Acknowledgements 1 Introduction 1.1 Why interdisciplinary education 1.2 Why this handbook 1.3 An overview of the content 2 An overview of the development stages 2.1 Starting with an interdisciplinary development team 2.2 Stages in programme development 2.3 Putting the theory into practice 3 Unravelling interdisciplinary understanding 3.1 The definition of interdisciplinarity 3.
2 Embedding integration in education 3.3 Unravelling interdisciplinary understanding 4 Developing the raw sketch 4.1 Drafting the vision 4.2 Vision expression 4.3 Engaging stakeholders in the visioning process 4.4 Communicating the vision 5 Formulating interdisciplinary learning outcomes 5.1 Intended learning outcomes at the programme level 5.2 Intended learning outcomes at the course level 5.
3 Creating learning pathways within a programme 5.4 Translating intended learning outcomes into learning activities 6 Embedding integration in the programme design 6.1 Four curriculum models 6.2 Deciding on a curriculum format 6.3 Working towards an interdisciplinary programme 7 Hiring an engaging faculty 7.1 Features of an interdisciplinary teacher 7.2 Recruiting, engaging and connecting faculty 7.3 Overcome hurdles in the interdisciplinary teaching team 8 Exploring the teaching philosophy and didactic methods 8.
1 Assumptions of teaching and understanding 8.2 Formulating a shared teaching philosophy 8.3 Didactic methods that nurture interdisciplinary understanding 9 Assessment of interdisciplinary learning outcomes 9.1 Valid assessment of interdisciplinary learning outcomes Reliably scoring and grading exams 9.2 Make interdisciplinary assessment work in the practice of teaching Portfolio assessment Assessment of group work Assessing interdisciplinary work from multiple perspectives 9.3 Developing a programme-wide assessment strategy 10 Teaching interdisciplinary practices 10.1 Important prerequisites for interdisciplinary classes 10.2 The teacher as coach 10.
3 Teaching reflective functioning 10.4 Enhancing collaboration skills 10.5 Teaching critical thinking 10.6 Teaching an integrative interdisciplinary capstone course 11 Programme assessment and adjustment 11.1 Formal and informal assessment 11.2 An evaluation approach 11.3 Accreditation of interdisciplinary programmes 11.4 Sustaining interdisciplinary programmes References Colophon.