Cases of interdisciplinarity
At this page you can find a collection of cases related to inter- and cross-disciplinary issues.
How and Why to Teach Interdisciplinary Research Practice
Szostak, Rick. “How and Why to Teach Interdisciplinary Research Practice.” Journal of Research Practice 3, no. 2 (October 11, 2007): Article M17.
Assessing sustainability education in a transdisciplinary undergraduate course
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.
Three strategies for interdisciplinary teaching: Contextualizing, conceptualizing, and problem-centring
Nikitina, S., 2006. Three strategies for interdisciplinary teaching: Contextualizing, conceptualizing, and problem-centring. Journal of Curriculum Studies, 38(3), pp.251–271.
Teaching geography to non-geographers at Glasgow Caledonian University
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.
Interdisciplinary science research and education
MacKinnon, P.J., Hine, D. & Barnard, R.T., 2013. Interdisciplinary science research and education. Higher Education Research & Development, 32(3), pp.407–419. Click here for the article.
An exploratory study of the potential learning benefits for medical students in collaborative drawing
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).
Integrated General Education and the Extent of Interdisciplinarity
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. Click here for the article.
Teaching synthetic biology, bioinformatics and engineering to undergraduates
J.S. et al., 2009. Teaching synthetic biology, bioinformatics and
engineering to undergraduates: The interdisciplinary build-a-genome course. Genetics,
Three Conceptions of Thermodynamics
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. Click here for the article.
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. Click here for the article.
Integration and Implementation Insights
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.
Interdisciplinarity at Utrecht University
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.
Interdisciplinary Studies Project - Harvard Project Zero
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.
Association for Interdisciplinary Studies (AIS)
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.
Interdisciplinarity at and beyond Duke University
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.
Det første år på Naturressourcer
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.
Tilstræbt og realiseret tværfaglighed i universitetsundervisning
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?
Teaching climate change: An interdisciplinary challenge
Mødet med nanoscience
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.
Would you like to know more about the project? Please contact professor Jens Dolin.