Universities have challenging times ahead: the demands of a global student, new technology, employers wanting work-ready graduates and shifting ideologies that influence who holds and creates knowledge. The role of a university as a civic institution becomes increasingly contested. How can and should universities engage with communities to create lasting social impact? This collection offers global perspectives on community-university engagement, highlighting innovative approaches to co-production, participatory research and collaboration with stakeholders beyond academia. The book explores the challenges and successes of partnership working, demystifying the university's role beyond teaching, positioning it as an anchor institution that can drive social change.

The demand for a more conscientious and integrated design process in urban infrastructure design arises from the realisation that the environmental crisis can only be addressed by enhancing the resilience of the built environment (Amirzadeh, Sobhaninia, and Sharifi, 2022). Resilience can be achieved through a meticulous design process that seamlessly integrates spatial design and engineering in a smart way <Cutter et al., 2008>. However, since the era of industrialisation, civil engineering and spatial design have evolved into fields with distinct cultures and languages, characterised by protocols and efficient organisation in multidisciplinary cooperation. Meanwhile, the core of urban infrastructure design remains inherently interdisciplinary (Hadfield-Hill, 2020).

This project (poster) explores and maps transdisciplinary skills in the TU Delft curricula and challenge based education. Courses to address these skills have been identified by means of keyword search in the course descriptions. Interviews are used to explore the transdisciplinary approaches addressing reasons, values, learning activities, assessment and professionalisation. The exploration was initiated by a multidisciplinary group of educators from different TU Delft faculties. The initiators noticed that transdisciplinary skills are regularly part of a hidden curriculum, delicate to define or grasp, bear different names, are rarely made explicit or maybe even are considered a taboo. As such, the transdisciplinary skills remain unspeakable.

The exploration is made within the Technical University of Delft. It is to be expected that lessons learned will not be exclusive to this context and can be applied in other settings that aim for societal impact of science and education as well.