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"Interdisciplinary collaboration"
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Writing programs, collaborations, and partnerships : transcending boundaries
\"This book demonstrates how to develop and engage in successful academic collaborations that are both practical and sustainable across campuses and within local communities. Authored by experienced writing program administrators, this edited collection includes a wide range of information addressing collaborative partnerships and projects, theoretical explorations of collaborative praxis, and strategies for sustaining collaborative initiatives. Contributors offer case studies of writing program collaborations and honestly address both the challenges of academic collaboration and the hallmarks of successful partnerships.\"--Publisher description.
Book
From Affect to Action
Reports from integrative researchers who have followed calls for socio-technical integration emphasize that the potential of interdisciplinary collaboration to inflect the social shaping of technoscience is often constrained by their liminal position. Integrative researchers tend to be positioned as either adversarial outsiders or co-opted insiders. In an attempt to navigate these dynamics, we show that attending to affective disturbances can open up possibilities for productive engagements across disciplinary divides. Drawing on the work of Helen Verran, we analyze “disconcertment” in three sociotechnical integration research studies. We develop a heuristic that weaves together disconcertment, affective labor, and responsivity to analyze the role of the body in interdisciplinary collaborations. We draw out how bodies do affective labor when generating responsivity between collaborators in moments of disconcertment. Responsive bodies can function as sensors, sources, and processors of disconcerting experiences of difference. We further show how attending to disconcertment can stimulate methodological choices to recognize, amplify, or minimize the difference between collaborators. Although these choices are context-dependent, each one examined generates responsivity that supports collaborators to readjust the technical in terms of the social. This analysis contributes to science and technology studies scholarship on the role of affect in successes and failures of interdisciplinary collaboration.
Journal Article
Hack weeks as a model for data science education and collaboration
Across many scientific disciplines, methods for recording, storing, and analyzing data are rapidly increasing in complexity. Skillfully using data science tools that manage this complexity requires training in new programming languages and frameworks as well as immersion in new modes of interaction that foster data sharing, collaborative software development, and exchange across disciplines. Learning these skills from traditional university curricula can be challenging because most courses are not designed to evolve on time scales that can keep pace with rapidly shifting data science methods. Here, we present the concept of a hack week as an effective model offering opportunities for networking and community building, education in state-of-the-art data science methods, and immersion in collaborative project work. We find that hack weeks are successful at cultivating collaboration and facilitating the exchange of knowledge. Participants self-report that these events help them in both their day-to-day research as well as their careers. Based on our results, we conclude that hack weeks present an effective, easy-to-implement, fairly low-cost tool to positively impact data analysis literacy in academic disciplines, foster collaboration, and cultivate best practices.
Journal Article
Framing and facilitating complex problem-solving competences in interdisciplinary megaprojects: an institutional strategy to educate for sustainable development
Purpose
Problem-based learning (PBL) has been suggested as an approach to education for sustainable development (ESD); however, the integration of interdisciplinarity is continuously challenged as it requires transfer and collaboration across disciplinary boundaries, as well as integration into an often already-overflowing curriculum. Even in formalized PBL universities emphasizing student responsibility for defining relevant problems, envisioning sustainable solutions and developing transversal competences, interdisciplinary collaboration is still often “relocated” to extra-curricular activities. This paper aims to explore Aalborg University (AAU) Megaprojects as a case for systematically integrating principles of ESD, and particularly interdisciplinarity, into PBL at scale.
Design/methodology/approach
The paper proposes a framework for analysing potentials and challenges concerning interdisciplinary framing and facilitation in large-scale projects based on PBL- and ESD-related research and presents findings from a case study on the first three rounds of megaprojects at AAU in 2019 and 2020.
Findings
The findings indicate that interdisciplinary megaprojects have the potential to motivate students to engage in sustainable development; however, they require systematic framing and guided facilitation, particularly in the early stages, for students to take ownership, prioritize collaboration and see the contribution to and connection between disciplines. They also need prioritization at all institutional levels to succeed as an institutional strategy of ESD.
Originality/value
The paper provides insights into the potentials and challenges of framing and facilitating large-scale megaprojects as an approach to integrate the SDGs and interdisciplinary collaboration into higher education. Hence, it aims to provide new insights, concepts and practices for ESD and PBL for sustainability.
Journal Article
A Rare Presentation of Renal Sarcoidosis with Severe, Recurrent Hypercalcemia Despite Low-normal Vitamin D Levels
Renal sarcoidosis is an uncommon extrapulmonary manifestation, rarely presenting with severe hypercalcemia. We describe a diagnostically challenging case of a 56-year-old female with goblet cell adenocarcinoma of the appendix, evaluated for acute kidney injury (AKI) and hypercalcemia after abnormal labs at a routine oncology visit. Initial assessment suggested a parathyroid-independent etiology. Extensive malignancy workup, including imaging and tumor markers, failed to identify an oncologic process. Despite aggressive resuscitation and bisphosphonate therapy, recurrent hypercalcemia with AKI persisted. Low-normal 1,25-dihydroxyvitamin D, and suppressed PTH further complicated diagnosis. Definitive diagnosis was made via renal biopsy, revealing granulomatous interstitial nephritis consistent with renal sarcoidosis. Treatment with corticosteroids led to rapid improvement in calcium and renal function. This case highlights the diagnostic complexity of renal sarcoidosis, especially when presenting with hypercalcemia without systemic clues. The delayed diagnosis underscores the importance of a broad differential and interdisciplinary collaboration in evaluating unexplained hypercalcemia.
Journal Article
Storytelling in Medical Education: Narrative Medicine as a Resource for Interdisciplinary Collaboration
Objective: The study intended to use narrative medicine study for interdisciplinary collaboration to let medical and healthcare students have a chance to interact with one another and listen to patients’ stories to enhance students’ reflective thinking, communication, empathy, and narrative medicine writing skills. Methods: A fifteen-week quasi-experimental design was used to examine the learning outcomes of the intervention. Two groups of students were randomly assigned as the experimental group (33 students) and the control group (32 students). Before and after the intervention, both groups had to fill in a Reflective Thinking Scale for Healthcare Students and Providers (RTS-HSP), Patient–Healthcare Provider Communication Scale (P-HCS), Empathy Scale in Patient Care (ES-PC), and Analytic Narrative Medicine Writing Scoring Rubric (ANMWSR). Results: The findings showed that on the reflective thinking scale, experimental group students had significantly higher reflective thinking posttest scores in “reflective skepticism,” “empathetic reflection,” and “critical open-mindedness,” but not in “self-examination.” As for patient–healthcare provider communication, they had significantly higher posttest scores in all “perception of trust and receptivity,” “patient-centered information giving,” “rapport building,” and “facilitation of patient involvement” factors. As for empathy, they had significant higher posttest scores in “behavioral empathy” and “affective empathy,” but not in “intelligent empathy.” In narrative medical writing skills, they had significant higher posttest scores in the “attention → representation → affiliation,” “depth of reflection,” “focus and context structure,” and “ideas and elaboration” sections, but not in the “language and conventions” section. Conclusion: The findings suggest that narrative medicine is worth recommending for interdisciplinary collaboration for healthcare education.
Journal Article
From not yet knowing to achieving directionality
This paper investigates the active role of materials in shaping ideation processes during interdisciplinary studio-based collaborations. Using ethnographic data collected from a graduate-level course conducted across multiple studio settings, we analysed how materiality facilitates interactions between students and studio instructors meeting for the first time when creative ideas are not yet fully formed and knowledge of unfamiliar materials is not yet embodied. The findings elucidate how certain materials are central to (1) demonstrating, (2) understanding, (3) sharing, (4) explaining, (5) generating and (6) challenging aspects related to ideation processes within such interactions. We conclude this work by emphasising the need for further research that focuses on material mediation in the context of student–instructor relationships.
Journal Article
Understanding integrated human-Earth system models as boundary objects: Enhancing credibility and interdisciplinary collaboration
Integrated human-Earth system models could be a useful tool for interdisciplinary collaboration on sustainability issues. However, it is challenging to integrate all disciplines equally. Considering modeling frameworks as boundary objects could help. In this perspective, a modeling
framework, while clearly defined in its basic function, could be adapted and reinterpreted by researchers from different disciplines according to their specific contexts and questions, yet the framework still remains a common reference point behind these different adaptations. This flexibility
and plasticity could contribute to the evolution of the modeling framework itself. The authors discuss how this might look, using the copan:CORE framework as an example.
Journal Article
A conversation on health research collaborations and career with Dr. Gordon Guyatt: A commentary
•Biostatisticians, methodologists and clinicians often collaborate in conducting clinical research, calling upon interpersonal soft skills.•Learning how to seamlessly collaborate and communicate within a multidisciplinary team is essential for young researchers striving for career advancement.•This text builds on a conversation with Dr. Gordon Guyatt who shares his experiences after decades of leadership and successful international collaborations.•Dr. Guyatt emphasizes the importance of finding the right mentor, forming productive collaborations, developing self-awareness, and strategies for achieving a work-life balance.•This text can be a help to guide young researchers by addressing important topics that are rarely explicitly addressed in undergraduate and graduate coursework.
This text builds on a conversation with Dr. Gordon Guyatt who provided guidance to trainees on interdisciplinary collaboration and work-life balance as part of a graduate-level biostatistics course in September 2020. The participants in the conversation comprised a group of clinicians, methodologists and biostatisticians, ranging from junior trainees to world-renowned established researchers. Biostatisticians, methodologists and clinicians often collaborate in conducting clinical research, calling upon interpersonal soft skills that are rarely explicitly addressed in undergraduate and graduate coursework. Acquiring such skills are essential for allowing seamless collaboration and communication within a multidisciplinary team and are therefore key to career advancement for young researchers, which was the focus of this session. As an invited guest, Dr. Guyatt shares his experiences after decades of leadership and successful international collaborations. He emphasizes the importance finding the right mentor, forming productive collaborations, developing self-awareness, and strategies for achieving a work-life balance.
Journal Article
Intelligent regulation of university faculty interdisciplinary collaboration networks based on complex network topology evolution and stochastic differential equations
This study develops a comprehensive theoretical framework integrating complex network topology evolution with stochastic differential equation modeling to characterize and intelligently regulate interdisciplinary collaboration dynamics among university faculty, addressing personnel establishment verification and classified management challenges. The proposed approach addresses persistent barriers in academic collaboration by combining discrete network structural changes with continuous collaboration intensity dynamics under stochastic perturbations. The framework incorporates heterogeneous faculty characteristics, multi-dimensional collaboration attributes, and reinforcement learning-based intelligent regulation mechanisms for dynamic network optimization. Experimental validation demonstrates superior performance compared to conventional methods, achieving 89.3% prediction accuracy and significant improvements in network efficiency, collaboration diversity, and resource utilization. The intelligent regulation mechanism successfully enhances interdisciplinary bridge formation by 34% while maintaining structural stability across diverse institutional scenarios. The mathematical framework captures both deterministic trends and random fluctuations inherent in real-world collaboration systems, providingacademic administrators with quantitative tools for optimizing university faculty collaboration networks through classified management approaches and enhancing research productivity while supporting personnel establishment verification processes. Results confirm robust scalability properties and adaptability to varying environmental conditions, making the approach suitable for practical implementation in academic institutions with different organizational structures and operational constraints.
Journal Article