Now, more than ever, higher education faces the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative integrated solutions to our contemporary problems. Designing Interdisciplinary Education serves as a foothold for interdisciplinary initiatives in higher education, whether it be programmes, minors, courses or extra-curricular activities. It offers accessible guidance and practical advice for university teachers and curriculum leaders who aim to develop, implement and sustain a successful interdisciplinary approach to their teaching at the classroom, course or programme level.The book’s ‘how to’ approach addresses several important topics such as formulating and assessing interdisciplinary learning outcomes, embedding integration in the programme design, the features of an interdisciplinary teacher, interdisciplinary teaching in practice, and didactic methods that nurture interdisciplinary understanding. This handbook incorporates numerous case studies, key advices, and exercises from a variety of interdisciplinary programmes in diverse countries. The ideas elaborated in this handbook are based on the theories and practices used at the I0nstitute for Interdisciplinary Studies, the University of Amsterdam’s knowledge centre for interdisciplinary learning and teaching.
- Contents
- Acknowledgements
- 1. Introduction
- 1.1 Moving towards more complexity
- 1.2 Why interdisciplinary education?
- 1.3 Why this handbook
- 1.4 An overview of the content
- 2. An overview of the development stages
- 2.1 Starting with an interdisciplinary development team
- 2.2 Stages in programme development
- 2.3 Putting the theory into practice
- 3. Unravelling interdisciplinary understanding
- 3.1 The definition of interdisciplinarity
- 3.2 Embedding integration in education
- 3.3 Unravelling interdisciplinary understanding
- 4. Developing the raw sketch
- 4.1 Drafting the vision
- 4.2 Expressing thevision
- 4.3 Engaging stakeholders in the visioning process
- 4.4 Communicating the vision
- 5. Formulating interdisciplinary learning outcomes
- 5.1 Intended learning outcomes at the programme level
- 5.2 Intended learning outcomes at the course level
- 5.3 Creating learning pathways within a programme
- 5.4 Translating intended learning outcomes into learning activities
- 6. Embedding integration in the programme design
- 6.1 Four curriculum models
- 6.2 Deciding on a curriculum format
- 6.3 Working towards an interdisciplinary programme
- 7. Hiring and engaging faculty
- 7.1 Features of an interdisciplinary teacher
- 7.2 Recruiting, engaging and connecting faculty
- 7.3 Overcome hurdles in the interdisciplinary teaching team
- 8. Exploring the teaching philosophy and didactic methods
- 8.1 Assumptions of teaching and understanding
- 8.2 Formulating a shared teaching philosophy
- 8.3 Didactic methods that nurture interdisciplinary understanding
- 9. Assessment of interdisciplinary learning outcomes
- 9.1 Valid assessment of interdisciplinary learning outcomes
- 9.2 Make interdisciplinary assessment work
- 9.3 Developing a programme-wide assessment strategy
- 10. Interdisciplinary teaching in practice
- 10.1 Important prerequisites for interdisciplinary classes
- 10.2 The teacher as coach
- 10.3 Teaching reflective functioning
- 10.4 Enhancing collaboration skills
- 10.5 Teaching critical thinking
- 10.6 Teaching an integrative interdisciplinary capstone course
- 11. Programme assessment and adjustment
- 11.1 Formal and informal assessment
- 11.2 An evaluation approach
- 11.3 Accreditation of interdisciplinary programmes
- 11.4 Sustaining interdisciplinary programmes
- Appendices
- Index case studies
- Index activities
- Index key advices
- References
- Colophon
Text
Audio
Adobe DRM
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