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

By Stephen M. Fiore

stephen-fiore_aug-2017
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.

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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

authors_dena-fam,_abby-mellick-lopes_alexandra-crosby_katie -ross
1. Dena Fam (biography)
2. Abby Mellick Lopes (biography)
3. Alexandra Crosby (biography)
4. Katie Ross (biography)

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).

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Foundations of a translational health sciences doctoral program

By Gaetano R. Lotrecchiano and Paige L. McDonald

gaetano-lotrecchiano
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

author-mosaic_jane-palmer,_dena-fam_tanzi-smith_jenny-kent
1. Jane Palmer (biography)
2. Dena Fam (biography)
3. Tanzi Smith (biography)
4. Jenny Kent (biography)

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.

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Overcoming a paradox? Preparing students for transdisciplinary environments

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Machiel Keestra (biography)

By Machiel Keestra

How can we adequately prepare and train students to navigate transdisciplinary environments? How can we develop hybrid spaces in our universities that are suitable for transdisciplinary education?

These questions were considered by a plenary panel, which I organised and chaired at the International Transdisciplinarity Conference 2017 at Leuphana University, Germany. Three major educational requirements were identified:

  • long-term collaborations with businesses, as well as non-governmental, governmental and community organisations
  • teaching particular dispositions and competencies
  • preparing students for intercultural endeavours.

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Learning to tackle wicked problems through games / Aprendiendo a hacer frente a problemas perversos a través de los juegos/ Apprendre à affronter les problèmes sournois à travers les jeux

By Claude Garcia, Anne Dray and Patrick Waeber

authors_claude-garcia_anne-dray_patrick-waeber
1. Claude Garcia (biography)
2. Anne Dray (biography)
3. Patrick Waeber (biography)

A Spanish version and a French version of this post are available

Can we help the next generation of policy makers, business leaders and citizens to become creative, critical and independent thinkers? Can we make them aware of the nature of the problems they will be confronted with? Can we strengthen their capacity to foster and lead stakeholder processes to address these problems?

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Ten lessons from a transdisciplinary PhD program in sustainable development

By Marianne Penker

marianne-penker
Marianne Penker (biography)

Should a doctoral student specialise in transdisciplinary sustainable development research? What are the opportunities and challenges associated with undertaking a program that requires research integration and implementation?

At the University of Natural Resources and Life Sciences, Vienna in Austria, teams of PhD-students and academic supervisors collaborated with representatives from regions, cities, public authorities, businesses or civil society to solve pressing and often wicked sustainability problems. We learnt the following ten lessons.

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The strength of failing (or how I learned to love ugly babies)

By Randall J. Hunt

randall-hunt
Randall J. Hunt (biography)

How to give others your hard-won insights so that their work can be more informed, efficient, and effective? As I’ve gotten older, it is something that I think about more.

It is widely recognized that the environment is an integrated but also “open” system. As a result, when working with issues relating to the environment we are faced with the unsatisfying fact that we won’t know “truth”. We develop an understanding that is consistent with what we currently know and what we consider state-of-the-practice methods. But, we can never be sure that more observations or different methods would not result in different insights.

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Advice to graduate students on becoming “translational”

By Alexis Erwin

author_alexis-erwin
Alexis Erwin (biography)

In an earlier post on this blog, Mark Brunson posed the questions: How does an ecologist become “translational”? What training is needed to venture beyond the lab or university and to engage with the potential beneficiaries or users of research? Here I offer my own thoughts as someone who started working to “become translational” halfway through a traditional ecology Ph.D. program.

Although the focus of this blog post is on translational ecology and on specific resources for graduate students in the U.S., I suggest the ideas are more widely applicable.

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