TRED conference 2023: Interact Tuesday - programme details

Diversity and inclusion have been increasingly discussed in Academia. But how can we account for them in our research? Within this interactive session, the focus will be on how to account for contextualization, diversity and inclusion while interacting with stakeholders/community partners.

This session uses the VU’s Mixed Classroom Model (https://vu.nl/en/about-vu/more-about/mixed-classroom) to present aspects such as intersectionality, identity markers, and the steps of the Model to provide actionable and interactive tips and tricks on how we can interact with stakeholders/community partners accounting for their diverse aspects. The workshop is planned in a manner in which participants experience the 3 phases of the Model so they can reflect on how they can use the model as well as the concepts for their projects.

The session starts with presenting the concept of intersectionality and unpacking our identity markers, so we can look at ourselves (as researchers) and understand how our experiences, backgrounds/etc. form who we are. After, by using the case of multi-hazards in research participants are invited to reflect on how intersectionality is present there. Then, in small groups, they are invited to think about how intersectionality/power dynamics can be experienced/perceived in two different cases and expand to their own researches.

The decade 2021-2030 is known as the UN Decade on Ecosystem- and Landscape Restoration. Within 10 years, half of the world’s damaged landscapes will be restored, through public and private investment. Partners to the Global Landscapes Forum, one of which is WUR, belief that to make this happen, local capacities in landscape restoration will need to be strengthened. As a response, the group launched the Restoration Education Initiative, and co-create a Pan-African curriculum on Restoration Education. Built on the principles of transformative education, the initiative aims at a curriculum that is inter-institutional and inter-disciplinary, focused on landscape restoration that is ecologically sustainable, socially inclusive and just. Now that the work is progressing, the group wishes to use this conference to share and validate the initial curriculum blueprint, and receive feedback on how to build the content and embed it into existing programmes of higher education across the continent.

Work form: Round table with brief presentations, curriculum outline, open discussion and 'live design' with the audience which will partly be physically present and partly online.

ITD methods may help to make different perspectives explicit and invite to relate perspectives to each other. To what extent this enables further co-production of knowledge also depends on the mindsets and skills of those involved, e.g. regarding reflexivity or openness for transformative learning.

What are your experiences in applying ITD methodologies for teaching and learning ITD?

In this session we will guide the group to explore what methodological, content-related and social-dynamic expertise that enter into play when planning for a course, a module, or a spot intervention in ITD education. We will also map the different competencies needed by the educators against the Inner Development Goals (IDGs) framework, to identify needs and interests for further exchanges and trainings for us trainers. The workshop will be as interactive as possible, aiming to stimulate creativity through collaborative working and leave participants with new tools to applying in their classrooms / research.

Transdisciplinary education is challenging to design because of its so different from traditional, disciplinary education. It is still mostly a phenomenon of application rather than of reflection (Philipp et al, 2022). Transdisciplinary education (defined here as also being interdisciplinary) should take into account explicit competence development. For example on transdisciplinary collaboration, but also on integration (Horn et al, 2023). This is frequently overlooked, which negatively impacts the potential and value of transdisciplinary education.

There are some theories in place which help designing transdisciplinary education. Some seem to be more process-oriented, like the four-stage model of interdisciplinary learning (Utrecht University, n.d.) is an example of a process-oriented model based on the works of Repko & Szostak (2020) and William Perry (1970). On the other hand, boundary crossing theory (Akkerman & Bakker, 2011) focuses more on social learning mechanisms, and by doing so, facilitates collaborative learning and working.

During this interactive discussion, we will kick off by sharing our experiences with designing Transdisciplinary Mixed Classrooms at Wageningen University. These classrooms bring together practitioners and students as formal learners. By doing so, we respond to the need for preparing our students for dealing with wicked problems, but also to the lifelong learning needs of practitioners.

Following our presentation, together we will collaboratively talk, reflect and work towards actionable insights with regards to transdisciplinary learning design that we can all “bring back home” to our own contexts.

Sarah de Vries MSc (Wageningen University) is a learning designer at the Teaching and Learning Centre as well as a PhD Candidate on the topic of Transdisciplinary Mixed Classrooms at the Education and Learning Sciences Group.

Anke Swanenberg MSc (Wageningen University) is a educational advisor at the Society Based Education-team, that is part of the Teaching and Learning Centre.

• Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of educational research, 81(2), 132-169.
• Horn, A., Scheffelaar, A., Urias, E., & Zweekhorst, M. B. (2023). Training students for complex sustainability issues: a literature review on the design of inter-and transdisciplinary higher education. International Journal of Sustainability in Higher Education, 24(1), 1-27.
• Philipp, T., Casiraghi, D., Enelund, M., Kubiś, M., Sancassani, S., Ruiz, L. M. S., ... & Yusim, I. (2022). Toolkit on Transdisciplinary Education and Science.
• Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Troy, MO: Holt, Rinehart, & Winston.
• Repko, A. F., & Szostak, R. (2020). Interdisciplinary research: Process and theory. Sage Publications.
• Utrecht University (n.d.). A four-stage model for interdisciplinary learning.
  https://www.uu.nl/en/education/educational-development-training/knowledge-dossier/a-four-stage-model-for-interdisciplinary-learning#:~:text=defining%20the%20problem%2C%202.,the%20new%20(holistic)%20understanding

Transdisciplinary innovation (TI) is direly needed, if we want to effectively address various larger societal problems. We can put people with different backgrounds in a project, in a room, around a table. But that does not necessarily or immediately do the trick. In prior research, we found that virtues like courage, justice, self-control, humility, civility, curiosity, creativity, collaboration, diversity (https://marcsteen.nl/docs/Virtues-from-Ethics-for-people-who-work-in-tech.pdf) are critical to organizing and promoting Transdisciplinary Innovation. Such virtues play on the micro-level of individuals, e.g., when project team members interact with each other. In addition and critically, they also play on the meso-level of the project, e.g., whether virtues like curiosity and creativity are promoted or stunted in the ways in which the project is organized and managed, and on the macro-level of society in which the consortium partners operate, e.g., factors in innovation policies or political economy that help or hinder the people involved to cultivate virtues like justice or civility.

This session consists of three parts: we first discuss 4-8 relevant virtues; then we can share examples from practice in which one or several of these virtues were key; lastly, we can discuss interventions on the meso-level of project management that may help people to cultivate relevant virtues.

The interactive discussion concerns the process of establishing an intercultural co-creative research hub by GATE college in Nepal to support the tourism industry in developing sustainable destinations in partnership with communities, (I)NGO’s and (international) universities. The methodology for this co-creation process is called ‘Appreciative Participatory Planning and Action’ and is used to support communities to promote the Begnas lake area. Organizations that collaborate are, among others, the Homestay committee, the Women Empowerment group, the SEED foundation and trekking agencies. Recommendations are provided to jointly manage the impact of visitors and maintain the quality of life in this fragile mountain environment. One is related to planting fruit trees to avoid contact with monkeys. Another results in a collaborating with a research institute to initiate organic fish farming. The third recommendation concerns waste management and regenerative forestation with trekking agencies.

Brigitte Nitsch has worked 5 years in Nepal for SNV as a tourism product developer in 6 mountain areas. Besides, she has supported (educational) projects in Laos, Vietnam, South Africa and Thailand. Brigitte is working at NHLStenden which as adopted Design Based Education as fundamental to learning processes. The audience is invited to support and explore together the co-creative processes in rural areas and developing countries like Nepal.

New practices and tools for transdisciplinary research are being (re-)designed and practiced in recent years. They entail ways for joint analyses, research agenda setting, joint reflection, joint documentation and joint communication and sharing of research as conducted in partnerships between researchers, citizens, entrepreneurs, farmers, policy makers, and other practitioners. In this practical workshop we first introduce three tools for transdisciplinary research: write shops, joint case study methodology, and walk shops.

Write shops have been conducted some 15 years and allow also non-researchers to express their ideas and experiences and with help of researchers and editors document these. A few cases will be shared as illustrations. Case studies can be a useful way to capture a specific idea, activity, or a (learning) journey of a group of people. In this session an example will be shared of using case study methodology to document and facilitate a joint learning process with members of newly established multistakeholder platforms in Dhaka. Walk shops were already part of education practices and are now increasingly also being used for place-based knowledge, for instance to help surface, value, document and share indigenous knowledge or tacit knowledge. A case will be shared how at WUR walk shops are being practiced as part of research and education on relationships between humans and nature.

After the short introduction participants will exchange in small groups their experiences, their appreciation and ideas of the presented transdisciplinary tools, and share their ideas about how this emergent practice of transdisciplinary tools can be strengthened and validated.

Literature:

• Write shops: Gonsalves, J.; B. Joven (eds). (2010) Write shops: A Tool for Packaging and Sharing Field based Experiences (Case Studies). International Institute of Rural Reconstruction, International Potato Center - Users’ Perspective with Agricultural Research and Development. Manila, Philippines https://ksasia.files.wordpress.com/2011/01/writeshops_2_cases.pdf
• Case study methodology: Guijt, J., Reuver, R., ten Hove, H., Brouwer, J., Sopov, M., & Salverda, I. (2018). Creating effective case studies : a practical guide to making inclusive agribusiness experiences accessible and inspiring. Wageningen Centre for Development Studies. https://doi.org/10.18174/475375
• Walk shops: Reid, Robin & Naqvi, Kimberley & Waldichuk, Tom. (2014). Place-based Curriculum: Revealing Student Connections with Community through Walking Tours. 20/21. 63-69.

We will look into the role of trust and use tools how to build on trust between participants in the first phase of a TD proces (exploring the problem and finding a shared purpose).

We will use the tips & tools from the Praktijkgids Transdsicplinair werken (Practical guide on Working in a Transdisciplinary manner) so that participants can explore ways of creating trust when forming new teams.

In this workshop session, participants will get an introductory exposure to constructing adaptation pathways, a TD method emerging in many complex climate challenges, and tailor it to their own TD project goals. Kathleen has recently employed similar methods in her PhD project: co-creating adaptation pathways to reducing wildland fire risk in Catalonia, Spain, part of the PyroLife ITN project.

Through a visioning and back-casting exercise based on the Three Horizons Framework, participants will discover how these methods could play out with larger groups of actors dealing with complex social-ecological challenges. The exercise can be carried out individually or in teams. First, participants will envision an ideal scenario for their cases in the (not-so distant) future of 2050. Then, they will consider which current practices/policies already help achieve this vision, as well as the current practices/policies that hinder this vision. Finally, we will engage with the “messy middle” of transitions in the medium-term, thinking creatively of transitional steps that can help achieve the overall vision: to uplift the current good practices and phase out the maladaptive ones. This exercise can help orient TD researchers to implement similar methodologies in their projects.

Currently, the Dutch agriculture is characterised by the cultivation of a small number of cash crops produced in a highly intense monoculture-centred farming system. This system exploits natural resources and destroys ecosystems. These adverse effects are expected to become even more detrimental in the future, as climate and ecosystem changes accelerate.

To mitigate these trends and ensure future food stability, one key-solution is to increase crop diversity. However, increasing crop diversity is a challenge, with many hurdles originating from interdependencies between the incentives and interests of the various actors involved in the complex food system network.

In an interactive session, using a combined format of role-play and plenary discussion including the presentation of case studies, we aim to look at the Dutch food system as a whole, with inclusion of different actors involved.

Together, we will explore the main causal factors that complicate a diversification of the Dutch food system and finding solutions and effective strategies to kick-start diversification and trigger a system change.

In this process, we will create awareness of more hidden dynamics that hinder or promote a success of projects with trans-disciplinary collaborations and involved parties with differing interests and motives.

In this workshop we will use the “Three Types of Knowledge Tool” and practice formulating questions in a way that generates actionable knowledge. Do we already know the destination, but not yet the path to get there? Or do we first need to deliberate on where to go?

Based on a project or challenge from your work context, you will formulate questions, explore the three types of knowledge, and reflect on what kind of knowledge is needed to become more effective.

In the debrief section, we will discuss the usefulness of such tools for td processes – also referring to other tools in the td-net toolbox (www⁠.transdisciplinarity.ch/toolbox).

This workshop invites you to engage with nature and with each other. The aim is to explore natural collaborations within co-creating activities and reflect upon your relation with nature especially with regards to your professional practices.

We will do a sensorial walk from the campus building to the university food forest that will embody a transitioning landscapes.

At the food forest you will be introduced to the area and start the collaborative assignment. With small groups you will explore natural co-operations existing in the forest and express this in a creative drawing. This workshop will invite you to immerse yourself in nature and be mindful of your environment. Both your creative output and experiences will be put together in an evaluation exercise. In line with the TRED mission, we seek to create a safe space for dialogue.

During the walk back we take the opportunity to reflect on the activities. Among other, we will discuss how the workshop outcomes can be applied in your own practices.

We want the workshop to be available for all. Are you hesitating to subscribe due to physical limitations of joining the walk? Contact us and together we will find a solution.

In this hands-on exploration, design students from the Master’s course Researching the Future Everyday (http:⁠/⁠/imaginari⁠.es) at TU Eindhoven will curate a set of “experiential futures” of everyday life, addressing topics including future generations’ perspectives on the 2020s, the future of consumerism, and new approaches to smart homes⁠. Participants interacting with these prototypes will contribute to the further development of the experiences⁠.

We have three experiences:

1. What if, every two weeks, you had a week without electricity? In 2038, this is the new reality that has been implemented in Europe to conserve energy and to prevent the grid from overloading. Caused by an ever-increasing population living more technologically rich lives in the 2020s, the demand for electricity began to threaten outpacing the supply near the end of 2025. Thirteen years later, it has completely altered the way people live and how energy is treated.
   
   The distribution of the limited energy available during loadshedding varies between countries. Most hold elections (local or country-wide) to decide on the distribution. In the Netherlands, the distribution gets decided on a local level, within each province, through voting on political parties who have made energy distribution their main campaign point.
   
   During the experience you can see proposals from different political parties and cast a vote on them. Afterwards, there are different scenarios which might cause a shift in your priorities – would you still vote the same?
   
2. To be included
   
3. To be included
   

Tour co-creation around a shared topic, issue or place is a powerful tool for transdisciplinary research and collaboration. Its combination of participatory mapping and storytelling techniques enable reflection on and awareness-raising about values, practices, perceptions, embodied/sensory knowledge, and (more-than-)human connections. This brief session offers participants a taster of techniques used in the scope of Migrantour Utrecht’s Lombok neighbourhood guided walking tour co-creation process involving residents with diverse migration backgrounds, civil society actors and scholars. We’ll experiment with guided visualisation, free writing and drawing, small-group sharing and thematic analysis, and collective tour narrative development. We’ll then wrap up by reflecting on what we as co-creators gain personally and collectively from engaging in a tour-making process, and the potential value of our tours for those who later take them.

Contact: meghann.ormond@wur.nl

Although necessary to tackle large societal challenges, working together trans- and interdisciplinary is not trivial. How do you incorporate different perspectives? How do you set common goals and projects? How do you make sure that all partners are heard in interactions?

In this hands-on exploration participants will experience how Liberating Structures can enhance their inter- and transdisciplinary collaboration. This inspiring toolbox, consisting of 33+ ‘micro-structures’, carries simple and engaging approaches which tap into the wisdom of the whole team. You can apply the structures to organize your team interactions, for example for setting goals together, co-designing a project or planning and evaluating team activities.

Participants will not only discover and experience what Liberating Structures can do for their collaborative work. They also

• explore their own current practice of collaborative work;
• have a look at the underpinning principles of the toolbox, its workings in team dynamics and hands-on examples from research teams; and
• formulate concrete next steps to improve their inter- and transdisciplinary collaboration by using Liberating Structures as a tool.