With a background in Film Production and a Masters by Research in Visual-Sampling, Stephen aims to blend creative flair with academic rigor. As a dynamic contributor to University Recruitment, Marketing, and academic support, Stephen is passionate about fostering cross-disciplinary approaches for fresh insights. From energizing blogs and spearheading new academic programs to collaborating on ITL Fellows, Stephen focuses on cultivating an environment where diverse disciplines converge, generating innovative frameworks and transformative learning experiences.

On March 21st, 2024, the University of Manchester buzzed with intellectual fervour as academics, professionals, and students convened for the UCIL Conference. Focused on the theme of interdisciplinary education, the event promised a deep dive into the evolving landscape of knowledge exchange and collaboration across disciplines. I headed down and attended some sessions to get a taste of these exciting academic developments and pedagogical ideas.

Discussing ‘Designing Interdisciplinary Education’, Dr Rafe Hallett kicked off the conference with an invigorating exploration of “Challenge-based” education. He emphasized the importance of interdisciplinary practice in fostering a higher curiosity for learning over 12 years, aiming to reduce complexity in clustered areas of study. Institutions were encouraged to embrace interdisciplinary themes as a marketing tool, highlighting the practical aims of such programs and the benefits of hybrid academic-professional spaces.

In their presentation on Interdisciplinary Perspectives by Design, Choudhury and Dianne Burns delved deeper into the transition from multidisciplinary to transdisciplinary approaches, emphasizing the challenge of scheduling meetings between professionals and academicians. The importance of asking the right questions and fostering a culture of shared learning was underscored, with examples highlighting the benefits of cross-disciplinary feedback and terminology exchange.

After a quick refreshment and chitchat, I attended a session entitled ‘Creating Inclusive Future Leaders through Interdisciplinary Learning’. Rachel Cowen and Catherine Atkinson outlined strategies for cultivating future interdisciplinary leaders, emphasizing the importance of diverse staffing, including external experts and student perspectives. They also highlighted the value of utilizing special collections and integrating them into interdisciplinary courses.

On the topic of ‘Collaborative Infrastructures’, Katrine Ellemose Lindvig presented a universal collaboration tool utilized at the University of Copenhagen, emphasizing the importance of strategic planning and fostering active participation from all team members. The evolution of interdisciplinary projects was discussed, highlighting the need for continuous adaptation and documentation.

The session on ‘Engaging disciplinary students in interdisciplinary electives’ featured Dr. Jael Draijer tackling the challenges of integrating disciplinary students into interdisciplinary electives, addressing factors such as perceived difficulty and fit with identity. Different types of students, from those tailoring their curriculum to Renaissance learners, were identified, with strategies offered for each category.

After some lunch it was my pleasure to hear about ‘Visualising structural barriers to Interdisciplinary Learning’. Stephen Marshall provided insights into visualizing structural barriers to interdisciplinary learning, emphasizing the importance of measuring distances and overlaps between subjects. The concept of the Vertically Integrated Projects Consortium was explored, highlighting the role of commitment from collaborators in sustaining interdisciplinary projects.

In her talk, ‘Training the Integration Experts of the Future: Integrative Teaching and Learning in Inter- and Transdisciplinary Higher Education’. Dr. Sabine Hoffman outlined a comprehensive training approach for integration, focusing on concepts, theories, methods, and practical application. Team-building activities such as bingo were suggested to foster bonds and collaboration among interdisciplinary teams.

One of my personal favourite sessions, ‘Podcasting as an Active-Learning Tool’ featured Dr. Tessa Diphoorn showcasing the “Travelling Concepts on Air” podcast, highlighting its role in promoting interdisciplinary dialogue and finding common ground between different fields of study. The podcast served as a supplementary learning tool, facilitating insightful conversations and knowledge exchange.

The UCIL Conference illuminated the power of interdisciplinary collaboration in tackling complex societal challenges and fostering innovation in education. As participants departed with newfound insights and inspiration, it was evident that the journey towards interdisciplinary excellence had only just begun.

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