Roles, responsibilities and expected outcomes: CASE 3: BRIDGING THE DISCIPLINARY GAP IN A CHALLENGE-BASED MINOR1

Kostas Nizamis; Merel van Goch

doi:10.4324/9781003286004-5

Roles, responsibilities and expected outcomes: CASE 3: BRIDGING THE DISCIPLINARY GAP IN A CHALLENGE-BASED MINOR¹

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

Abstract

The case discussed in Chapter 5 involves a 20-week interdisciplinary minor at the University of Twente. The minor focuses on team-based solutions to authentic societal problems provided by industry. Challenges include unclear roles, discrepancies between interdisciplinary research and education and practical course infrastructure. Expert perspectives highlight the need for clear role alignment, addressing student backgrounds and aspirations and preparing students for interdisciplinary collaboration. Suggestions encompass early information dissemination, role clarification, group work preparation, continuous evaluations, diverse assessment methods and comprehensive feedback mechanisms. These insights contribute to enhancing the success of interdisciplinary courses.

Original language	English
Title of host publication	Interdisciplinary Practices in Higher Education
Subtitle of host publication	Teaching, Learning and Collaborating Across Borders
Publisher	Taylor & Francis
Pages	75-78
Number of pages	4
ISBN (Electronic)	9781040019047
ISBN (Print)	9781032234205
DOIs	https://doi.org/10.4324/9781003286004-5
Publication status	Published - 1 Jan 2024

Keywords

NLA

Access to Document

10.4324/9781003286004-5

Cite this

@inbook{15858febf8544425a3b82a9160c345f8,

title = "Roles, responsibilities and expected outcomes: CASE 3: BRIDGING THE DISCIPLINARY GAP IN A CHALLENGE-BASED MINOR1",

abstract = "The case discussed in Chapter 5 involves a 20-week interdisciplinary minor at the University of Twente. The minor focuses on team-based solutions to authentic societal problems provided by industry. Challenges include unclear roles, discrepancies between interdisciplinary research and education and practical course infrastructure. Expert perspectives highlight the need for clear role alignment, addressing student backgrounds and aspirations and preparing students for interdisciplinary collaboration. Suggestions encompass early information dissemination, role clarification, group work preparation, continuous evaluations, diverse assessment methods and comprehensive feedback mechanisms. These insights contribute to enhancing the success of interdisciplinary courses.",

keywords = "NLA",

author = "Kostas Nizamis and {van Goch}, Merel",

note = "Publisher Copyright: {\textcopyright} 2024 selection and editorial matter, Bianca Vienni-Baptista, Merel van Goch, Rianne van Lambalgen and Katrine Ellemose Lindvig; individual chapters, the contributors.",

year = "2024",

month = jan,

day = "1",

doi = "10.4324/9781003286004-5",

language = "English",

isbn = "9781032234205",

pages = "75--78",

booktitle = "Interdisciplinary Practices in Higher Education",

publisher = "Taylor & Francis",

address = "United Kingdom",

}

Roles, responsibilities and expected outcomes: CASE 3: BRIDGING THE DISCIPLINARY GAP IN A CHALLENGE-BASED MINOR¹. / Nizamis, Kostas; van Goch, Merel.
Interdisciplinary Practices in Higher Education: Teaching, Learning and Collaborating Across Borders. Taylor & Francis, 2024. p. 75-78.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

TY - CHAP

T1 - Roles, responsibilities and expected outcomes

T2 - CASE 3: BRIDGING THE DISCIPLINARY GAP IN A CHALLENGE-BASED MINOR1

AU - Nizamis, Kostas

AU - van Goch, Merel

PY - 2024/1/1

Y1 - 2024/1/1

N2 - The case discussed in Chapter 5 involves a 20-week interdisciplinary minor at the University of Twente. The minor focuses on team-based solutions to authentic societal problems provided by industry. Challenges include unclear roles, discrepancies between interdisciplinary research and education and practical course infrastructure. Expert perspectives highlight the need for clear role alignment, addressing student backgrounds and aspirations and preparing students for interdisciplinary collaboration. Suggestions encompass early information dissemination, role clarification, group work preparation, continuous evaluations, diverse assessment methods and comprehensive feedback mechanisms. These insights contribute to enhancing the success of interdisciplinary courses.

AB - The case discussed in Chapter 5 involves a 20-week interdisciplinary minor at the University of Twente. The minor focuses on team-based solutions to authentic societal problems provided by industry. Challenges include unclear roles, discrepancies between interdisciplinary research and education and practical course infrastructure. Expert perspectives highlight the need for clear role alignment, addressing student backgrounds and aspirations and preparing students for interdisciplinary collaboration. Suggestions encompass early information dissemination, role clarification, group work preparation, continuous evaluations, diverse assessment methods and comprehensive feedback mechanisms. These insights contribute to enhancing the success of interdisciplinary courses.

KW - NLA

UR - http://www.scopus.com/inward/record.url?scp=85197119525&partnerID=8YFLogxK

U2 - 10.4324/9781003286004-5

DO - 10.4324/9781003286004-5

M3 - Chapter

AN - SCOPUS:85197119525

SN - 9781032234205

SP - 75

EP - 78

BT - Interdisciplinary Practices in Higher Education

PB - Taylor & Francis

ER -

Roles, responsibilities and expected outcomes: CASE 3: BRIDGING THE DISCIPLINARY GAP IN A CHALLENGE-BASED MINOR¹

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Challenge-Based Learning in Practice: Redesign and Evaluation of an Interdisciplinary Minor

Cite this