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[ENG] Knowledge items

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July 29, 2025

Book – Key Texts on Interdisciplinary Higher Education

Edited by Iris van der Tuin, Dean for Interdisciplinary Education at Utrecht University. In addition to being an important resource for those who teach or design interdisciplinary courses and curricula, the book also serves as a baseline measurement of educational research into interdisciplinarity. Where do we stand in that research? Topics in practice-driven educational research on interdisciplinarity include: student learning, teacher learning, collaboration and communication, the role of disciplinary and personal diversity, and support for learning through analog and digital tools. The book contains an introduction that focuses on the UU definition of interdisciplinarity: disciplined interdisciplinarity, with attention to disciplines and specializations, careful design of the integration process, and reflection on knowledge, science, and the university.

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Iris van der Tuin

April 16, 2025

Interdisciplinary Integration Techniques (animation)

This animation clip is an introduction to the integration techniques of Repko & Szostak (2021). The animation covers the six integration techniques using a fictional example about achievement pressure among young people in high schools. This video can be used in an (introductory) lecture to give students an idea of what integration of insights can look like in practice. You can then use the examples in the animation to further explain and discuss integration techniques. Another way for students is to watch the animation prior to the lecture. In lectures, you can refer back to it when further explaining and discussing the integration techniques.

Video

Programma Interdisciplinair Onderwijs

May 2, 2024

Multi-, inter- and transdisciplinarity explained

The goal of this document is to explain to students and/or colleagues in an educational setting how multidisciplinarity, interdisciplinarity and transdisciplinarity relate to each other. Through clear and consistent use of terms and concepts, learning objectives, learning activities and learning outcomes can be better aligned (constructive alignment). This material consists of a document and an accompanying slide displaying definitions of the terms multidisciplinary, interdisciplinary and transdisciplinary education. Multidisciplinarity, interdisciplinarity and transdisciplinarity are different (but related) concepts that may lead to confusion for both teacher and student. This material therefore starts with an explanation of the terms as used in the slides, starting with the concept of 'discipline'. It is advisable to explain the terms and concepts listed below to students and/or colleagues beforehand.

Document

Programma Interdisciplinair Onderwijs

May 1, 2024

Interdisciplinarity and Interprofessionality explained

This material intends to explain to students and/or colleagues in an educational setting the way interprofessional and interdisciplinary teaching and research relate to each other. Through unambiguous use of terms and concepts, learning objectives, learning activities and learning outcomes can be better aligned (constructive alignment). The material consists of a Word-document and an accompanying slide depicting interdisciplinary and interprofessional education. J. Oudenampsen, Z. Shewangizaw, J. van de Poel (2024).

Document

Programma Interdisciplinair Onderwijs

September 13, 2023

Interdisciplinary collaboration (animation)

Animation 1: interdisciplinary collaboration In this animation This animation aims to make students who are going to work together interdisciplinarily aware of how this is different from collaboration within a single discipline. It involves different characteristics and challenges. We discuss the four most important ones: Complexity Diversity Dependence Creativity Use in class This animation can be used to start the thinking process on how the student teams in the relevant subject can best deal with this. As a teacher, you can ask questions that can help teams get off to a good start: How can we tackle the above challenges? What agreements are needed for this? The animation can also be used (again) at the end of a collaboration process to initiate reflection on the collaboration. Which characteristics emerged clearly in the teams and which challenges did they face? How did they tackle/resolve them? Animation 2: team dynamics: emergent states In this animation This animation is about a special element of collaboration, namely emergent states - what emerges between team members in a collaborative process. Probably every student has already experienced emergent states, but does not know that it is an actual concept. Making this explicit can help students think about this and discuss it with each other. Use in class As a teacher, you can encourage students to explore what is needed for them to get into a positive emergent state. Then the different needs of the team members can be discussed and agreements can be made on how the team wants to work together. Hopefully, this will increase collaborative enjoyment and success. This animation fits well with the animation on interdisciplinary collaboration because the characteristics and challenges discussed there can influence emergent states. As a teacher, you can have students reflect on this interaction. You can also make a link between the experiences of interdisciplinary collaboration and how collaboration might take place in the future workplace. Are the characteristics and challenges of interdisciplinary collaboration also present there, and what effects do emergent states have there? These videos are based on Roosmarijn van Woerden’s PhD research into interdisciplinary collaboration. It was made by Koen de Graaf and commissioned by the Interdisciplinary Education Programme.

Video

Programma Interdisciplinair Onderwijs

September 13, 2023

Team dynamics: Emergent States

Team dynamics: emergent states In this animation This animation is about a special element of collaboration, namely emergent states - what emerges between team members in a collaborative process. Probably every student has already experienced emergent states, but does not know that it is an actual concept. Making this explicit can help students think about this and discuss it with each other. Use in class As a teacher, you can encourage students to explore what is needed for them to get into a positive emergent state. Then the different needs of the team members can be discussed and agreements can be made on how the team wants to work together. Hopefully, this will increase collaborative enjoyment and success. This animation fits well with the animation on interdisciplinary collaboration because the characteristics and challenges discussed there can influence emergent states. As a teacher, you can have students reflect on this interaction. You can also make a link between the experiences of interdisciplinary collaboration and how collaboration might take place in the future workplace. Are the characteristics and challenges of interdisciplinary collaboration also present there, and what effects do emergent states have there? This video is based on Roosmarijn van Woerden’s PhD research into interdisciplinary collaboration. It was made by Koen de Graaf and commissioned by the Interdisciplinary Education Programme.

Video

Programma Interdisciplinair Onderwijs

October 13, 2022

Introduction to interdisciplinarity (animation)

In this animation This animation is intended to provide an introduction to the concept of interdisciplinarity, for students who have not yet encountered it (much). The animation covers three key elements of interdisciplinarity: What is an academic discipline? We discuss the ways in which academic disciplines differ from each other. What is integration? We discuss the difference between multidisciplinarity and interdisciplinarity and the process of integrating disciplinary insights. Interdisciplinarity at UU. UU has chosen 'disciplined interdisciplinarity', where existing disciplines play an explicit role in the interdisciplinary research process. Use in class This video can be used in an (introductory or start-up) lecture, to initiate a discussion afterwards. Questions which could be discussed include: Is interdisciplinarity the same as what you thought it is? Do you think integrating disciplinary insights is complicated? Which aspect(s) of it exactly? Which disciplines would you want to work with on a complex issue? And with which would you not? Why? What do you think of the concept of 'disciplined interdisciplinarity'? Another way for students is to watch the animation prior to lecture. In lecture, you can then refer back to it when explaining and discussing interdisciplinarity. This animation was commissioned by the Interdisciplinary Education Programme (IDO).

Video

Programma Interdisciplinair Onderwijs