On this page, you can find the new educational concepts that the IIS is affiliated with. The IIS offers an open atmosphere with an ambitious thinking and working climate where implementation and development are intertwined. The IIS works in close collaboration with the faculties of the UvA. It is important that within the development of interdisciplinary education projects, there is room for experimentation and knowledge sharing.
In the past academic year, major steps have been taken in the development of the new interdisciplinary Bachelor's programme Digital Innovations and Social Change (DISC). For example, the Macro-Efficiency Test has been approved, education has been further thought-out and developed and TNO is almost ready to offer it to NVAO. Together with lecturers from the Faculty of Humanities, the Faculty of Science and the Faculty of Social and Behavioural Sciences, we have worked hard to be able to offer the Bachelor's programme from September 2022 onwards. The IIS has been actively involved in advisory, executive and facilitating roles.
The programme follows the didactic concept HILL (High Impact Learning that Lasts). Starting in year one, students start working on semester-long projects consisting of workshops, lectures and tutorials. The projects concern digital innovations related to sustainability, health, mobility or equality, for example. Graduates of this programme specialise in the development of sustainable digital technologies and have an understanding of the social, political, cultural and technological dimensions of digital transformations.
The Science and Design Bachelor's programme at the Faculty of Science is intended to offer a unique degree in science, experimentation, modeling and design techniques, with the aim of solving current and future societal challenges through the application and development of advanced technology.
The main tasks that will be worked on in the coming months are:
The complex societal and technological challenges of this century cannot be tackled with solutions from one field of expertise alone. Therefore, academics need knowledge and skills to cross the disciplinary boundaries - skills such as knowledge integration, critical thinking, collaboration and reflection. But how can we assess whether students have actually acquired these skills?
The handbook Meaningful Assessment in Interdisciplinary Education contains concrete suggestions in the form of examples of assessment methods that university teachers can use to evaluate whether students have (1) achieved the intended learning outcome, (2) gone through the learning process and (3) enabled students to be critical self-assessors. The book pays special attention to how feedback can be used in a meaningful and effective way.
Do you want to try out new assessment methods yourself? Do you want your students to develop their interdisciplinary understanding, but do you currently not have a satisfactory way of assessing their development? Do you want to make use of learning objectives such as reflection or cooperation? This handbook offers many practical methods for assessing these and other important interdisciplinary skills.