Lisa Lattuca earned her Ph.D. from the University of Michigan School of Education before accepting appointments at Loyola University Chicago, the Spencer Foundation, and Penn State.
Lattuca's scholarship focuses on issues in higher education, including the interactions of curriculum, teaching, student learning, and faculty attitudes, values, and practices. She examines how faculty attitudes and activities related to curricular planning and instruction influence student learning; why and how faculty adopt new forms of knowledge production (e.g., interdisciplinary research); and how both disciplinary and interdisciplinary perspectives affect faculty work and student learning in higher education.
Recent Project-Relevant Publications
Knight, D.B., Lattuca, L. R., Kimball, E. K., & Reason, R. D. (2012). Understanding interdisciplinarity: Curricular and organizational features of undergraduate interdisciplinary programs. Innovative Higher Education, 38 (2). DOI 10.1007/s10755-012-9232-1
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.
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