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.
Linda de Greef works at the Institute for Interdisciplinary Studies at the University of Amsterdam. She is the programme manager at The Teaching Lab where experiments, publications, workshops, guides and methods for interdisciplinary education are developed and shared. She is specialized in curriculum development and accompanying organizational developments and the professional development of interdisciplinary teaching skills.
Ger Post spent five years working at the Institute for Interdisciplinary Studies, including as a lecturer in academic skills for the Bachelor’s programme in Natural and Social Sciences. He now works as an educational specialist at the School of Biomedical Sciences at the University of Melbourne.
Christianne Vink is a teacher trainer and consultant in higher education. She advises and coaches programmes in curriculum development and teacher professionalisation.
Lucy Wenting is the director of the Institute for Interdisciplinary Studies. She is specialised in leadership, strategy and curriculum development.