Abstract
Transcending disciplinary boundaries is becoming increasingly important for devising solutions to the world’s most pressing issues, such as climate change and food insecurity. Institutions of higher education often present challenges to teaching students how to work and innovate on transdisciplinary teams. We first define transdisciplinarity and like concepts, using these to review databases of three major funding agencies (CIHR, NSERC, and SSHRC) for awards given to inter- and transdisciplinary programs across ten fiscal years beginning 2005-2006 and ending 2014-2015 to identify trends in funding as an indicator of skill need. We then search for programs offering transdisciplinary learning opportunities at Canadian universities accounting for 71% of all students. Though the proportion of interdisciplinary and transdisciplinary funded research grants has risen considerably, we found only a few examples of interdisciplinary learning opportunities for students in post-secondary education programs. Generally, while students were able to take a range of courses, instruction remained discipline-specific. Specifically, Canadian undergraduates lack an in-program, experiential, transdisciplinary learning opportunity. We propose a framework (ICON) as a solution to fill this gap. Using senior independent study courses, which often have built-in curricular flexibility, students can participate with ICON while still obtaining credit towards their degrees. We conclude that transdisciplinary education opportunities are an essential part of the undergraduate experience and should be recognized across degree programs.
Highlights
Transcending disciplinary boundaries is becoming increasingly important for devising solutions to the world’s most pressing issues, such as climate change and food insecurity
To investigate the prevalence and nature of existing transdisciplinary education programs, it is first important and necessary to define the term transdisciplinary as it shall be understood in this essay, and how it differs from the terms intradisciplinary, multidisciplinary, and interdisciplinary
We explore these questions by reviewing the current state of transdisciplinary research and educational efforts in Canadian universities
Summary
Transcending disciplinary boundaries is becoming increasingly important for devising solutions to the world’s most pressing issues, such as climate change and food insecurity. To investigate the prevalence and nature of existing transdisciplinary education programs, it is first important and necessary to define the term transdisciplinary as it shall be understood in this essay, and how it differs from the terms intradisciplinary, multidisciplinary, and interdisciplinary Intradisciplinary projects are those that involve knowledge builders from more than one subdiscipline within a larger parent discipline We explore these questions by reviewing the current state of transdisciplinary research and educational efforts in Canadian universities For all of these programs, we catalogued details such as project focus, actors engaged (funding agencies, community partners, students, researchers), level of transdisciplinarity, KTT or KM likelihood, and techniques used (scholarships, experiential learning, research application). We propose a framework for transdisciplinary education in institutes of higher learning at the senior undergraduate level, one that requires minimal restructuring
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