Let’s play: Co-creating award courses for designing, teaching, researching, and facilitating transdisciplinarity – Transacademic Interface Managers as an example

By Katja Brundiers and Arnim Wiek

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Katja Brundiers (biography)
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Arnim Wiek (biography)

Tanja Golja and Dena Fam concluded their article ‘Supporting academics learning to design, teach and research td-programs in higher education‘ with an invitation to other higher education and research institutions to share the state of play and their opportunities for collaboration. We are excited to respond to this call.

At Arizona State University (U.S.) various programs exist – across its schools and colleges – that allow students to work in transdisciplinary settings. These programs are avant-garde in many respects, e.g., pedagogical design, students’ learning outcomes, relationships with practice partners, implementation with real-world impact. Our experience with building a transdisciplinary and solution-oriented learning program at the School of Sustainability is documented in the article ‘Integrating Problem-and Project-based Learning into Sustainability Programs‘.

However, our examination of such programs internationally (PDF 840KB) shows that – with a few exceptions – many similar programs don’t entail a specific and scholarly-based transdisciplinary training module for students.

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Supporting academics’ learning to design, teach and research transdisciplinary programs in higher education: What’s the state of play?

By Tanja Golja and Dena Fam

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Tanja Golja’s biography
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Dena Fam (biography)

In their 2013 report on the significance of transdisciplinary approaches to advance scientific discovery and address formidable societal challenges (PDF 700KB), the American Academy of Arts and Sciences (AAAS) put out a call to “expand education paradigms to model transdisciplinary approaches” (p. xiii). Ought we be considering whether transdisciplinary approaches might reconfigure education paradigms, and if so, why?

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Where to publish? Journals for research integration and implementation concepts, methods and processes

By Gabriele Bammer

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Gabriele Bammer (biography)

If you have developed a new dialogue method for bringing together insights from different disciplinary experts and stakeholders, or a refined modelling technique for taking uncertainty into account, or an innovative process for knowledge co-creation with government policy makers, where can you publish these to get maximum exposure and uptake?

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Reinventing science? From open source to open science

By Alexey Voinov

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Alexey Voinov (biography)

Science is getting increasingly bureaucratized, more and more driven by metrics and indices, which have very little to do with the actual scientific content and recognition among peers. This is actively supported by the still dominant for-profit publication mechanism, which harvests products of scientific research for free, processes, reviews and edits them using voluntary work of scientists themselves and then sells the resulting papers back to the scientific community at obscene costs. The original ideals of scientific pursuit of truth for the sake of the betterment of humanity are diluted and forfeited in the exhausting race for grants, tenure, patents, citations and nominations. Something has to change, especially in the era of post-normal science when so much is at stake, and so little is actually done to address the mounting problems of the environment and society.

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Distinguishing between multi-, inter- and trans-disciplinarity – ‘theological’ hair-splitting or essential categorisation?

By Gabriele Bammer

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Gabriele Bammer (biography)

In a recent special issue of the journal Nature on interdisciplinarity (17 September 2015, p313-315), Rick Rylance criticised “arcane debates about whether research is inter-, multi-, trans-, cross- or post-discipli­nary”, opining “I find this faintly theological hair-splitting unhelpful.” Does he have a point?

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