This presentation will discuss findings from a university-wide initiative to enhance undergraduate students’ critical thinking about diversity and global issues through interdisciplinary learning experiences. It will briefly describe the approach we took towards learning design and assessment, and it will then share quantitative and qualitative data from ten upper-level undergraduate courses that incorporated interdisciplinary learning experiences addressing a variety of topics, including Artificial Intelligence and Digital Literacy. Pre- and post- surveys of students and faculty, as well as signature assignments where students demonstrated interdisciplinary skills of disciplinary grounding, perspective-taking, and integration, showed significant improvement in critical thinking, diversity, and global citizenship learning outcomes. It will conclude by discussing the implications of such findings for those engaged in inter- and transdisciplinary education at other universities and colleges.

The great challenges of the modern age such as climate change or global inequality are complex problems that transcend disciplinary boundaries. Multidisciplinary teamwork is needed to bring together disciplinary insights and to create a more comprehensive understanding of these complex problems. Higher education should prepare students for working in multidisciplinary teams, but relatively little is known about how students interact in multidisciplinary student teams (MSTs). This study analysed teamwork behaviour of students in MSTs (conducting interdisciplinary research), using observational data. Our findings show that tendencies vary across different teams, but that general trends can be identified across teams. Students struggle to have structured meetings in which they work together on one task, have in-depth integrative discussions and reach quality decisions. They shy away from addressing suboptimal team processes and frustrations, but spend much time on task division, planning, uncertainty reduction and distractions during meetings. Our research implies that students may need more time in class to do teamwork and they need more guidance in all aspects of the process, such as their role as disciplinary and interdisciplinary expert, going through diverging and converging integration processes, critical decision-making, engaging with feedback in a meaningful way, addressing frustration and tension, and reflecting on team product and processes.

Interdisciplinary projects give insight into wicked problems and complex societal issues – thus it is pivotal that the results also reach non-expert audiences. Popularization (science communication and science journalism) is an important skill for researchers conducting interdisciplinary research, and ideally, this skill should be taught in interdisciplinary university training. In this talk, I will elaborate upon interdisciplinary students’ perceived learning experiences with training in written popularization.

Students took part in one four-hour intervention about popularization writing skills at the end of their undergraduate training, as part of their thesis capstone course. This course tests students’ integration and collaboration skills, as well as their popularization writing skills. The latter is tested in the form of a newspaper article which is written collaboratively by the multidisciplinary student research team and counts for 10% of the grade.

Data from pre-post intervention questionnaires and self-reflections was analyzed both quantitatively, using a Wilcoxon signed rank test, and qualitatively, using thematic analysis. The quantitative analysis shows a statistically significant increase in report for popularization knowledge, but not for skills or attitudes. The qualitative analysis shows twenty themes, including structure, writing style, text strategies, the target audience, and genre demands. This thematic analysis also shows a perceived increase in knowledge, a perceived interest in skills for some but not all students, and no discernible change in attitude.

Taken together, one training in popularization already has a positive effect on students learning experiences, and specifically on their popularization knowledge. Yet students state that more and longer training, including more opportunities to practice their writing skills, would create more beneficial learning outcomes.

Key readings

Sterk, F. M., & Van Goch, M. M. (2023). Re-presenting research: A guide to analyzing and using popularization strategies in science journalism and science communication. Palgrave Pivot. https://doi.org/10.1007/97 8-3-031-28174-7

Sterk, F. M., Van Goch, M. M., Burke, M., & Van der Tuin, I. (2022). Baseline assessment in higher education: A case study of popularization writing skills in first-year undergraduate students. Journal of Writing Research, 14(1), 35–76. https://doi.org/10.17239/jowr-2022.14.01.02

The "Cycling to Care" (c2c) project, funded by a MSCA individual fellowship, exemplifies how integrating diverse knowledges within inter- and transdisciplinary (ITD) frameworks can catalyze significant societal and environmental transformations.

Rooted in the need to address the twin crises of declining mental health among youth and environmental degradation, the c2c project leverages the innovative "Cycling Without Age" (CWA) initiative. By engaging young volunteers and senior citizens in guided cycling tours, c2c fosters intergenerational dialogue and direct interaction with urban and natural landscapes, serving as a living lab for exploring the efficacy of ITD approaches in real-world settings.

The c2c project is grounded in theories of transformative learning and sustainability education. It draws upon a diverse theoretical base, integrating concepts from environmental psychology, public health, and urban planning. The project's theoretical framework underscores the importance of emotional resilience, community-oriented action, and participatory research methods in fostering sustainable behaviors and attitudes.

c2c employs a mixed-methods approach, combining qualitative and quantitative research to evaluate the impact of intergenerational cycling on participants' mental health and environmental attitudes. The methodology includes pre- and post-engagement surveys, interviews, and focus groups, facilitating an in-depth understanding of the participants' experiences and the socio-environmental impacts of the initiative.

A significant component of the c2c project is its focus on building ITD capacity by training young volunteers as both researchers and activists. This dual role enables participants, selected among UPC engineering students, to contribute to the project's research objectives while simultaneously gaining skills relevant to their personal and professional development. The project thus exemplifies how ITD projects can serve as powerful platforms for experiential learning and capacity building.

c2c integrates scientific knowledge with local and experiential knowledge through its community-based approach. By involving participants from different backgrounds and ages, the project facilitates a rich exchange of perspectives, enhancing the relevance and applicability of its findings. This integration is critical in addressing the often complex and localized nature of sustainability challenges.

The project includes a robust evaluation component, assessing the effectiveness of its ITD approach in achieving intended educational and environmental outcomes. This involves analyzing changes in knowledge, attitudes, and behaviors regarding sustainability and mental health, providing valuable insights into the strengths and limitations of ITD projects in fostering real-world change.

The c2c project offers insights into the practical challenges of implementing ITD projects, including issues related to participant recruitment, data collection, and stakeholder engagement. The project's experiences highlight the importance of adaptability and responsiveness to local conditions and needs in the success of ITD initiatives.

c2c's findings have significant implications for policy and practice, particularly in urban planning, public health, and education. By demonstrating the benefits of intergenerational and interdisciplinary approaches to sustainability education, the project provides a model that can be replicated and scaled up in other contexts.

Building on its successes and lessons learned, the c2c project aims to expand its scope by incorporating more diverse community groups and exploring additional environmental and social themes. Future research will focus on refining ITD methodologies and developing more comprehensive frameworks for assessing the impact of such projects on participants and communities.

The c2c project illustrates the transformative potential of ITD projects that integrate diverse knowledges to address complex societal challenges. By fostering an environment of learning, action, and reflection, c2c contributes to the growing body of knowledge on how ITD approaches can be effectively employed to promote sustainable change and enhance community well-being.