Cases of interdisciplinarity

Article discussing possible content in an interdisciplinary research course. Relevant to all students.

Szostak, Rick. “How and Why to Teach Interdisciplinary Research Practice.” Journal of Research Practice 3, no. 2 (October 11, 2007): Article M17.

Article that can be used as input for method development of interdisciplinary education.

Remington-Doucette, S.M. et al., 2013. Assessing sustainability education in a transdisciplinary undergraduate course focused on real-world problem solving: A case for disciplinary grounding. International Journal of Sustainability in Higher Education, 14(4), pp.404–433.

Article that can be used as input for method development of interdisciplinary education.

Nikitina, S., 2006. Three strategies for interdisciplinary teaching: Contextualizing, conceptualizing, and problem-centring. Journal of Curriculum Studies, 38(3), pp.251–271.

Article describing examples of interdisciplinary courses and logistics around them.

McKendrick, J.H. & Mooney, E., 2001. Teaching geography to non-geographers at Glasgow Caledonian University. Journal of Geography in Higher Education, 25(2), pp.249–260.

Article by interdisciplinary science researchers describing three cases of interdisciplinarity and discussing education's contribution to interdisciplinarity.

MacKinnon, P.J., Hine, D. & Barnard, R.T., 2013. Interdisciplinary science research and education. Higher Education Research & Development, 32(3), pp.407–419.

Article with an example of interdisciplinarity about a common method.

Lyon, P. et al., 2013. An exploratory study of the potential learning benefits for medical students in collaborative drawing: Creativity, reflection and “critical looking.” BMC Medical Education, 13(1).

Article with examples of undergraduate courses.

Hothem, T., 2013. Integrated General Education and the Extent of Interdisciplinarity: The University of California-Merced’s Core 1 Curriculum. The Journal of General Education, 62(2), pp.84–111.

Article describing examples of challenges for interdisciplinary specialist courses.

Dymond,
J.S. et al., 2009. Teaching synthetic biology, bioinformatics and
engineering to undergraduates: The interdisciplinary build-a-genome course. Genetics,
181(1), pp.13–21.

Article about what teachers need to take into account when designing courses.

Christiansen, F.V. & Rump, C., 2008. Three Conceptions of Thermodynamics: Technical Matrices in Science and Engineering. Research in Science Education, 38(5), pp.545–564.

Article describing an example of an interdisciplinary course.

Drake, T. et al., 2008. It’s Alive! The Life Span of an Interdisciplinary Course in the Humanities. The Journal of General Education, 57(4), pp.223–243.

International hub for interdisciplinary teaching and learning.

This is a great blog for researchers who are interested in better concepts and methods for understanding and acting on interdisciplinary and complex problems like refugee crises, global climate change. It is a community weblog, which means that various central researchers from the field of interdisciplinary studies also have contributed. The blog is run by the Integration and Implementation Sciences team at The Australian National University. The team leader is Professor Gabriele Bammer.

International hub for interdisciplinary teaching and learning.

The school of Liberal Arts at Utrecht university is a hotbed for many innovative interdisciplinary teaching activities. Staff from Utrecht has visited University of Copenhagen for inspiration, just as a delegation from UCPH has visited Utrecht to learn more about their interdisciplinary set-up.

International hub for interdisciplinary teaching and learning.

The Interdisciplinary Studies Project is a multi-year research project at Project Zero, Harvard Graduate School of Education. The project group examines the nature of interdisciplinary work conducted by researchers, funding agencies, higher education faculty and K-12 teachers working in experienced programs and institutions.

The main investigators are Howard Gardner and Veronica Boix Mansilla, who have both published extensively on issues of education and interdisciplinarity.

International hub for interdisciplinary teaching and learning.

AIS is a US based association, founded in. Their scope and views on interdisciplinarity is based on the American liberal arts tradition, which influences the way interdisciplinary studies and education is perceived. However, the association is becoming increasingly international and in 2016, the annual conference was for the first time held outside the US. In 2019 the conference will be hosted by the University of Amsterdam.

The AIS newsletter (Integrative Pathways) and journal (Issues in interdisciplinary studies), in addition to their resource and materials database are good venues for an updated overview of debates on interdisciplinary studies.

International hub for interdisciplinary teaching and learning.

Duke University in North Carolina, US has a large interdisciplinary studies and research programme, and is one of the leading universities on interdisciplinarity in the US. For inspiration and examples of how to set up new programmes, activities and research collaborations, this is a great site to visit.

Interdisciplinarity beyond Duke is a weekly collection of interdisciplinary news stories from around the world, currently curated by a student enrolled at Duke.

Rie Hjørnegaard Malm, Lene Møller Madsen, Lars Ulriksen & Andreas de Neergaard, 2016

Report from the project in Danish. Published in: IND's skriftserie nr. 47. 2016.

I denne undersøgelse sætter vi fokus på de forskellige måder de studerende oplever det første studieår på bacheloruddannelsen i Naturressourcer på SCIENCE, KU, og hvilken betydning uddannelsens tværfaglige identitet og struktur har. 

Katrine Lindvig og Lars Ulriksen, 2016
Peer reviewed paper from the project in Danish.

Artiklen er udgivet i Dansk Universitetspædagogisk Tidsskrift, Årg. 11, Nr. 20 (2016)

I denne artikel præsenterer forfatterne indledningsvis de mest udbredte begreber inden for tværfaglighed hvorefter de redegør for nogle af de udfordringer, der er ved tværfaglighed undervisning. Formålet er at give undervisere, som er involveret i tværfaglige uddannelser og undervisning, et grundlag for at kunne reflektere over og diskutere følgende: Hvad sker der med tværfagligheden i undervisningen, og hvordan hænger det sammen med de didaktiske valg i planlægning og udførelse?

Poster for the conference Our Common Future during Climate Change, 7th-10th July, 2015 in Paris.

Henriette Tolstrup Holmegaard, Rie Hjørnegaard Malm og Lene Møller Madsen, 2014

Report from the project, in Danish

Rapporten formidler de studerendes perspektiv på første studieår på den tværfaglige uddannelse ”nanoscience”, og bidrager med input, der kan bruges fremadrettet for uddannelsen. Undersøgelsen har fokus på de studerendes oplevelser, som er centrale i relation til at forstå frafald og i arbejdet med at fastholde studerende.