Academic literature on the topic 'Interdisciplinary program design'
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Journal articles on the topic "Interdisciplinary program design"
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Simpson, Tim, Russell Barton, and Dave Celento. "Interdisciplinary By Design." Mechanical Engineering 130, no. 09 (September 1, 2008): 30–33. http://dx.doi.org/10.1115/1.2008-sep-2.
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This article highlights about the fact that many speculate on the outcomes of design, but how many consider the process by which designs are executed. The seed for many of these emerging interdisciplinary programs in design is not new either—cutting-edge research and advancements invariably lie at the boundaries of departmental silos. The product-architecture program at Stevens has successfully integrated architecture, engineering, computation, and product development, attracting students with wide-ranging interests and diverse backgrounds in architecture, visual arts, industrial design, mathematics, computer science, and mechanical, aerospace, and biomedical engineering. By focusing on the product or system being designed, the program is dissolving boundaries in design education and launching students along trajectories of design leadership and social entrepreneurialism. As globalization moves engineering, business, and design closer together, many argued that interdisciplinary graduate design programs are the future for the United States to maintain its position in product leadership.
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Summers, Pere’ M., Nola Nadermann, Ruth M. Turnis, Paulette Lynn, R. Rechlin, J. Hentges, and A. Roche. "Quality Management: Program Design An Interdisciplinary Approach." Nursing Clinics of North America 23, no. 3 (September 1988): 665–70. http://dx.doi.org/10.1016/s0029-6465(22)01422-0.
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J., Rollo, and Esteban Y. "Urbanheart Surgery – a Collaborative Interdisciplinary Design Studio." KnE Engineering 2, no. 2 (February 9, 2017): 308. http://dx.doi.org/10.18502/keg.v2i2.631.
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<p class="Body1">The following paper presents an interdisciplinary design studio program at the School of Architecture and Built Environment, Deakin University, referred to as the ‘UrbanHeart Surgery’. This is a design based research forum that attempts to facilitate a landscape of decision-making that stimulates an integrated approach to design within the urban context.</p><p>The Urbanheart program has developed into a very successful teaching, research and public/community relations program. It has not only secured an ongoing relationship with various planning authorities, but its core of industrial partnerships has expanded to include four regional councils (Bendigo, Ballarat, Geelong, Surfcoast and Warrnambool), three metropolitan municipalities (Melbourne City, Port Phillip, Wyndham and Maribyrnong) and close links with various Victorian State government departments.</p><p>The program actively integrates postgraduate students from Architecture, Urban Design, Landscape Architecture and Planning. The different scales of resolution at which the unit operates would welcome further integration with students from Mechanical Engineering, Art and Design, Information Technology and Environmental Science.</p>
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Xu, Cong, Chih-Fu Wu, Dan-Dan Xu, Wen-Qian Lu, and Kai-Yi Wang. "Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study." Journal of Intelligence 10, no. 4 (October 17, 2022): 88. http://dx.doi.org/10.3390/jintelligence10040088.
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In order to meet industrial demands, some colleges and universities have offered interdisciplinary programs that integrate design, engineering, and business. However, how many changes these programs have brought to students, and whether students participating in these programs have had better interdisciplinary ability than students involved in a single discipline study have always been questions that many researchers want to explore. In a university that offers an interdisciplinary program, we found that there is no significant difference in interdisciplinary integration ability between the students participating in the interdisciplinary program and the students involved in a single discipline study through quantitative comparisons of 91 student questionnaires and analyses of interviews with nine teachers of interdisciplinary courses and other related staff members. This may result from the students’ lack of motivation, lack of prior experience, the influence of individual traits, the increase of learning pressure and academic burden, and the interference of disciplinary factors during interdisciplinary learning. The research finding is intended to improve student interdisciplinary learning effectiveness by facilitating interdisciplinary teachers’ understanding of the influencing factors of student interdisciplinary learning, and by providing a reference for interdisciplinary teaching design.
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Chang, Chi-Ning, Brandie Semma, Marta Lynn Pardo, Debra Fowler, Patrick Shamberger, and Raymundo Arroyave. "Data-Enabled Discovery and Design of Energy Materials (D3EM): Structure of An Interdisciplinary Materials Design Graduate Program." MRS Advances 2, no. 31-32 (2017): 1693–98. http://dx.doi.org/10.1557/adv.2017.228.
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ABSTRACTThe Materials Genome Initiative (MGI) calls for the acceleration of the materials development cycle through the integration of experiments and simulations within a data-aware/enabling framework. To realize this vision, MGI recognizes the need for the creation of a new kind of workforce capable of creating and/or deploying advanced informatics tools and methods into the materials discovery/development cycle. An interdisciplinary team at Texas A&M seeks to address this challenge by creating an interdisciplinary program that goes beyond MGI in that it incorporates the discipline of engineering systems design as an essential component of the new accelerated materials development paradigm. The Data-Enabled Discovery and Development of Energy Materials (D3EM) program seeks to create an interdisciplinary graduate program at the intersection of materials science, informatics, and design. In this paper, we describe the rationale for the creation of such a program, present the pedagogical model that forms the basis of the program, and describe some of the major elements of the program.
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McKee, Kelsey E., Daniel Serrano, Michelle Girvan, and Gili Marbach-Ad. "An integrated model for interdisciplinary graduate education: Computation and mathematics for biological networks." PLOS ONE 16, no. 9 (September 28, 2021): e0257872. http://dx.doi.org/10.1371/journal.pone.0257872.
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The current challenges at the forefront of data-enabled science and engineering require interdisciplinary solutions. Yet most traditional doctoral programs are not structured to support successful interdisciplinary research. Here we describe the design of and students’ experiences in the COMBINE (Computation and Mathematics for Biological Networks) interdisciplinary graduate program at the University of Maryland. COMBINE focuses on the development and application of network science methods to biological systems for students from three primary domains: life sciences, computational/engineering sciences, and mathematical/physical sciences. The program integrates three established models (T-shaped, pi-shaped and shield-shaped) for interdisciplinary training. The program components largely fall into three categories: (1) core coursework that provides content expertise, communication, and technical skills, (2) discipline-bridging elective courses in the two COMBINE domains that complement the student’s home domain, (3) broadening activities such as workshops, symposiums, and formal peer-mentoring groups. Beyond these components, the program builds community through both formal and informal networking and social events. In addition to the interactions with other program participants, students engage with faculty in several ways beyond the conventional adviser framework, such as the requirement to select a second out-of-field advisor, listening to guest speakers, and networking with faculty through workshops. We collected data through post-program surveys, interviews and focus groups with students, alumni and faculty advisors. Overall, COMBINE students and alumni reported feeling that the program components supported their growth in the three program objectives of Network Science & Interdisciplinarity, Communication, and Career Preparation, but also recommended ways to improve the program. The value of the program can be seen not only through the student reports, but also through the students’ research products in network science which include multiple publications and presentations. We believe that COMBINE offers an effective model for integrated interdisciplinary training that can be readily applied in other fields.
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Chouvarda, Ioanna, Nicola Mountford, Vladimir Trajkovik, Tatjana Loncar-Turukalo, and Tara Cusack. "Leveraging Interdisciplinary Education Toward Securing the Future of Connected Health Research in Europe: Qualitative Study." Journal of Medical Internet Research 21, no. 11 (November 13, 2019): e14020. http://dx.doi.org/10.2196/14020.
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Background Connected health (CH) technologies have resulted in a paradigm shift, moving health care steadily toward a more patient-centered delivery approach. CH requires a broad range of disciplinary expertise from across the spectrum to work in a cohesive and productive way. Building this interdisciplinary relationship at an earlier stage of career development may nurture and accelerate the CH developments and innovations required for future health care. Objective This study aimed to explore the perceptions of interdisciplinary CH researchers regarding the design and delivery of an interdisciplinary education (IDE) module for disciplines currently engaged in CH research (engineers, computer scientists, health care practitioners, and policy makers). This study also investigated whether this module should be delivered as a taught component of an undergraduate, master’s, or doctoral program to facilitate the development of interdisciplinary learning. Methods A qualitative, cross-institutional, multistage research approach was adopted, which involved a background study of fundamental concepts, individual interviews with CH researchers in Greece (n=9), and two structured group feedback sessions with CH researchers in Ireland (n=10/16). Thematic analysis was used to identify the themes emerging from the interviews and structured group feedback sessions. Results A total of two sets of findings emerged from the data. In the first instance, challenges to interdisciplinary work were identified, including communication challenges, divergent awareness of state-of-the-art CH technologies across disciplines, and cultural resistance to interdisciplinarity. The second set of findings were related to the design for interdisciplinarity. In this regard, the need to link research and education with real-world practice emerged as a key design concern. Positioning within the program context was also considered to be important with a need to balance early intervention to embed integration with later repeat interventions that maximize opportunities to share skills and experiences. Conclusions The authors raise and address challenges to interdisciplinary program design for CH based on an abductive approach combining interdisciplinary and interprofessional education literature and the collection of qualitative data. This recipe approach for interdisciplinary design offers guidelines for policy makers, educators, and innovators in the CH space. Gaining insight from CH researchers regarding the development of an IDE module has offered the designers a novel insight regarding the curriculum, timing, delivery, and potential challenges that may be encountered.
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Chen, Jamie, Jill Kouts, Michael A. Rippee, Stephen Lauer, David Smith, Tracy McDonald, Monica Kurylo, and Tanya Filardi. "Developing a Comprehensive, Interdisciplinary Concussion Program." Health Services Insights 13 (January 2020): 117863292093867. http://dx.doi.org/10.1177/1178632920938674.
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There has been a growing trend of local and national coverage of and interest in concussion injuries over the past 2 decades. Increasing public concern over potential catastrophic and unknown long-term effects of sports-related concussion injuries has led to an acknowledgment of the strong public health need for addressing all concussion injuries, regardless of mechanism of injury. In efforts to address this need for concussion prevention and management, both in sports and nonsports, The University of Kansas Health System initiated the interdisciplinary Center for Concussion Management program in 2012. The program was created as a virtual clinic concept and includes voluntary participation from various providers across the institution, limited budget, and space obstacles. Since its inception, the program has continued to operate as its initial design of a multidisciplinary team model outside the sole ownership of 1 department, and has expanded to include education and outreach to local and regional schools and groups.
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O’Meara, KerryAnn, and Dawn Culpepper. "Fostering collisions in interdisciplinary graduate education." Studies in Graduate and Postdoctoral Education 11, no. 2 (May 14, 2020): 163–80. http://dx.doi.org/10.1108/sgpe-08-2019-0068.
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Purpose Using the lens of social physics, this study aims to examine how, if at all, one graduate training program fostered collisions or meaningful interactions, between students and faculty from different disciplinary backgrounds. Design/methodology/approach Qualitative, ethnographic case study methods. Findings The University of Maryland’s National Research Traineeship program fostered collisions between students and faculty from different disciplinary backgrounds by facilitating exploration, idea flow and engagement within an interdisciplinary scholarly community. These collisions generated productive opportunities for student learning, development and collaborations, but at times also produced non-generative outcomes. Practical implications This study names specific, strategic activities (e.g. regular research talks, physical space) that graduate programs can use to facilitate interdisciplinary collaborations among students and faculty and considers the extent to which such activities contribute to organizational change. Originality/value This paper applies new theories (collisions and social physics) to understanding interdisciplinary collaboration and identifies aspects of graduate training programs that may be replicable in other institutional settings.
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Brock, Barbara L., Isabelle Cherney, James R. Martin, Jennifer Moss Breen, and Gretchen Oltman. "How to Launch a Doctoral Interdisciplinary Leadership Program." Creighton Journal of Interdisciplinary Leadership 1, no. 1 (May 15, 2015): 14. http://dx.doi.org/10.17062/cjil.v1i1.18.
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<p>Building a doctoral program in leadership is never an easy task, and building an interdisciplinary doctoral program is even more difficult. Yet, it is the interdisciplinary approach that differentiates typical leadership programs from others and offers learners an integrated view of leadership theories and practices. This special report presents an example of designing and implementing an interdisciplinary doctoral program that promotes social justice leadership. Drawing from firsthand experiences of program faculty, staff, and administration, we share lessons learned and the logic behind adopting an interdisciplinary approach for those creating programs that seeks to promote social justice. We found that by allowing students and faculty to convene together, rather than disperse into separate, isolated academic disciplines, emerging scholar-practitioners are encouraged to engage in realistic, professional practice investigation and problem-solving techniques. Through this experience, we also found that conscious coursework design involves integrating multiple, often quite divergent, disciplines into a core set of courses. Additionally, we learned that unifying students through a common mission permits distinctive discussions, including personal reflection and ethical decision-making opportunities among the concepts, constructs, and knowledge that extend beyond disciplinary lines (Cherney et al., 2012). We also found that cultivating a diverse student body and faculty base requires everyone to work strategically within the program, recognizing the call for coherence and consistency across disciplinary lines. Finally, we discovered that developing a dissertation in practice allows students to implement an evidence-based solution within their professional practice setting as their pinnacle doctorate work (Herr & Anderson, 2014; Olson & Clark, 2009). We conclude this paper by reiterating our finding that leadership programs that promote social justice are enhanced by adopting an interdisciplinary approach as this allows for the creation of a program that challenges students to learn at a more complex level, faculty to integrate disciplines, and programs to promote socially just ideals. We discuss implications for other schools seeking to develop an interdisciplinary doctoral leadership program.</p>
Dissertations / Theses on the topic "Interdisciplinary program design"
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Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.
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The purpose of this study is to identify and analyze reoccurring insights in Entrepreneurship Education (EE) literature, fill gaps in the scholarly discussion, and develop innovative teaching tools for entrepreneurship educators. The study is based on an in-depth review of the current EE literature drawing on insights from about 70 studies. The analysis finds a clear need for: EE on the university level; clear goals and objectives; clear program descriptions; a more practical orientation; and true alumni networks. Additionally it finds that EE should be interdisciplinary, student-centered, practical, as well as containing strong elements of reflection, support, and networking. These findings are a valuable resource for educators interested in innovative teaching practices and entrepreneurship program design in a university context. This paper develops three suggestions on the use of innovative teaching practices, namely a course on business models, an adapted form of business simulation with a focus on cross-disciplinary networking, and a comprehensive class in entrepreneurial venturing that takes the student through all steps of establishing and growing a business.
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Suchow, Ariella Flora. "Alternative Science: An Examination of Practice-Linked Identity Formation Within the Context of an Art Science Program." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108784.
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Thesis advisor: Michael BarnettThis dissertation documents the pilot year of an Art Science Program. This study asks: what is possible when we create learning environments modeled for the integration of theatre and other artistic media with science? What, in general, are the affordances of theatre and other art forms for fostering such meaning-making, what are good ways to make it happen, and what are the challenges? We analyze young learners’ participation and attitude changes in the context of the Art Science Program. Findings indicate that (1) access to identity resources impacts learners’ practice-linked identities (Nasir & Cooks, 2009); (2) face-saving behaviors impact practice-linked identities by inhibiting learners’ access to identity resources; (3) the development of practice-linked identities parallels the development of possible selves; (4) the extent to which a learner is able to engage in their learning as a “whole person” (Wenger, 2006) is correlated with a learner’s identity trajectory; (5) learners may fail to form new practice-linked identities despite robust access to identity resources; and (6) learners may succeed in forming new practice-linked identities despite lack of significant access to identity resources because the identity resources that they do access provide a strong hook into new, nascent practice-linked identities
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Silva, Inez Maria Leite da. "A INTERDISCIPLINARIDADE NA CONSTRUÇÃO DOS PROJETOS POLÍTICO-PEDAGÓGICOS DOS CURSOS DE DESIGN: O CASO DE UMA GRADUAÇÃO E DE UM CURSO TÉCNICO EM SÃO LUÍS - MA." Universidade Federal do Maranhão, 2008. http://tedebc.ufma.br:8080/jspui/handle/tede/144.
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Previous issue date: 2008-03-27Interdisciplinary in the elaboration of Pedagogical Political Projects (PPP) in Design courses. One verifies that the curriculum structure which is organized from isolated subjects make difficult the adoption of practices which make possible the change of attitude of the ones involved, allowing the proper approach among the subjects, which is necessary for interdisciplinary implementation. One analyzes aspects relating to the integration process among the subjects from Design course at Universidade Federal do Maranhão (UFMA) in order to subsidize the elaboration of its own Pedagogical Political Project. One presents a survey about the history of design teaching since its origin, passing by its introduction in Brazil and in Maranhão as well as UFMA design course evolution until the present days. One verifies changes relating to interdisciplinary, present in the legislation concerning to Design teaching. It surveys aspects related to the subject through questionnaires which were made to teachers and students from UFMA and CEFET/MA courses. One highlights strategies and methodologies which can be adopted by teaching institutions in the sense of making an effective interdisciplinary project. The results of this research are based in considerations made by several authors: Niemeyer (1998), Freitas (1999), Dias (2004), Fazenda (1992), Alves (2000), Santomé (1998), Japiassu (1976) and others. The surveyed and analyzed data contributed to broaden knowledge about the interdisciplinary which is present in those courses, important to reinforce the construction, implementation, monitoring and subsequent evaluation of UFMA design course PPP. The interdisciplinary work depends mostly on the awareness, will and attitude of all the people which are involved in front of unchangeable procedures and conducts which are set up on the everyday teaching. It is very difficult to modify, without the proper intention, the inveterate way of teaching and learning, unless people, aware of the fact, mobilize themselves regarding this change.
A interdisciplinaridade na construção dos Projetos Político-Pedagógicos (PPP) dos cursos de Design. Constata que a estrutura curricular organizada a partir de disciplinas estanques dificulta a adoção de práticas que possibilitem a mudança de atitude dos atores, permitindo a devida aproximação entre disciplinas, necessária à implementação da interdisciplinaridade. Analisa aspectos referentes ao processo de integração entre disciplinas existente no curso de Design da Universidade Federal do Maranhão (UFMA) no sentido de subsidiar a elaboração do Projeto Político-Pedagógico. Apresenta um levantamento da história do ensino de design desde a sua origem, passando pela sua introdução no Brasil e no Maranhão e a evolução do curso de Design da UFMA até os dias atuais. Verifica transformações relativas à interdisciplinaridade presentes na legislação, concernentes ao ensino de Design. Levanta aspectos relacionados ao tema por meio de questionários dirigidos a professores e alunos dos cursos da UFMA e CEFET/MA. Aponta estratégias e metodologias passíveis de serem adotadas pelas instituições de ensino no sentido da efetivação de um projeto interdisciplinar. Os resultados desta pesquisa pautaramse nas considerações expostas por diversos autores: Niemeyer (1998), Freitas (1999), Dias (2004), Fazenda (1992), Alves (2000), Santomé (1998), Japiassu (1976), entre outros. Os dados levantados e analisados contribuíram para ampliar os conhecimentos acerca da interdisciplinaridade presente nos cursos estudados, importante para embasar a construção, implantação, acompanhamento e posterior avaliação do PPP do curso de Design da UFMA. O trabalho interdisciplinar depende, em grande parte, da conscientização, vontade e atitude de todos os atores envolvidos ante aos procedimentos cristalizados e condutas estabelecidas no cotidiano do ensino. É muito difícil modificar, sem a devida intenção, o modo arraigado de ensinar e de aprender, a não ser que os indivíduos, conscientes do fato, se mobilizassem quanto a esta mudança.
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Girard, Corentin Denis Pierre. "Integrating top-down and bottom-up approaches to design a cost-effective and equitable programme of measures for adaptation of a river basin to global change." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/59461.
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[EN] Adaptation to the multiple facets of global change challenges the conventional means of sustainably planning and managing water resources at the river basin scale. Numerous demand or supply management options are available, from which adaptation measures need to be selected in a context of high uncertainty of future conditions. Given the interdependency of water users, agreements need to be found at the local level to implement the most effective adaptation measures. Therefore, this thesis develops an approach combining economics and water resources engineering to select a cost-effective programme of adaptation measures in the context of climate change uncertainty, and to define an equitable allocation of the cost of the adaptation plan between the stakeholders involved.
A framework is developed to integrate inputs from the two main approaches commonly used to plan for adaptation. The first, referred to as "top-down", consists of a modelling chain going from global greenhouse gases emission scenarios to local hydrological models used to assess the impact of climate change on water resources. Conversely, the second approach, called "bottom-up", starts from assessing vulnerability at the local level to then identify adaptation measures used to face an uncertain future.
Outcomes from these two approaches are integrated to select a cost-effective combination of adaptation measures through a least-cost optimization model developed at the river basin scale. The model is then used to investigate the trade-offs between different planning objectives defined in terms of environmental flow requirements, irrigated agriculture development, and the cost of the programme of measures. The performances of a programme of measures are finally assessed under different climate projections to identify robust and least-regret adaptation measures.
The issue of allocating the cost of the adaptation plan is considered through two complementary perspectives. The outcome of a negotiation process between the stakeholders is modelled through the implementation of cooperative game theory to define cost allocation scenarios. These results are compared with cost allocation rules based on social justice principles to provide contrasted insights into a negotiation process.
This innovative framework has been applied in a Mediterranean case study in the Orb River basin (France). Mid-term climate projections, downscaled from 9 General Climate Models, are used to assess the uncertainty associated with climate projections. Demand evolution scenarios have been developed to project agricultural and urban water demands on the 2030 time horizon. The least-cost river basin optimization model developed in GAMS allows the cost-effective selection of a programme of measures from a catalogue of 462 supply and demand management measures. Nine cost allocation scenarios based on different social justice principles have been discussed through face-to-face semi-structured interviews with 15 key informants and compared with solution concepts from cooperative game theory for a 3-player game defined at the river basin scale.
The interdisciplinary framework developed in this thesis combines economics and water resources engineering methods, establishing a promising means of bridging the gap between bottom-up and top-down approaches and supporting the creation of cost-effective and equitable adaptation plans at the local level.[ES] La adaptación a los múltiples aspectos del cambio global supone un reto para los enfoques convencionales de planificación y gestión sostenible de los recursos hídricos a escala de cuenca. Numerosas opciones de gestión de la demanda o de la oferta están disponibles, de entre las cuales es necesario seleccionar medidas de adaptación en un contexto de elevada incertidumbre sobre las condiciones futuras. Dadas las interdependencias existentes entre los usuarios del agua a nivel local, hace falta buscar acuerdos a escala de cuenca para implementar las medidas de adaptación más eficaces. Por este motivo, esta tesis desarrolla una metodología que, combinando economía e ingeniería de los recursos hídricos, busca seleccionar un programa de medidas coste-eficaz frente a las incertidumbres del cambio climático, y asimismo definir un reparto justo del coste de la adaptación entre los actores implicados. El marco metodológico ha sido desarrollado para integrar contribuciones de los dos principales enfoques utilizados para la planificación de la adaptación. El primero, denominado descendente ("top-down"), consiste en una cadena de modelación que va desde los escenarios de emisiones de gases efecto invernadero a nivel global hasta los modelos hidrológicos utilizados a nivel local para evaluar así el impacto del cambio climático sobre los recursos hídricos. Por el contrario, el segundo enfoque denominado ascendente ("bottom-up") empieza por evaluar la vulnerabilidad del sistema a nivel local para después identificar medidas de adaptación frente a un futuro incierto. Los resultados de los métodos mencionados previamente se han integrado con el fin de seleccionar una combinación coste-eficaz de medidas de adaptación a través de un modelo de optimización a menor coste a escala de cuenca. El modelo se utiliza para investigar las soluciones de compromiso ("trade-offs") entre diversos objetivos de planificación como son los caudales ecológicos necesarios, el desarrollo del regadío y el coste del programa de medidas. Seguidamente, se han evaluado los programas de adaptación frente a varias condiciones climáticas para definir así un programa de medidas robusto y de arrepentimiento mínimo frente al cambio climático. En la última parte se aborda el problema del reparto justo de los costes del plan de adaptación, entendiendo que esto es una manera de favorecer su implementación. Para ello, se han modelado los resultados de un proceso de negociación entre los diferentes actores mediante escenarios de reparto basados en la teoría de juegos cooperativos. Posteriormente, se han comparado estos resultados con otras reglas de reparto de costes basadas en principios de justicia social, proporcionando así un punto de vista diferente al proceso de negociación. Este novedoso enfoque ha sido aplicado a una cuenca mediterránea, la cuenca del rio Orb (Francia). Para ello, se han empleado proyecciones climáticas a medio-plazo de datos reescalados de 9 Modelos de Circulación Global. Además, se han desarrollado escenarios de evolución de la demanda en los sectores urbano y agrícola para el horizonte de planificación de 2030. El modelo de optimización a menor coste a escala de cuenca desarrollado en GAMS permite seleccionar un programa de medidas, de entre las 462 medidas de gestión de la oferta o de la demanda. Nueve escenarios de reparto de costes basados en diferentes principios de justicia social han sido debatidos con informantes clave mediante entrevistas y comparados con conceptos de solución de la teoría de juegos cooperativos, considerando un juego de 3 jugadores a escala de cuenca. El marco interdisciplinario desarrollado durante esta tesis combina métodos de economía y de ingeniería de los recursos hídricos de manera prometedora y permite integrar los enfoques "top-down" y "bottom-up", contribuyendo a definir un plan de adaptación coste-eficaz y justo a nivel local.
[CAT] L'adaptació als múltiples aspectes del canvi global implica un repte per als enfocaments convencionals de planificació i gestió sostenible dels recursos hídrics a escala de conca. Existeixen nombroses opcions de gestió de la demanda y de la oferta. De entre elles, cal seleccionar mesures d'adaptació en un context d'incertesa elevada sobre les condicions futures. Donades les interaccions entre els usuaris de l'aigua a nivell local, és necessari buscar acords a escala de conca per tal d'implementar les mesures d'adaptació més eficaces. Per aquest motiu, la tesi desenvolupa una metodologia que, mitjançant la combinació d'economia i enginyeria dels recursos hídrics, siga adient per seleccionar un programa de mesures cost-eficaç per a fer front a les incerteses del canvi climàtic i, a més a més, definir un repartiment just del cost d'adaptació entre els actors implicats. El marc metodològic ha estat desenvolupat amb el fi de permetre integrar contribucions del principals enfocaments que s'utilitzen per a la planificació de l'adaptació. El primer, que es denomina descendent ("top-down"), consisteix a una cadena de modelació que va des dels escenaris d'emissions de gas d'efecte hivernacle a nivell global fins als models hidrològics a nivell local per avaluar l'impacte del canvi climàtic sobre els recursos hídrics. Per contra, el segon enfocament, que es denomina ascendent ("bottom-up"), comença per avaluar la vulnerabilitat del sistema a nivell local per a tot seguit identificar mesures d'adaptació de cara a un futur incert. Els resultats del mètodes esmentats prèviament, s'han integrat per a seleccionar una combinació de mesures d'adaptació cost-eficaç mitjançant un model d'optimització a menor cost a escala de conca. El model s'utilitza per investigar les solucions de compromís ("trade-offs") entre els diversos objectius de planificació, com són els cabals ecològics necessaris, el desenvolupament del regadiu i el cost del programa de mesures. A continuació, s'avaluen els programes d'adaptació per a varies condicions climàtiques amb el fi de definir un programa de mesures robust i de penediment mínim per a fer front al canvi climàtic. En la darrera part, s'escomet el problema del repartiment just dels costs del pla d'adaptació, considerant que això és una manera de facilitar la implementació del pla. En conseqüència, els resultats d'un procés de negociació entre els diferents actors han estat modelats mitjançant escenaris de repartiment basats en la teoria de jocs cooperatius. Tot seguit, els resultats s'han comparat amb altres regles de repartiment de costos basades en principis de justícia social. Això ha proporcionat un punt de vista diferent al procés de negociació. Aquest enfocament innovador s'ha aplicat a una conca mediterrània, la conca del riu Orb (França). Amb aquesta finalitat s'han utilitzat projeccions climàtiques a mig termini de dades reescalades de 9 Models de Circulació Global (MCG). A més a més, s'han desenvolupat escenaris d'evolució de la demanada en els sectors agrícola i urbà per a l'horitzó de planificació de 2030. El model d'optimització a menor cost a escala de conca desenvolupat en GAMS permet seleccionar un programa de mesures, de entre les 462 mesures de gestió de la oferta o de la demanda. Els nou escenaris de repartiment de costs han estat debatuts amb informants clau, mitjançant entrevistes, i comparats amb conceptes de solució de la teoria de jocs cooperatius, considerant un joc de 3 jugadors a escala de conca. El marc interdisciplinari desenvolupat al llarg de la tesi combina mètodes d'economia i d'enginyeria dels recursos hídrics de manera prometedora i permet la integració d'enfocaments "top-down" i "bottom-up", fet que contribueix a definir un pla d'adaptació cost-eficaç i just a escala local.
Girard, CDP. (2015). Integrating top-down and bottom-up approaches to design a cost-effective and equitable programme of measures for adaptation of a river basin to global change [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/59461
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Perlina, Anna. "Shaping the field." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2016. http://dx.doi.org/10.18452/17672.
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Die vorliegende wissenschaftliche Arbeit rekonstruiert die Entwicklung der deutschen Psychologie zwischen der Eröffnung des ersten psychologischen Labors in 1879 und der Gleichschaltung durch das Nazi-Regime in den 1930er Jahren. Die Dissertation stellt den konzeptuellen und methodologischen Rahmen der psychologischen Disziplin anhand von drei Generationen von Pionierforschung dar. Hierbei wird herausgearbeitet, wie sich die frühe experimentelle Psychologie einen eigenen Platz zwischen den Natur- und Geisteswissenschaften kreiert. Die gestaltpsychologische Schule spielt darin eine entscheidende Rolle. Der zentrale Fokus der Arbeit liegt in der historischen Periode zwischen 1922 und 1936, über welche sich Kurt Lewins Untersuchungen zur Handlungs- und Affektpsychologie erstrecken. In dieser deutschen Schaffensperiode wurden der theoretische und methodologische Rahmen, sowie praktische experimentelle Designs erschaffen, welche die amerikanische Arbeit Lewins entscheidend prägten. Der Aufbau von Lewins berühmter Feldtheorie wird im Detail rekonstruiert. Die Dissertation zeigt auf, wie Lewin originelle psychologische Konzepte aus interdisziplinärer Erfahrung formte, und wie experimentelle Praktiken der Zeit die Entstehung eines immer komplexer werdenden Konzeptgerüstes herbeiführten. Anschließend wird die Bedeutung des Gestalt-Lewin-Falles für die Psychologiegeschichte erörtert. In die langfristige Wissenschaftsgeschichte ist Lewins Arbeit nicht etwa als gebündeltes Forschungsgebiet eingegangen. Stattdessen ist sie in so unterschiedliche Bereiche wie Entwicklungs- und Persönlichkeitspsychologie, Soziologie und Wirtschaftsmanagement eingeflossen und hat diese geprägt.This dissertation represents a historical reconstruction of the development and transformation of German experimental psychology between the emergence of the first experimental laboratory in 1879 and its Gleichschaltung by the Nazi regime in the 1930s. It traces the evolution of the conceptual as well as the experimental framework of psychology over the course of these years following three generations of experimental research. Hereby, the work attempts to grasp how early experimental psychology negotiated its place between the humanities and the natural sciences. The project’s major focus lies in the period between 1922 and 1936, in which Kurt Lewin’s Berlin Experimental Program on Action and Emotions took place. The work specifically investigates the process of constitution of Lewin’s field theory, a system of concepts coined by Lewin in order to study psychological processes underlying human conduct. The dissertation shows how Lewin’s concepts emerged out of interdisciplinary sources, and how experimental practices in psychology triggered the emergence of new knowledge. Eventually, it is shown how the investigated historical case of Gestalt psychology in Berlin fits into and plays a decisive role in the long-term development of experimental psychology.
Books on the topic "Interdisciplinary program design"
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American Veterinary Medical Frontiers, Inc. A comprehensive national model for community civil defense: Including biological contamination, preparedness, and response : an interdisciplinary program project design : strategic master plan : preparedness and response for phase 1 of a 3 phase plan. West Boylston, MA: American Veterinary Medical Frontiers, 2007.
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Tromp, Coyan. Wicked Philosophy. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462988774.
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Wicked Philosophy. Philosophy of Science and Vision Development for Complex Problems provides an overview of the philosophy of the natural sciences, the social sciences and the humanities, and explores how insights from these three domains can be integrated to help find solutions for the complex, ‘wicked’ problems we are currently facing. The core of a new science-based vision is complexity thinking, offering a meta-position for navigating alternative paradigms and making informed choices of resources for projects involving complex problems. The book also brings design thinking into problem-solving and teaching, fostering construction of an integrative approach that bridges structure and action amplified by transdisciplinary engagement of stakeholders in society. It is not always easy to set up a succesfull philosophy course for students in other programs. The author of Wicked Philosophy, Coyan Tromp, has experience in designing courses on philosophy of science for various Bachelor programs. You can find two examples here. The first example is for an introductory course to an Interdisciplinary Philosophy of Science, which is specifically suited for programs focusing at complex problems such as sustainability or health issues. The second example is a program for a course on (Philosophy of) Science in a Post-Truth Society. More examples are also available (e.g. a program in which Philosophy of Science is combined with Vision Development and Future Scenarios). In addition to the program, the author can also provide a workbook with lesson plans, both for online and on campus settings as well as additional literature suggestions for Dutch and French programmes. Please contact us at marketing@aup.nl for questions or extra material.
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Lobanov, Aleksey. Biomedical foundations of security. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/1007643.
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The textbook discusses the threats and risks to life and health of people in post-industrial society. The role and place of medical and biological technologies in the system of ensuring the safety of the population of the Russian Federation are shown from the standpoint of an interdisciplinary approach.
Briefly, but quite informative, the structure of the human body and the principles of its functioning are described. The specificity and mechanism of toxic effects on humans of harmful substances, energy effects and combined action of the main damaging factors of sources of emergency situations of peace and war are shown.
The medical and biological aspects of ensuring the safety of human life in adverse environmental conditions, including in regions with hot and cold climates (Arctic) are considered. Means and methods of first aid to victims are shown. The questions of organization and carrying out of measures of medical support of the population in zones of emergency situations and the centers of defeat are covered.
Designed for students, students and cadets of educational institutions of higher education, studying under the bachelor's program. It can also be useful for teachers, researchers and a wide range of professionals engaged in practical work on the planning and organization of biomedical protection of the population.
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A comprehensive national model for community civil defense: Including biological contamination, preparedness, and response : an interdisciplinary program project design : strategic master plan : preparedness and response for phase 1 of a 3 phase plan. West Boylston, MA: American Veterinary Medical Frontiers, 2007.
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American Veterinary Medical Frontiers, Inc., West Boylston (Mass ), and University of Massachusetts Medical Center/Worcester. Dept. of Emergency Medicine., eds. A comprehensive national model for community civil defense: Including biological contamination, preparedness, and response : an interdisciplinary program project design : strategic master plan : preparedness and response for phase 1 of a 3 phase plan. West Boylston, MA: American Veterinary Medical Frontiers, 2007.
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Breckinridge, James B., and Alec M. Pridgeon. With Stars in Their Eyes. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190915674.001.0001.
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Aden B. Meinel and Marjorie P. Meinel stood at the confluence of several overarching technological developments of the 20th century: postwar aerial surveillance by spy planes and satellites, solar energy, the evolution of telescope design, interdisciplinary optics, and photonics. In 1945 he was a Navy Ensign ordered to find the secret tunnels in Nazi Germany where the V-2 rockets menacing Great Britain and Belgium were being manufactured. After receiving both his BA degree and PhD in astronomy from the University of California at Berkeley within three years, Aden was invited to join the scientific staff at Yerkes Observatory/University of Chicago. While there he was selected by the National Science Foundation to manage the development of a new national observatory on Kitt Peak, Arizona, and served as its first director. In the early 1960s he founded the Optical Sciences Center at the University of Arizona, which later metamorphosed into the College of Optical Sciences with the doctoral program in interdisciplinary optics. It was here that he also designed the first Multiple Mirror Telescope and with his wife Marjorie pioneered the feasibility of solar energy power on a commercial scale. Aden’s knowledge and expertise in optics made him invaluable in research on cameras for spy satellites and spy planes overflying the Soviet Union and Southeast Asia. After retirement the Meinels worked for NASA/JPL on the precursor of the James Webb Space Telescope and on the exoplanet program. They also served on the team that corrected spherical aberration in the Hubble Space Telescope.
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Builes, Ana Elena, Andrea Casals, and Gonzalo Valdivieso. Cultures and Local Practices of Sustainability. ROUTES Towards Sustainability Network. Editorial Universidad Pontificia Bolivariana, 2021. http://dx.doi.org/10.18566/978-958-764-999-4.
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The book Cultures and Local Practices of Sustainability is the result of a collaborative and interdisciplinary academic effort developed in the context of the ROUTES Toward Sustainability ROUTES Toward Sustainability University Network. The ROUTES Toward Sustainability University Network Sustainability, born in 2012, is a partnership of twenty association of twenty universities from different continents that hosts symposia, conferences, lectures, talks, study programs conferences, lectures, study programs and projects and projects from an interdisciplinary vision on sustainability. This book is based on a multidisciplinary multidisciplinary approach, which integrates cultural cultural elements of the humanities, environmental environmental humanities, design, economics, urbanism and urbanism and innovation, to understand to understand conceptions of sustainability from a complex from a complex and systemic perspective, addressing different areas of knowledge
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Gao, Qin. What Next? Policy Solutions and Research Directions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190218133.003.0009.
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Chapter 9 proposes policy solutions to help improve Dibao’s performance and suggests future research directions. With regard to Dibao’s policy design, improvements can be made to set higher assistance standards, raise benefit levels, broaden its population coverage, and revise its very stigmatizing means-testing procedures. Dibao’s implementation can be improved by offering more public education on Dibao, building a more professional team of administrators, and greater involvement in and collaboration with the non-governmental sector. Dibao’s performance can also be improved by better coordination with other social welfare programs and fit within the broader social benefit system. The monitoring and evaluation of Dibao can benefit from more rigorous, better coordinated, longitudinal research studies examining multidimensional outcomes and joint efforts by interdisciplinary scholars, government officials, and international organizations.
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Claudia, Longhi. PSICODRAMA: desenvolvimento de papéis em equipe multidisciplinar de saúde. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-87836-72-0.
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Psychodrama is a method of research and intervention in interpersonal relationships. Objective: The aim of the present study is to investigate and train group relationships in a multidisciplinary healthcare team. Material & Methods: Participants: The study population included employees who work in a Basic Family Health (UBSF), which was randomly selected. This facility was located in a medium-sized city within the state of São Paulo. We used the following tools: Form of Profile Survey and Interview Guide associated to Socio-demographic Data, Relational Functioning, and the team’s Sociometric choices. The researchers designed other Instruments of Protocol. Procedure: The participants responded to the study instruments and subsequently they underwent the Role Playing Program. They were re-evaluated at the end of the Development and Training Roles Program and reassessed at the end of the program. Patients show good clinical evaluation free of complications in a 60-day follow-up. Conclusions: The results show changes and improvements in the personal lives of those involved in their performance at work, and in the creation of coping strategies due to the professional role. Our results also indicate the importance of continuous and permanent training to maintain the properly functioning of the team. The participants also need a greater time to achieve internal and subjective changes identified with the intervention. We achieved the proposed objectives, which were as follows: effectiveness of the sociopsychodramatic methodology in groups regarding training and role play and changes in interdisciplinary relationships. However, more research on a case by case basis is recommended in order to generalize the results.
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Geher, Glenn, David Sloan Wilson, Hadassah Head, and Andrew Gallup, eds. Darwin's Roadmap to the Curriculum. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.001.0001.
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This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and critical thinking skills. Finally, this book explores controversies surrounding evolution education and provides a roadmap to help shape a positive future for this approach to asking and answering questions. Although Darwin’s theories have famously changed the foundational ideas related to the origins of life, shaping entire disciplines in the biological sciences, across the globe today people are famously misinformed and uneducated about Darwinian principles and ideas. Applications of evolutionary theory outside the traditional areas of biology have been slow to progress. Further, scholars doing such work regularly experience political backlash. But there is hope. A slow but study push to advance the teaching of evolution across academic disciplines has been under way for more than a decade, with the editors of this book sitting at the forefront of this trend. This book is designed to provide a model for ways to ask Darwinian questions across all areas of intellectual inquiry.
Book chapters on the topic "Interdisciplinary program design"
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Ashby, Iryna. "Analyzing Interdisciplinary Program Design Through the Lens of Complexity Theory." In Learning: Design, Engagement and Definition, 207–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85078-4_16.
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Falcão, Christianne, and Danielle Simões-Borgiani. "Inclusive Fashion Design: Interdisciplinary Practice in the Fashion Design Degree Program at SENAC-PE College." In Advances in Intelligent Systems and Computing, 227–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41962-6_20.
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Anvari, Sam S., Gabriella M. Hancock, Nicole B. Mok, Aram Ayvazyan, Carmen L. Machado, Rebecca M. E. Chompff, Kelsey M. McCoy, et al. "Interface Design for Users with Spinal Cord Injuries and Disorders: An Interdisciplinary Research Program with the US Department of Veterans Affairs." In Proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021), 232–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74611-7_32.
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Hanamatsu, Yasunori, Takahiro Fujiwara, Nariaki Onda, Tatsuro Sato, Tomomi Yamashita, and Fumihiko Yokota. "How Can We Develop a Co-design, Co-production, and Co-delivery Process Toward a Sustainable Local Society? Comparative Study on Transdisciplinary Research Projects." In Decision Science for Future Earth, 67–91. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8632-3_2.
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AbstractThis chapter will introduce the results of a comparative, interdisciplinary joint research on transdisciplinary research (TD), conducted by three social science researchers and three natural science researchers who work at the Decision Science Center for a Sustainable Society, Kyushu University (Institute of Decision Science for a Sustainable Society, Kyushu University, IDS3). Since the beginning of IDS3’s Future Earth project, or before the project became a global research program, all of us had engaged with TD research in our own local fields and disciplines, to solve local social problems while interacting with various social stakeholders. Our disciplines include public health, forest management, natural regeneration in paddy fields, small hydropower generation, local governance, and tourism promotion. While sharing the results of our TD projects among ourselves, we found some common questions and problem perspectives on Future Earth, mainly from the point of view of social science. In this chapter, we will present the outcome of our comparative joint research, including our common questions, perspectives, and problem setting on Future Earth and TD research. Then, we will propose some hypothetical indicators for the conditions and requirements for achieving successful “co-design/co-production/co-delivery.”
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Kang, Tammy I., Daniel P. Mahoney, Meaghann S. Weaver, and Stacy S. Remke. "Program Development." In Interdisciplinary Pediatric Palliative Care, edited by Joanne Wolfe, Pamela S. Hinds, and Barbara M. Sourkes, 66–82. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780190090012.003.0006.
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Pediatric palliative care (PPC) represents a dynamic, maturing field. The exponential growth of PPC programs over the past two decades provides insight into lessons learned for successful program design, development, implementation, and now sustainability. Originally, the PPC experiential narrative was focused primarily on programmatic planning with key efforts toward establishing administrative buy-in, identifying key community and institutional stakeholders, and transforming vision plans into tangible day-to-day work. With the maturation of PPC programs, the conversation has shifted toward advanced programmatic implementation and sustainable development. This chapter provides an overview of PPC programmatic development, clinical and academic work implementation, and core mission sustainability.
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Lawrence, Carolyn. "Crafting Intellectual and Program Interconnectedness in the Classroom." In Strategies and Tactics for Multidisciplinary Writing, 152–69. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4477-8.ch012.
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This chapter explores the instructional observation of the utilization of interest-centric project design within an Introduction to Humanities course at a technical college in Georgia and how it can stand as a guide for productive interdisciplinary instruction and learning. The project came about through student expressed interests and assisted in the formulation of an interdisciplinary environment through discussion and experimentation. This chapter is a reflection on the information garnered by the author on how interdisciplinary, design thinking-centric projects can be successful within a college classroom if student interests are included in the production of projects and students are allowed a say in the development of the course instruction. This chapter merely stands as a testament that student inclusion and interdisciplinary projects can be successful if applied appropriately.
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Pitsikalis, Stavros, Ilona-Elefteryja Lasica, Apostolos Kostas, and Chryssi Vitsilaki. "Preparing Teachers for the 21st Century." In Advances in Educational Technologies and Instructional Design, 153–75. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3861-9.ch008.
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This chapter provides an overview of (1) the current situation concerning teacher professional development (TPD) programs through studies referring to existing challenges; (2) the TPD programs under discussion that have been implemented during the last three years (2018-2021) in the context of European projects, including their structure and descriptions of the educational content; (3) teachers' views and feedback concerning the TPD program they attended, based on a specific evaluation framework, with focus on issues relevant to emerging technologies. The researchers provide directions towards an effective framework for horizontal TPD programs targeting large numbers of teachers, aiming to allow them to gain the appropriate knowledge and skills in order to integrate emerging technologies as concepts in interdisciplinary STE(A)M-based instructional scenarios, especially in the levels of Secondary general (Gymnasium and Lyceum in Greece) and (post)secondary vocational education (EPAL and IEK in Greece).
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Berdanier, Catherine G. P., Tasha Zephirin, Monica F. Cox, and Suely M. Black. "Teaching MSE Students to Teach." In Professional Development and Workplace Learning, 444–70. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch028.
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The purpose of this chapter is to show how design-based research (DBR) methodologies can be implemented in technical programs. First, the authors provide a background of recent research in interdisciplinary education, Integrative Graduate Education Research Traineeship (IGERT) programs, and design-based research. Second, a brief summary the example case, a Pedagogy module which has been implemented with Materials Science and Materials Engineering students through an IGERT program, is discussed. The final portion of the chapter presents a new implementation model for DBR along with recommendations and strategies for interested faculty, department heads, or motivated graduate students to reform existing technical curricula using design-based research. The significance of the book chapter rests in the flexibility of this model to be adapted to any program, showing instructors the iterative process for developing a course to suit the needs of a department.
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Berdanier, Catherine G. P., Tasha Zephirin, Monica F. Cox, and Suely M. Black. "Teaching MSE Students to Teach." In Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education, 369–96. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8183-5.ch019.
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The purpose of this chapter is to show how design-based research (DBR) methodologies can be implemented in technical programs. First, the authors provide a background of recent research in interdisciplinary education, Integrative Graduate Education Research Traineeship (IGERT) programs, and design-based research. Second, a brief summary the example case, a Pedagogy module which has been implemented with Materials Science and Materials Engineering students through an IGERT program, is discussed. The final portion of the chapter presents a new implementation model for DBR along with recommendations and strategies for interested faculty, department heads, or motivated graduate students to reform existing technical curricula using design-based research. The significance of the book chapter rests in the flexibility of this model to be adapted to any program, showing instructors the iterative process for developing a course to suit the needs of a department.
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Lemus-Martinez, Samantha Marina, Jessica M. Lewis, and Bridgette Cram. "Curing the Common Curriculum." In Innovations in the Design and Application of Alternative Digital Credentials, 145–72. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7697-7.ch007.
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Professional degree programs in higher education are increasingly under fire on matters of quality, proficiency, and cost. To address these issues and anticipated controversies, the authors of this chapter provide context to the process of developing a micro-credentialing system at the central university level at Florida International University (FIU) and how it was adapted at its medical school as an innovative tool for developing medical student skill sets. Through a use-case, the authors highlight examples of common challenges identified within professional degree programs, how they were addressed at FIU's Herbert Wertheim College of Medicine using the centralized micro-credentialing system, and the planning and implementation stages of a formalized micro-credential program in undergraduate medical education. Finally, the authors discuss the potential for micro-credentials to supplement or replace dual degree programs, enhance interdisciplinary collaboration, and influence the future of entrustable professional activities of professional practice in medical education.
Conference papers on the topic "Interdisciplinary program design"
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"Program at a glance." In 2012 2nd Interdisciplinary Engineering Design Education Conference (IEDEC). IEEE, 2012. http://dx.doi.org/10.1109/iedec.2012.6186910.
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"Program at a glance." In 2014 4th Interdisciplinary Engineering Design Education Conference (IEDEC). IEEE, 2014. http://dx.doi.org/10.1109/iedec.2014.6784670.
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Healy, T., G. P. Smestad, and J. Gonzalez. "A project-based interdisciplinary program in sustainable energy." In 2013 3rd Interdisciplinary Engineering Design Education Conference (IEDEC 2013). IEEE, 2013. http://dx.doi.org/10.1109/iedec.2013.6526777.
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Keskeys, Dave. "Media technologies and an interdisciplinary approach to program design." In ACM SIGGRAPH 98 Conference abstracts and applications. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/280953.280997.
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Shriki, Atara, and Ilana Lavy. "QUALIFYING MATHEMATICS TEACHERS TO DESIGN INTERDISCIPLINARY LEARNING ACTIVITIES OF MATHEMATICS AND MUSIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end099.
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"Interdisciplinary learning of mathematics and arts is often acknowledged as supporting the development of students' problem-solving skills, encouraging student involvement in learning, and fostering students' creativity. However, for teachers to acknowledge the benefits of interdisciplinary learning of mathematics and arts, and express willingness to apply it in their classrooms, they must first experience such learning for themselves. To that end, they have to take part in dedicated training courses. The study described in this paper followed the experience of twenty-seven elementary school mathematics teachers who participated in an annual professional development program that took place once every two weeks and was designed to qualify them to implement an interdisciplinary approach to teaching mathematics and arts. The course included four interdisciplinary modules: math-music, math-painting, math-photography, and math-dance. None of the teachers had prior knowledge of interdisciplinary teaching and learning. The mathematical topic chosen was fractions, as this topic entails numerous difficulties of various kinds both for the teachers and the students. In what follows we focus on the teachers' experience with module no. 1, math-music. Before we explicitly exposed the teachers to the rationale of interdisciplinary learning of mathematics and music, they were asked to design learning activities that integrate fractions and music. No specific instructions were given, as we aimed at allowing the teachers to examine their initial perceptions and interpretations regarding interdisciplinarity, and then adapting the contents of the professional development program to the teachers' early perceptions and knowledge. After completing the design of the activities, the teachers presented them, explained their considerations, and provided mutual feedback. They also rated the extent to which interdisciplinarity was expressed in the activity, according to criteria they had developed themselves. The study indicated that teachers who knew how to play a certain musical instrument and read notes produced more mathematically significant content. Moreover, activities based on considerations relating only to common student mistakes in performing arithmetic operations in fractions did not lead to the design of activities characterized as having a high extent of interdisciplinarity. In case the considerations included general mathematical knowledge and knowledge of the mathematics curriculum, the extent of integration increased. Following these findings, the professional development program focused on deepening the teachers' mathematical knowledge and musical knowledge relevant to the subject of fractions. This approach has proven to be effective in terms of teachers' ability to produce meaningful interdisciplinary math-music activities, thus indicating the feasibility of teacher training for implementing an interdisciplinary approach."
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Jongwan Kim and Byung Seop Song. "A global ELITE program for IT convergence education." In 2012 2nd Interdisciplinary Engineering Design Education Conference (IEDEC). IEEE, 2012. http://dx.doi.org/10.1109/iedec.2012.6186922.
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Simpson, Timothy W., Samuel T. Hunter, Cari Bryant-Arnold, Matthew Parkinson, Russell R. Barton, David Celento, and John Messner. "Interdisciplinary Graduate Design Programs: Results and Recommendations From a NSF Workshop." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86699.
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Improving the creativity and innovativeness of U.S. graduate students is a mandate for national competitiveness and social well-being. Despite this imperative, many are uncertain about how to best prepare students for tackling the complex design problems of the future, some that we know about and others yet to be uncovered. With this in mind, we convened a two-day workshop at the National Science Foundation (NSF) in Arlington, VA to discuss the challenges, successes, and future directions for interdisciplinary graduate design programs that have recently emerged or are being established to address this critical need. Not including NSF personnel, 42 people from academia and industry gathered to learn about nine existing interdisciplinary design programs. Three panels were also held to discuss: (1) overcoming interdisciplinary differences in research and teaching, (2) industry perspectives on interdisciplinary design programs, and (3) future directions and program developments. A number of common themes emerged from the workshop, including the disciplinary characteristics of interdisciplinary design, the varying perspectives on the design process, pedagogical approaches toward teaching interdisciplinary design, structuring interdisciplinary design degrees, and sustainability of an interdisciplinary design discipline. Based on the dialogue at the workshop and our analysis of the common themes, we offer ten recommendations divided into three areas: (1) advance interdisciplinary design activities, (2) enhance interdisciplinary design programs, and (3) support interdisciplinary design research.
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Elrod, Cassandra C., Katie Grantham Lough, and Kevin Adams. "Assessing the Viability of an Interdisciplinary Design Engineering Program via a Branding Method." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87527.
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This paper presents the brand status of the Interdisciplinary Engineering (IDE) degree program at Missouri University of Science and Technology (Missouri S&T), formerly the University of Missouri-Rolla (UMR). The IDE degree was founded in 2005 at UMR to meet the emerging need to provide considerable flexibility to students allowing them to construct programs of study in areas of interest while maintaining a solid and rigorous foundation in mechanics, thermal science, electrical networks and linear systems. Students are able to pursue studying the latest technological fields through a collection of “tracks” enabled by the flexibility of the curriculum. This modern degree program houses energetic motivated students interested in a variety of disciplines from product design and amusement park fundamentals to industrial automation and control. The first students graduated the IDE program in December 2007. This facilitated the evaluation of IDE’s current brand status, preparation of its future marketing plans, and sharing these findings with other universities interested in increasing student retention and broadening their demographic of engineering students. This paper presents the brand status of the IDE BS degree among prospective and current students, academic faculty, and industry and weighs it against the original implementation plan proposed in 2005 at the inception of the program at Missouri S&T. This brand management study provides the current perception of the new degree program and suggestions improving the perception IDE has as a field of engineering.
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Vander Poel, Kalina, and Corey Griffin. "Research-Based Design and Green Buildings: Interdisciplinary Collaboration Between Students, Faculty and Practitioners." In AIA/ACSA Intersections Conference. ACSA Press, 2017. http://dx.doi.org/10.35483/acsa.aia.inter.17.8.
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Over the past five years, faculty in the School of Architecture at Portland State University have been awarded four grants totaling over $1,000,000 to transform green building education with an emphasis on interdisciplinary experiences, research-based design and collaboration with practice. This paper highlights the progress and lessons learned from three interrelated programs: the Research-based Design Initiative, the Building Science Lab to Advance Teaching and the Green Building Scholars Program. Issues discussed include barriers to conducting collaborative green building research between the academy and practice, the challenges of interdisciplinary coursework, and how these programs could be a model for other universities."
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Kim, Charles, and Joseph Tranquillo. "An Inductive Approach to Teaching Interdisciplinary Design Outside of the Curriculum." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34465.
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The KEEN Winter Interdisciplinary Design Experience (K-WIDE) is an immersive co-curricular program that exposes students to authentic open-ended design inductively. K-WIDE occurs outside of the curriculum and does not bear any credit. Students do not receive any pay for the program, and their only motivation is to learn about design. We believe that our pedagogical approach which immerses students in intensive design, provides opportunities to learn and apply hands-on skills, and encourages critical reflection is effective in leading participants to become global systems thinkers. Students gain important skills in looking at problems from a wide range of perspectives to consider the societal impact of potential solutions while also being conversant in technical engineering to ensure the viability of a concept. In this paper we present the general pedagogical approach and provide some examples of the effect the program is having on students.
Reports on the topic "Interdisciplinary program design"
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Bizer, Kilian, and Martin Führ. Responsive Regulierung für den homo oeconomicus institutionalis – Ökonomische Verhaltenstheorie in der Verhältnismäßigkeitsprüfung. Sonderforschungsgruppe Institutionenanalyse, 2001. http://dx.doi.org/10.46850/sofia.393379529x.
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The starting point of the research project was the hypothesis that the "principle of proportionality", which is fundamental to law, is related to the "economic principle". The resulting methodological similarities were intended to enable a cross-disciplinary bridge to be built, which would allow the findings of economic analysis to be made fruitful for legal issues. This was practically tested in three study areas in order to be able to better classify the performance of the analytical tools. The foundations for interdisciplinary bridge building are found in the rational-choice paradigm. In both disciplines, this paradigm calls for an examination of the relationship between the purpose-means-relations: among the design options under consideration, the one must be selected that is expected to be as (freedom- or resource-) sparing as possible, in other words, the most "waste-free" solution to the control problem.The results of the economic analysis can thus be "translated" in such a way that, within the framework of "necessity", they support the search for control instruments that are equivalent to the objective but less disruptive. supports. The core of the positive economic analysis is the motivational situation of those actors whose behavior is to be influenced by a changed legal framework. In this context, the classical behavioral model of economics proved to be too limited. It therefore had to be developed further in line with the findings of research in institutional economics into homo oeconomicus institutionalis. This behavioral model takes into account not only the consequentialist, strictly situational utility orientation of the model person, but also other factors influencing behavior, including above all those that are institutionally mediated. If one takes the motivational situation of the actors as the starting point for policy-advising design recommendations, it becomes apparent that an understanding of governance dominated by imperative behavioral specifications leads to less favorable results, both in terms of the degree to which goals are achieved and in terms of the freedom-impairing effects, than a mixed-instrument approach oriented toward the model of "responsive regulation." According to this model, the law can no longer simply assume that those subject to the law will "obediently" execute the legal commands. It must ask itself what other factors determine behavior and under what boundary conditions changes can be expected in the direction of the desired behavior. For this reason, too, it must engage with the cognitive program of the behavioral sciences. This linkage opens up new perspectives for interdisciplinary research on the consequences of laws.
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Seus, Sarah, and Susanne Buehrer. How to Evaluate a Transition-Oriented Funding Programme? Lessons Learned from the Evaluation of FONA, the German Framework Programme to Promote Sustainability Research. Fteval - Austrian Platform for Research and Technology Policy Evaluation, July 2021. http://dx.doi.org/10.22163/fteval.2021.515.
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This article is based on the evaluation of the German research funding programme “FONA - Forschung für Nachhaltigkeit” (Research for Sustainability.) It reflects upon the methodological challenges confronting the evaluation. These challenges result from the specific objectives and design of the FONA programme (a strategic portfolio of heterogenious interventions). FONA’s ambition is to fund activities under the emerging field of ‘sustainability research’. The core characteristics of sustainability research are: interdisciplinary and trans-disciplinary research processes; orientation towards transferring the research results (into society) and the interdependency with a wider system and global perspective.
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Perdigão, Rui A. P. Earth System Dynamic Intelligence with Quantum Technologies: Seeing the “Invisible”, Predicting the “Unpredictable” in a Critically Changing World. Meteoceanics, October 2021. http://dx.doi.org/10.46337/211028.
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We hereby embark on a frontier journey articulating two of our flagship programs – “Earth System Dynamic Intelligence” and “Quantum Information Technologies in the Earth Sciences” – to take the pulse of our planet and discern its manifold complexity in a critically changing world. Going beyond the traditional stochastic-dynamic, information-theoretic, artificial intelligence, mechanistic and hybrid approaches to information and complexity, the underlying fundamental science ignites disruptive developments empowering complex problem solving across frontier natural, social and technical geosciences. Taking aim at complex multiscale planetary problems, the roles of our flagships are put into evidence in different contexts, ranging from I) Interdisciplinary analytics, model design and dynamic prediction of hydro-climatic and broader geophysical criticalities and extremes across multiple spatiotemporal scales; to II) Sensing the pulse of our planet and detecting early warning signs of geophysical phenomena from Space with our Meteoceanics QITES Constellation, at the interface between our latest developments in non-linear dynamics and emerging quantum technologies.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.
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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a