific work.

Technically, the study contributes a validated instrument to a field that has often relied on ad hoc classification. By grounding the scale in the doctoral discipline and then systematically comparing five independent markers of current affiliation, the researchers created a measure that can detect gradations of disciplinarity rather than forcing scientists into binary categories such as disciplinary versus interdisciplinary. The validation across more than four thousand faculty members at a large number of research universities gives the instrument empirical weight, and the consistency of its central findings, that time since graduate school and cross-disciplinary experience both predict broader disciplinarity, suggests the construct captures something real about career trajectories in academic science. The work also demonstrates how survey-based measurement can be refined when existing indicators prove too coarse for the phenomena they are meant to describe.

The study’s authors are careful to frame their contribution as a refinement rather than a rejection of traditional categories. We’re not arguing that disciplines no longer matter, McCright said. They remain fundamental to how science is organized. But if we want to understand scientists accurately, we also need to account for the ways their relationship to those disciplines can change over time. In an era when the most pressing scientific questions increasingly demand collaboration across fields, the ability to measure precisely how far a scientist has traveled from the core of her training may become an essential tool for understanding, and supporting, the modern scientific workforce. The physicist who became a climate scientist is no longer an anomaly; with the new Disciplinarity Scale, she is finally a measurable and well-understood feature of the scientific landscape.

Subject of Research: A validated five-dimensional measure of how scientists' disciplinary affiliation changes relative to their doctoral discipline over the course of their careers.

Article Title: New measure captures how scientists’ identities shift across academic disciplines

Article References: New measure captures how scientists’ identities shift across academic disciplines. (n.d.). Original publication

Image Credits: AI Generated

DOI: Not provided

Keywords: disciplinarity, interdisciplinary research, scientists, doctoral discipline, Rice University, Michigan State University, PLOS One, academic careers, survey research, scientific workforce, disciplinary affiliation, sociology of science

The ACE program distinguishes itself by adopting a comprehensive interdisciplinary approach, contrary to programs that address facets of civics in isolation. It is constructed upon five core pillars: constitutional political institutions, the principles of free markets, exemplary statesmanship, the cultivation of citizenship and civic virtue, and the contributions of scientific and technological innovation to American society. This multi-dimensional framework aligns with James Madison College’s political theory and constitutional democracy curriculum, affording a broader exploration of American political heritage and its ongoing evolution in practice.

Professor Tobin Craig, leader of the initiative and a professor with expertise in political theory and constitutional democracy, emphasizes the criticality of this integrative view. According to Craig, understanding American institutions without appreciating the philosophical and historical assumptions about human nature and government purpose leads to a partial and ultimately inadequate comprehension. The ACE program aims to bridge this gap, helping young learners grasp the constitutional regime’s underlying principles and tensions that persist beyond contemporary political polarizations.

The curriculum expertly navigates primary documents such as the U.S. Constitution and the Federalist Papers, supplemented by influential speeches and writings that have shaped, challenged, and refined American democratic thought. ACE’s faculty, drawn from James Madison College’s esteemed scholars, include experts in classical philosophy, American statesmanship, political economy, and constitutional history. Professors Eric Petrie and Benjamin Lorch bring profound insight into philosophical and statesmanship traditions, while Brianne Wolf and Jordan Cash focus on teacher education, combining historical scholarship with practical pedagogical strategies.

Starting in the summer of 2026, the Academy will host a selective, fully funded two-week residential seminar for 20 to 25 rising high school seniors. These students will engage deeply with seminal texts and participate in discourse-driven sessions designed to foster critical thinking and analytical skills. The seminar’s first phase will examine the American regime broadly — its philosophical genesis, constitutional order, and the role commerce, science, and technology play in sustaining democratic governance. The second phase will concentrate on American statesmanship and citizenship, featuring readings from seminal figures such as Alexander Hamilton, Alexis de Tocqueville, Frederick Douglass, and Abraham Lincoln.

The program deliberately extends learning beyond the classroom by integrating field trips to significant civic and historical sites, such as the Michigan State Capitol, the Supreme Court, and the Gerald Ford Presidential Museum, complemented by visits to Detroit’s civil rights landmarks. These experiential components intend to ground abstract political concepts in tangible historical and contemporary civic realities, enhancing participants’ understanding of the American political tradition’s depth and ongoing vibrancy.

Complementing the student program, ACE provides targeted teacher seminars aimed at equipping educators with effective methodologies for integrating primary historical documents into their curricula. Recognizing educators’ consistent challenges in bringing difficult texts to life, these seminars emphasize practical tools like the “Great Debates” discussion format and close textual analysis. By fostering educators’ content mastery and pedagogical confidence, ACE seeks to multiply its impact statewide, ultimately benefiting diverse classroom settings.

To ensure broad accessibility and statewide reach, the teacher programs will rotate locations annually, targeting metropolitan centers such as Detroit and Grand Rapids, as well as northern Michigan. This decentralized approach addresses geographical and logistical barriers, fostering a more inclusive educational environment. Moreover, plans for expansive growth in program capacity anticipate increasing the number of participants significantly over the three-year grant period, alongside specialized weekend colloquia addressing nuanced topics such as race and American politics, science and technology’s role in democratic thought, and U.S. foreign policy.

The ACE initiative is timely given alarming national trends highlighted in the 2022 National Assessment of Educational Progress, which revealed that only 14% of eighth graders attained proficiency in history and just 22% in civics. These disconcerting statistics underscore an urgent need for comprehensive civics education that transcends rote memorization. ACE addresses this through immersive textual analysis anchored in foundational American political philosophy, aiming to cultivate a nuanced, informed, and engaged citizenry.

Professor Craig notes the paradoxical climate of contemporary American civic life, characterized by both diminishing trust in institutions and escalating political polarization. The ACE program aspires to mediate this dissonance by fostering critical understanding and dialogue grounded in shared democratic principles. By equipping future citizens with historical context and analytical tools, the initiative hopes to nurture thoughtful political engagement and informed decision-making, fostering bridges across partisan divides.

Ultimately, the James Madison College Academy for Civic Education endeavors to empower the next generation of leaders, cultivating what Craig terms a “statesman’s vantage point.” This holistic educational experience imagines students transcending entrenched political stances to engage with the complexities and responsibilities that democratic governance entails. Through ACE, Michigan State University affirms its dedication to advancing civic literacy and strengthening the very foundations of American democracy at a pivotal historical moment.

Applications for the inaugural summer programs will open in early 2026, with further details and developments slated for public announcement as planning progresses. Interested participants are encouraged to submit their initial interest via an online form, signaling a new era of transformative civic education rooted in rigorous scholarship and community engagement.

Subject of Research: American civic education and constitutional democracy
Article Title: James Madison College Launches Pioneering Civic Education Academy to Mark America’s 250th Anniversary
News Publication Date: November 2025
Web References:
– https://jmc.msu.edu/ace
– https://msutoday.msu.edu/news/2025/11/civic-education-academy
– https://msu.co1.qualtrics.com/jfe/form/SV_brrLv6wZ3mQazaK
Keywords: Political science, Government, American democracy, Civic education, Constitutional studies, Statesmanship, Political institutions, Civic virtue, Science and technology in politics