Acknowledgements[-]1 Introduction[-]1.1 Why interdisciplinary education[-]1.2 Why this handbook[-]1.3 An overview of the content[-]2 An overview of the development stages[-]2.1 Starting with an interdisciplinary development team[-]2.2 Stages in programme development[-]2.3 Putting the theory into practice[-]3 Unravelling interdisciplinary understanding[-]3.1 The definition of interdisciplinarity[-]3.2 Embedding integration in education [-]3.3 Unravelling interdisciplinary understanding[-]4 Developing the raw sketch[-]4.1 Drafting the vision[-]4.2 Vision expression[-]4.3 Engaging stakeholders in the visioning process[-]4.4 Communicating the vision[-]5 Formulating interdisciplinary learning outcomes[-]5.1 Intended learning outcomes at the programme level[-]5.2 Intended learning outcomes at the course level[-]5.3 Creating learning pathways within a programme[-]5.4 Translating intended learning outcomes into learning activities[-]6 Embedding integration in the programme design[-]6.1 Four curriculum models[-]6.2 Deciding on a curriculum format[-]6.3 Working towards an interdisciplinary programme[-]7 Hiring an engaging faculty[-]7.1 Features of an interdisciplinary teacher[-]7.2 Recruiting, engaging and connecting faculty[-]7.3 Overcome hurdles in the interdisciplinary teaching team[-]8 Exploring the teaching philosophy and didactic methods[-]8.1 Assumptions of teaching and understanding[-]8.2 Formulating a shared teaching philosophy[-]8.3 Didactic methods that nurture interdisciplinary understanding[-]9 Assessment of interdisciplinary learning outcomes[-]9.1 Valid assessment of interdisciplinary learning outcomes[-]Reliably scoring and grading exams[-]9.2 Make interdisciplinary assessment work in the practice of teaching[-]Portfolio assessment[-]Assessment of group work[-]Assessing interdisciplinary work from multiple perspectives[-]9.3 Developing a programme-wide assessment strategy [-]10 Teaching interdisciplinary practices[-]10.1 Important prerequisites for interdisciplinary classes[-]10.2 The teacher as coach[-]10.3 Teaching reflective functioning[-]10.4 Enhancing collaboration skills[-]10.5 Teaching critical thinking[-]10.6 Teaching an integrative interdisciplinary capstone course[-]11 Programme assessment and adjustment[-]11.1 Formal and informal assessment[-]11.2 An evaluation approach[-]11.3 Accreditation of interdisciplinary programmes[-]11.4 Sustaining interdisciplinary programmes[-]References[-]Colophon[-]
