Lisa R. Lattuca


Lisa R. Lattuca, School of Education

Lisa R. Lattuca, Professor of Higher Education at the University of Michigan, studies curriculum, teaching, and learning in college and university settings. Her research focuses on how curricular, instructional, and organizational conditions, as well as disciplinary cultures, shape students’ educational experiences and learning outcomes. Two current research projects focus on undergraduate students’ educational experiences and learning outcomes in science and engineering majors. With funding from the National Science Foundation, and in collaboration with Dr. Deborah Carter of Claremont Graduate School, Dr. Lattuca is studying the impact of students’ participation in the M-STEM Academies at the University of Michigan, which provide students majoring in engineering and the life and physical sciences with comprehensive academic and social programming designed to support their achievement and graduation. She is also collaborating the colleagues from Michigan’s College of Engineering, Georgia Tech, and Purdue on a study of undergraduate students’ experiences in faculty research team comprised of intergenerational groups of students. Funded by a grant from the Helmsley Foundation, this project is collecting data from universities that are members of a national consortium.

Dr. Lattuca is well known for her work on undergraduate engineering education. She was co-principal investigator for two studies funded by the National Science Foundation, that benchmarked undergraduate engineering programs’ buy-in to curricular and instructional reforms advocated in the National Academy   of Engineering’s “Engineer of 2020” reports and examined how current educational and organizational practices affect students’ design and problem-solving skills, interdisciplinary and contextual    competencies. She was previously project director and co-principal investigator of a national study that investigated the impact of the implementation of outcomes-based accreditation criteria on engineering programs and student learning.

Dr. Lattuca is also known for her research on interdisciplinarity in higher education settings. She has published new research on the structure and impact of interdisciplinary major programs on undergraduate learning, and on the development of undergraduate engineers’ interdisciplinary competence. With Shanna Daly, Assistant Professor of Mechanical Engineering, she is beginning a new NSF-funded study, Defining and Assessing Systems Thinking in Diverse Engineering Populations, which seeks to understand and characterize systems thinking processes across the continuum of expertise and develop a scenario-based assessment tool grounded in this empirical work and empirically tested. The project will also result in a collection of personas that represent how different life, educational, and work experiences related to systems thinking propensity and ability, and which can be leveraged to broaden awareness of the diversity of engineers and promote change.

In addition to journal articles and book chapters on these topics, Dr. Lattuca is the co-author of Shaping the College Curriculum: Academic Plans in Context (with Joan Stark); author of Creating Interdisciplinarity: Interdisciplinary Teaching and Research among College and University Faculty, and co-editor of scholarly volumes on university curricula, interdisciplinary collaboration, and qualitative research methods. She serves as a senior associate editor of the Journal of Engineering Education and has or is serving on the editorial boards of the Journal of Higher Education, Research in Higher Education, Higher Education, the American Journal of Education, The Journal of General Education, and AERA Open.

Dr. Lattuca earned her PhD from the University of Michigan, a master’s from Cornell University, and a bachelor’s degree from Saint Peter’s University. She previously held faculty positions at Penn State and Loyola University.

Lattuca teaches courses in the following program(s):
Academic Affairs and Student Development
Higher Education
Higher Education Student Access and Success


Selected Publications

Journal Articles

Litzinger, T. A., Lattuca, L. R., Hadgraft, R., & Newstetter, W. (2011). "Learning Experiences that Support the Development of Expert Engineering Practice." Journal of Engineering Education (Special Centennial Issue) 100 (1), 1–29.

Lattuca, L. R. & Knight, D. (2010).  "In the Eye of the Beholder: Defining and Studying Interdisciplinarity in Engineering Education." Proceedings of the 117th Annual Conference & Exposition of the Association for the Study of Engineering Education, Louisville, KY. (Winner, Best Paper, Educational Research and Methods Division, ASEE.)

Baker, V. L. & Lattuca, L. R. (2010). "Developmental Networks and Learning: Toward an Interdisciplinary Perspective on Identity Development during Doctoral Study." Studies in Higher Education, 35 (7), 807-827.

Harper, B. J. & Lattuca, L. R. (2010). "Tightening Curricular Connections: CQI and Effective Curriculum Planning." Research in Higher Education, 51 (6), 505-527.  DOI 10.1007/s11162-010-9167-2.

Lattuca, L. R., Terenzini, P. T., Harper, B. J., & Yin, A. C. (2010). "Academic Environments in Detail: Holland’s Theory at the Subdiscipline Level." Research in Higher Education, 51 (1), 21-39. DOI 10.1007/s11162-009-9144-9.

Volkwein, J. F., Lattuca, L. R., Harper, B. J., & Domingo, R. J. (2007). "Measuring the Impact of Professional Accreditation on Student Experiences and Learning Outcomes." Research in Higher Education, 48 (2), 251-282. 

Lambert, A. D., Terenzini, P. T., & Lattuca, L. R. (2007). "More than meets the eye: Curricular and programmatic effects on student learning." Research in Higher Education, 48 (2), 141-168.


Lattuca, L.R. & Stark, J. S. (2009). Shaping the College Curriculum: Academic Plans in Context (2nd edition). San Francisco: Jossey Bass. 

Creamer, E. G., & Lattuca, L.R. (Eds.) (2005). Advancing Faculty Learning through Interdisciplinary Collaboration.  New Directions for Teaching and Learning, No. 102. San Francisco:  Jossey-Bass.  

Lattuca, L. R. (2001). Creating Interdisciplinarity: Interdisciplinary Research and Teaching among College and University Faculty. Nashville, TN: Vanderbilt University Press.




8/15/2012 - 7/31/2017 The M-STEM Academies at the University of Michigan: an integrated approach to increase the number and diversity of undergraduates in STEM disciplines
Granting Agency: National Science Foundation / UM College of Literature, Science and the Arts - Ecology and Evolutionary Biology

9/1/2012 - 2/28/2013 E2020 Report Project
Granting Agency: National Science Foundation

9/1/2006 - 8/31/2010 Prototyping the Engineer of 2020: A 360-Degree Study of Effective Education
Granting Agency: National Science Foundation

2/1/2006 - 1/30/2009 Prototype to Production: Processes and Conditions for Preparing the Engineer of 2020
Granting Agency: National Science Foundation

Courses & Syllabi

Term Catalogue Course Description Syllabus
Fall 2015 EDUC 792. Methods in Educational Research: Qualitative EDUC 792. Qualitative Methods in Educational Research

Fall 2016 EDUC 792. Methods in Educational Research: Qualitative EDUC 792. Qualitative Methods in Educational Research

Fall 2017 EDUC 792. Methods in Educational Research: Qualitative EDUC 792. Qualitative Methods in Educational Research

Fall 2012 EDUC 771. Topics in Higher and Postsecondary Education EDUC 771. Seminar on Interdisciplinarity in Higher Education

Fall 2014 EDUC 762. Curriculum in Postsecondary Education EDUC 762. Curriculum in Higher Education

Winter 2016 EDUC 762. Curriculum in Postsecondary Education EDUC 762. Curriculum in Higher Education

Fall 2017 EDUC 622. Proseminar in Higher Education EDUC 622. Proseminar in Higher Education


Room 2117 D