Advanced search

Results from your search will be shown on this page below the search form – you may need to scroll down to the results if the page does not automatically take you there after you submit your search.

  • Category selector:

  • Tag selector:

  • Reset to clear all the above fields:

Instructions:

  • All blog posts are searched (pages from the menu are not searched)
  • Search outputs are weighted by relevance.
  • If searching with two or more words, the system uses an AND operator.
  • Exact word combinations can be searched for by using quotation marks (eg., “transdisciplinary learning”).
  • Keyword matching is on partial words.
  • Selecting a tag and/or category binds the search to only those posts which have those taxonomy term/s.
  • The reset button (beneath the ‘Submit search’ button) will clear all entries in the search form, as will clicking on the ‘Advanced search…’ link in the top of the right sidebar.
  • For more information on how advanced search works, see the ‘in-detail’ instructions below.

The search function checks all blog posts but not pages (ie., it does not check the  ‘About’, ‘Index’ and other pages listed in the main menu).

For posts, search checks within titles, body text, category and tag text, and comments.

Searches are weighted by relevance, with affects the order in which posts appear, with titles and content getting the most weighting, tags and categories lesser weighting, and comments the least weighting.

Increasing the number of search terms and selections generally focuses the search output (ie., decreases the number of outputs).

Keyword matching is based on partial word/s, ie., the search will find any word containing the term you are searching on, provided the word begins or ends with the search term (eg., searching for ‘ion’ will not only find the word ‘ion’ but will also find ‘caution’ or ‘ionized’, but not “cautionary’).

If you enter two or more words into the search box, the relationship between the words is based on an AND operator (meaning the more words you add, the tighter (less content is returned in) the search output).

  • For example, entering transdisciplinary learning into the search box would provide an output that lists all posts with both the word transdisciplinary and the word learning anywhere in the text, Posts with only transdisciplinary in the text or posts with only learning in the text would not be included in the output.

To find a specific word combination (eg., critical systems), wrap in quotation marks (ie., “critical systems“).

When you open a post that was found by your search, you can find where your specific word or word combination appears by using your computer’s search function (eg., on a computer running Microsoft Windows, Control ‘F’ will allow you to search the post (as well as anything else in the active screen)).

Restrict searches to particular tags and/or categories by using the dropdown selectors.

  • Eg., if you choose the tag Advocacy, the search will only be conducted within posts that have that tag assigned to them.
  • If you added the category Cases to that search, then only posts that had both the tag Advocacy and the category Cases assigned to them would be searched.

An alternative to selecting categories or tags from their respective long drop-down list is to type the term you are looking for in the relevant selector field. Typing one letter will jump to the lead word in the alphabetical listing (ie, typing ‘s’ takes you to the first tag or category in the list of those starting with ‘s’). Further addition of letters will home in on a tag or category until it is found or until the choice of letters exhausts the possible set of tags or categories (in which case that tag or category is not in our list).

In the category and tag dropdown list, the number in brackets after each entry indicates the number of posts with that category or tag assigned to them.

For the category selector, choosing one of the two parent categories (main topics or resource types) searches all blog posts, as all blog posts are assigned a main topic and a resource type.

A search output can be obtained by filling out any one field (ie., the search box categories or tags or date). If all fields are left blank, then the search returns the blog scroll.

Search results

Integration: The IPO model

By Stephen Crowley and Graham Hubbs

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1. Stephen Crowley (biography)
2. Graham Hubbs (biography)

How can we improve our understanding of knowledge integration? What are the elements of integration?

Sometimes what gets integrated are products of science, such as data sets or scientific models. Sometimes it is not the products that are integrated but instead the methods, as can happen on interdisciplinary teams. On these teams, scientists work together, so sometimes it is the people themselves (scientists are people!) or their disciplinary cultures that get integrated.

These are only some of the possible elements of integration. There is just as wide a variety of processes and products of integration as there are elements. The process of integrating data sets might be a sort of analysis, and the result might be a table or graph that displays the results of research in a conspicuous manner. Integrating diverse scientists into an interdisciplinary team, by contrast, is a matter of people working together, and the result of the integration is not a table or a graph but the team itself.

Read moreIntegration: The IPO model

Six lessons from students about transdisciplinary learning

By Irina Dallo, Jan Freihardt and Juanita von Rothkirch

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1. Irina Dallo (biography)
2. Jan Freihardt (biography)
3. Juanita von Rothkirch (biography)

What is an effective way of providing students with practical experience in stakeholder engagement? How can students learn to communicate and engage with community members on a transdisciplinary project, as well as how to create a space for those community members to reflect on their daily lives through interactions and discussions with the student outsiders? What makes it possible for students to broaden their horizons and to acquire new competences and skills?

We present our reflections on how the Winter School 2020 “Science meets Practice” run by ETH Zürich successfully contributed to our transdisciplinary learning process. We suggest there are six key lessons for those who want to design a successful course.

Read moreSix lessons from students about transdisciplinary learning

How can we amplify impact to foster transformative change?

By David P. M. Lam

author-david-lam
David P. M. Lam (biography)

How can the impact of sustainability and other initiatives be scaled or amplified to achieve transformative change?

There are hundreds of promising sustainability initiatives emerging around the world. A sustainability initiative is, for example, a local food initiative from citizens and farmers who promote healthy and organic food production and consumption. Another example is the installation of solar panels by a community to support the use of renewable energies. Such initiatives provide potential solutions for urgent sustainability problems, for instance, biodiversity loss, climate change, social injustice, and poverty in rural areas or cities.

This blog post is based on a review of the literature to understand how sustainability transformations research is currently conceptualizing the scaling or amplifying of impact from initiatives. Although our focus was on sustainability, the processes are likely to also be pertinent for other initiatives.

Read moreHow can we amplify impact to foster transformative change?

How librarians contribute to interdisciplinary research teams

By Kelly Miller and Kineret Ben-Knaan

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1. Kelly Miller (biography)
2. Kineret Ben-Knaan (biography)

What can librarians contribute to interdisciplinary research teams working on complex problems? We suggest that librarians add value in the following three ways:

  1. finding and accessing information resources across disciplines
  2. connecting teams to experts and resources, and
  3. improving collaboration and communication strategies.

Our experience comes from being part of the University of Miami’s Laboratory for Integrative Knowledge initiative, also known as U-LINK, which aims to address the world’s most compelling problems through interdisciplinary inquiry. From 2018-2020, teams of scholars from multiple disciplines have received funding to pursue solutions to global challenges.

Librarians have been embedded in each of the teams.

Read moreHow librarians contribute to interdisciplinary research teams

Applying human-centered design to virtual conference planning

By Kristine Glauber, Ben Miller and Christine Ogilvie Hendren

authors_kristine-glauber_ben-miller_christine-ogilvie-hendren
1. Kristine Glauber (biography)
2. Ben Miller (biography)
3. Christine Ogilvie Hendren (biography)

What is needed to envision and create a virtual conference at which attendees have direct agency in execution of customized, richly interactive sessions?

We share three guideposts from a human-centered design framework in recasting the 11th Annual International Science of Team Science Conference from a face-to-face to a virtual meeting after the emergence of the COVID-19 pandemic.

Develop your design principle

Develop your goals for the meeting overall and each individual conference element.These can be referenced when making decisions about how to accomplish a particular task.

Read moreApplying human-centered design to virtual conference planning

Practical actions for fostering cross-disciplinary research

By Yan Ding, Justin Pulford, Susie Crossman and Imelda Bates

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1. Yan Ding (biography)
2. Justin Pulford (biography)
3. Susie Crossman (biography)
4. Imelda Bates (biography)

How can we facilitate cross-disciplinary research in practice? What practical actions are considered important for participating in cross-disciplinary research? How do these actions change at the individual, research team/programme and institutional/funder level?

Cross-disciplinary research approaches allow for the interchange of knowledge and experience to stimulate innovative responses to complex research challenges.

Individual researchers

The individual researcher requires certain personal attributes for effective participation in cross-disciplinary research.

Read morePractical actions for fostering cross-disciplinary research

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