Designing Interdisciplinary Education: A Practical Handbook for University Teachers (Perspectives on Interdisciplinarity)

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 Institute for Interdisciplinary Studies, the University of Amsterdam's knowledge centre for interdisciplinary learning and teaching. Bron: Flaptekst, uitgeversinformatie 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 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. "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."--Page 4 de la couverture Interdisciplinary education has been identified by many educational organisations in Europe and the United States as important for what lies ahead, and it has become a buzzword in some debates about educating for the future. Now, more than ever, higher education is challenged to educate students to see beyond the limits of their own discipline and to come up with innovative integrated solutions for our global challenges. But how do you define interdisciplinarity? How do you measure whether a student has integrated different insights? How do you challenge students to step across disciplinary borders? 'Designing interdisciplinary education' offers guidance and practical advice for university teachers who want to successfully develop, implement and sustain an interdisciplinary approach to their teaching.

A collection of essays by the acclaimed film scholar Thomas Elsaesser, written between 1968 and 2005, tracks the crisis of contemporary European cinema, faced by the Hollywood giant on the one hand, and the collapsing national cinema industries on the other.

This book serves as a foothold for interdisciplinary initiatives in higher education, whether it be programmes, minors, courses or extra-curricular activities.