If you have no tragedy, you have no comedy (Sid Caesar). Despite the promising potential of inter- and transdisciplinary (ITD) integration for addressing urgent wicked problems (Palmer, 2018), it remains a challenge – for both project or program leaders and team members - to make integration happen in practice (Hoffmann, Deutsch, et al., 2022; O'Rourke et al., 2016; Polk, 2014). Integration can be defined as a multidimensional interactive process during which previously unrelated perspectives and expertise are connected with each other (cognitive dimension), different expectations and working routines are accommodated (social dimension) and a respectful atmosphere for learning and collaborating among project or program leaders and members is created (emotional dimension) (Boix Mansilla et al., 2016; Pohl et al., 2021). To what extent integration can be achieved depends on the overall conditions under which it is pursued (Deutsch et al., under review), and on what kind of behaviours and attitudes project or program leaders and members display during the creative process of integration. Hence, integration across disciplines as well as across science, policy and practice can bear rewarding, but also frustrating moments for all the parties involved.

Based on empirical insights from an accompanying research to three ITD research programs in Switzerland (Deutsch et al., under review) and our own experiences of leading integration processes within ITD projects and programs (Hoffmann, Weber, et al., 2022), we created a series of cartoons in collaboration with a professional cartoonist to capture scenes from ITD integration processes. The cartoon series is particular based on the results from a reversal technique – the headstand strategy – (Lungershausen, 2017) which we employed in a workshop setting in several project and program contexts in order to approach the emotionally charged challenge of integration (Boix Mansilla et al., 2016) from a different and ‘lighter’ angle. We asked participants to brainstorm concrete behaviours and attitudes and develop specific strategies to make sure that ITD integration fails in their projects or programs. Capturing the results of these workshops in a series of cartoons, the exhibition provides action-oriented knowledge for project or program leaders and members about how to actively hinder integration in practice. However, the exhibition doesn’t intend to stop there: it invites visitors to reflect upon the displayed scenes from ITD integration and think about how they can be modified or reversed in order to allow integration to happen, and share their thoughts on a “wall of ideas” at the end of the exhibition. Overall, the exhibition presents a visual and humorous take on the challenges of ITD integration and provides a space to digest frustrating experiences via the best medicine: laughter.

The exhibition could be displayed during the entire duration of the conference and attendees can visit the exhibition themselves. However, as organizers of this exhibition we will join the exhibition from time to time during the conference and be happy to discuss open questions with visitors. The exhibition would require a space for about 10-15 framed Cartoon pictures (size A3).

Contributors: Morten Strömme, Jasper ter Schegget, Linda de Greef, Students and Teaching Assistants from the minor Science Technology & Innovation: Biomimicry,

Keywords: Interdisciplinarity, Transdisciplinarity, Technical Education, Maker Culture, Inner Development Goals, Student Experiences, publications

Abstract: This session introduces attendees to several aspects of the Institute for Interdisciplinary Studies’ Education Lab through three showcases: a Mini-Makerspace, a Literature Corner, and the Transition Makers Toolbox. By setting up one stage with three areas — each reflecting different facets of our approach to interdisciplinary education — we showcase the theoretical underpinnings, student experiences, and personal development tools. Our goal is to offer a comprehensive perspective on educational innovation, enabling participants to explore each element within a shared and freely accessible area of the conference floor. This informal experience aims to bridge theoretical insights with practical examples, allowing for an open dialogue on effective education strategies and inter- and transdisciplinary initiatives.

Session Design: We can be present for up to three days of the conference, highlighting a different area during each of the daily lunch breaks. All areas will be open for exploration and conversation throughout the conference.

Miniature Makerspace:

Presenting Interdisciplinary and transdisciplinary projects from the minor ST&I: Biomimicry, where students utilize insights from nature to develop technological solutions by constructing bio-inspired prototypes within the UvA Makerspace. The minor, welcoming students from natural sciences, engineering, and related disciplines, employs both Design Thinking and Open Inquiry education methods to balance freedom with structure in the student design process.

The Open Inquiry aspect represents a collaborative effort between the University of Amsterdam, TU Eindhoven, Amsterdam University College and Leiden University, as part of a larger initiative led by Dr. Forrest Bradbury. Supported by a significant subsidy from DUS-I/SURF, this approach emphasizes giving students considerable autonomy in their projects, encouraging them to engage deeply with every stage of the empirical research cycle. This model aims to enhance critical thinking, self-efficacy, and an understanding of the scientific process, allowing students to create their own learning experiences while still adhering to the learning goals. We will also offer practical solutions for organising this type of education without overburdening the education staff.

IIS Literature Corner:

We aim to have an open and informal conversation with the attendants, starting off from the expertise we’ve developed and brought together in a variety of IIS publications, that ground all our initiatives educational theories. These books include:

• Meaningful Assessment in Interdisciplinary Education: A Practical Handbook for University Teachers (2021)

This handbook calls for an assessment strategy with greater emphasis on assessment for and as learning, focusing on giving powerful feedback and using authentic assessment tasks aligned with intended learning outcomes. It provides inspiring examples of assessing integration, collaboration, reflection, and critical thinking.

• Designing Interdisciplinary Education: A Practical Handbook for University Teachers (2017)

This guide offers practical advice for university teachers who want to develop, implement, and sustain interdisciplinary courses and programs. It covers topics like formulating interdisciplinary learning outcomes, embedding integration in program design, engaging faculty, and exploring teaching philosophies and methods.

• Interdisciplinary Learning Activities (2018)

This publication contains concrete examples of interdisciplinary learning activities that encourage students to step across disciplinary boundaries. It provides inspiration for developing service-learning courses, honors programs, and other interdisciplinary initiatives.

Transition Makers Toolbox Area:

Through the innovative use of our specially designed Conversation Starter cards, attendants will experience the power of introspective dialogue and collaborative exploration first-hand. Whether they’re a seasoned educator or new to the concept of Inner Development Goals (IDGs), participants will discover inspiring ways to ignite enthusiasm and foster deep, meaningful growth in their students with the Transition Makers Toolbox.

These areas combined create an environment for attendees to engage with students, teachers, and the education developers from the IIS and UvA Science Faculty, facilitating an open exchange of ideas and strategies for integrating several interdisciplinary approaches.

Flexibility and Scalability: Recognizing the varying nature of conference spaces, our setup is designed to be adaptable. We can expand to include a comprehensive array of educational materials or condense it to fit smaller spaces without sacrificing content quality.