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.

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Transdisciplinary action research: A guiding framework for collaboration

By Steven Lam, Michelle Thompson, Kathleen Johnson, Cameron Fioret and Sarah Hargreaves

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Steven Lam (biography)

How can graduate students work productively with each other and community partners? Many researchers and practitioners are engaging in transdisciplinarity, yet there is surprisingly little critical reflection about the processes and outcomes of transdisciplinarity, particularly from the perspectives of graduate students and community partners who are increasingly involved.

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Michelle Thompson (biography)

Our group of four graduate students from the University of Guelph and one community partner from the Ecological Farmers Association of Ontario, reflect on our experiences of working together toward community food security in Canada, especially producing a guidebook for farmer-led research (Fioret et al. 2018). As none of us had previously worked together, nor shared any disciplines in common, we found it essential to first develop a guiding framework for collaboration. Our thinking combined the following key principles from action research and transdisciplinarity:

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Fourteen knowledge translation competencies and how to improve yours

By Genevieve Creighton and Gayle Scarrow

Genevieve Creighton
Genevieve Creighton (biography)

Knowledge translation encompasses all of the activities that aim to close the gap between research and implementation.

What knowledge, skills and attitudes (ie., competencies) are required to do knowledge translation? What do researchers need to know? How about those who are using evidence in their practice?

As the knowledge translation team at the Michael Smith Foundation for Health Research, we conducted a scoping review of the skills, knowledge and attitudes required for effective knowledge translation (Mallidou et al., 2018). We also gathered tools and resources to support knowledge translation learning.

Read moreFourteen knowledge translation competencies and how to improve yours

Adaptive social learning for systemic leadership

By Catherine Hobbs

Catherine Hobbs (biography)

What’s involved in developing human capacity to address complexity, taking a mid- to longer-term viewpoint than is usual? How can we create the conditions in which people can cope with the daily challenges of living in a complex world and flourish? What form of leadership is required to inspire and catalyse this transformation?

Framework for adaptive social learning

The need for systems thinking is often referred to, but rarely considered, as a rich and comprehensive resource which could be developed further and applied.

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Toolboxes as learning aids for dealing with complex problems

By Stefan Hilser

Stefan Hilser (biography)

How can toolboxes more effectively support those learning to deal with complex societal and environmental problems, especially novices such as PhD students and early career researchers?

In this blog post, I briefly describe four toolboxes and assess them for their potential to assist learning processes. My main aim is to open a discussion about the value of the four toolboxes and how they could better help novices.

Before describing the toolboxes, I outline the learning processes I have in mind, especially the perspective of legitimate peripheral participation.

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Three “must have” steps to improve education for collaborative problem solving

By Stephen M. Fiore

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Stephen M. Fiore (biography)

Many environmental, social, and public health problems require collaborative problem solving because they are too complex for an individual to work through alone. This requires a research and technical workforce that is better prepared for collaborative problem solving. How can this be supported by educational programs from kindergarten through college? How can we ensure that the next generation of researchers and engineers are able to effectively engage in team science?

Drawing from disciplines that study cognition, collaboration, and learning, colleagues and I (Graesser et al., 2018) make three key recommendations to improve research and education with a focus on instruction, opportunities to practice, and assessment. Across these is the need to attend to the core features of teamwork as identified in the broad research literature on groups and teams.

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Introducing interdisciplinary postgraduate degrees? Seven meta-considerations

By Dena Fam, Scott Kelly, Tania Leimbach, Lesley Hitchens and Michelle Callen

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Dena Fam (biography)

What is required to plan, introduce and standardize interdisciplinary learning in higher education?

In a two-year process at the University of Technology Sydney we identified seven meta-considerations (Fam et al., 2018). These are based on a literature review of best practice of interdisciplinary programs internationally, as well as widespread consultation and engagement across the university. Each meta-consideration is illustrated by a word cloud and a key quotation from our consultations.

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Linking learning and research through transdisciplinary competences

By BinBin Pearce

BinBin Pearce (biography)

What are the objectives of transdisciplinary learning? What are the key competences and how do they relate to both educational goals and transdisciplinary research goals? At Transdisciplinarity Lab (TdLab), our group answered these questions by observing and reflecting upon the six courses at Bachelor’s, Master’s, and PhD levels that we design and teach in the Department of Environmental Systems Science at ETH Zurich, Switzerland.

Six competence fields describe what we hope students can do with the help of our courses. A competence field contains a set of interconnected learning objectives for students. We use these competence fields as the basis for curriculum design.

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Using the arts and design to build student creative collaboration capacity

By Edgar Cardenas

Edgar Cardenas (biography)

How can undergraduate and graduate students be helped to build their interdisciplinary collaboration capacity? In particular, how do they build capacity between the arts and other disciplines?

In 2018, I co-facilitated the annual, 3-day Emerging Creatives Student Summit, an event for approximately 100 undergraduate and graduate students from 26 universities organized by the Alliance for the Arts in Research Universities. Students’ majors ranged from the sciences, engineering, music, arts, and design.

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The university campus as a transdisciplinary living laboratory

By Dena Fam, Abby Mellick Lopes, Alexandra Crosby and Katie Ross

How can transdisciplinary educators help students reflexively understand their position in the field of research? Often this means giving students the opportunity to go beyond being observers of social reality to experience themselves as potential agents of change.

To enable this opportunity, we developed a model for a ‘Transdisciplinary Living Lab’ (Fam et al., forthcoming). This builds on the concept of a collaborative test bed of innovative approaches to a problem or situation occurring in a ‘living’ social environment where end-users are involved. For us, the social environment is the university campus. We involved two universities in developing this model – the University of Technology Sydney and Western Sydney University. We aimed to help students explore food waste management systems on campus and to consider where the interventions they designed were situated within global concerns, planetary boundaries and the UN Sustainable Development Goals.

The Transdisciplinary Living Lab was designed and delivered in three largely distinct, yet iterative phases, scaling from individual experiences to a global problem context. These phases of the living lab, which work to integrate personal and professional knowledge and practice, are also shown in the figure below:

1. Entering the living lab was the phase where students were introduced to collaborative teamwork processes, expectations of joint problem formulation and critical reflection on their own position within the system being explored: ‘digging where they stand’. This meant helping students consider their relationships with the food waste system as consumers of food and producers of waste, as well as their potential impact as designers of interventions in that system.

2. Transdisciplinary learning was the second phase where students were introduced to the concept of research as a process of system intervention, as well as skills for co-producing and integrating knowledge in collaboration with diverse partners in the food system. For the Transdisciplinary Living Lab at the University of Technology Sydney this meant listening to, questioning and collaborating with relevant stakeholders in the system to investigate historical and current approaches to the issue, and exploring precedents for dealing with food waste in other parts of the world. Central to this phase was ensuring the sharing of knowledge among the students as it was produced. This meant organising a publically accessible class blog that can be viewed at https://wealthfromwaste.wordpress.com/ and weekly debriefs and discussions on insights gained.

Dena Fam (biography)

Abby Mellick Lopes (biography)

Alexandra Crosby (biography)

Katie Ross (biography)

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Foundations of a translational health sciences doctoral program

By Gaetano R. Lotrecchiano and Paige L. McDonald

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Gaetano R. Lotrecchiano (biography)

How can doctoral studies be developed to include innovation in practice and research, as well as systems and complexity thinking, along with transdisciplinarity? This blog post is based on our work introducing a PhD in Translational Health Sciences at George Washington University in the USA.

Innovation in Practice and Research

We suggest that innovation in practice and research is achieved by the integration of knowledge in three key foundational disciplines:

  • translational research
  • collaboration sciences
  • implementation science (Lotrecchiano et al., 2016).

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Doing a transdisciplinary PhD? Four tips to convince the examiners about your data

By Jane Palmer, Dena Fam, Tanzi Smith and Jenny Kent

How can research writing best be crafted to present transdisciplinarity? How can doctoral candidates effectively communicate to examiners a clear understanding of ‘data’, what it is and how the thesis uses it convincingly?

The authors have all recently completed transdisciplinary doctorates in the field of sustainable futures and use this experience to highlight the challenges of crafting a convincing piece of research writing that also makes claims of transdisciplinarity (Palmer et al., 2018). We propose four strategies for working with data convincingly when undertaking transdisciplinary doctoral research.

1. Make the data visible and argue for the unique or special way in which the data will be used

Some of the comments received from our examiners reflected a sense of being provided with insufficient data, or that it was not convincing as data.

It is important that the nature of data for the purposes of the research is clearly defined, and presented in a way that demonstrates its value in the research process. Richer contextualization of the data can help to make clear its value. This can include drawing attention to the remoteness of the field location, the rare access gained to the participants, and/or the unusual or special qualities of the data that make an original contribution to knowledge.

In these and other cases, it may be important to explain how a particular kind of data can valuably inform an argument qualitatively without reference to minimum quantitative thresholds. This is particularly relevant where a transdisciplinary doctoral candidate is crossing between physical/natural science, humanities and social science disciplines.

2. Be creative and explore the possibilities enabled by a broad interpretation of ‘data’

The advantage conferred on the candidate in taking a transdisciplinary approach needs to be made evident to the examiners, especially where there may appear to have been an absorption of the ‘data’ in the wider synthesizing narratives that are typical of transdisciplinary writing.

Adopting more creative writing techniques may help the examiner both to see the data, and to see the research as valuable. Transdisciplinary doctoral candidates may, given the complex feat of communication this requires, find it useful to seek training in creative writing or science communication skills.

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Jane Palmer (biography)

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Dena Fam (biography)

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Tanzi Smith (biography)

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Jenny Kent (biography)

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Read moreDoing a transdisciplinary PhD? Four tips to convince the examiners about your data