Pro-active learning to improve interdisciplinary processes

Community member post by Laura R. Meagher

Member of Board of Governors
Laura R. Meagher (biography)

I am a firm believer in looking at interdisciplinary collaboration and knowledge exchange – or impact generation – as processes. If you can see something as a process, you can learn about it. If you can learn about it, you can do it better!

I find that this approach helps people to feel enfranchised, to believe that it is possible for them to open up what might have seemed to be a static black box and achieve understanding of the dynamics of how nouns like ‘interdisciplinarity’ or ‘knowledge exchange’ or ‘research impact’ can actually come to be. Continue reading

Key readings about interdisciplinarity / Lecturas clave sobre interdisciplina

Community member post by Bianca Vienni

bianca-vienni
Bianca Vienni (biography)

An English version of this post is available

Si ud tuviera que elegir un conjunto de textos clave sobre la interdisciplina para traducir a otro idioma y utilizarlos en un grupo de discusión, ¿cuáles serían? Esa fue la tarea que nos propusimos en el Espacio Interdisciplinario de la Universidad de la República (UdelaR) en Uruguay.

Elegimos once textos que capturan la diversidad de enfoques sobre la interdisciplina y que también constituyen un punto de referencia para la producción académica. Continue reading

Transdisciplinarity: Learning together to teach together

Community member post by BinBin Pearce, Carolina Adler and Christian Pohl

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BinBin Pearce (biography)

Are there innovative methods that enable students to frame and confront the complexity of real-world problems in the context of sustainable development? Which learning approaches help students engage with design thinking to understand a particular system, and also to start thinking about responsible solutions? Which approaches enable students to reflect on their own actions, as well as become aware of the importance of diverse stakeholder perspectives and how these play out in real-world contexts? Continue reading

Fire together, wire together: The role of funding bodies in supporting interdisciplinary research

Community member post by Mohammad Momenian

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Mohammad Momenian (biography)

Our brain is comprised of neural networks. The repeated occurrence of an action or experience creates established networks in the brain. Some synapses in these networks are connected to each other more strongly than others. In other words, the more neurons fire together, the stronger they wire together. This neuroscience principle can be used as a metaphor to call attention to the role of funding bodies in supporting new interdisciplinary research. Continue reading

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

Community member post 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. Continue reading

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

Community members post 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? Continue reading