UNSPEAKABLE

Groot Kormelink, J.B.J.; Hooimeijer, Fransje L.; Zandbergen, B.T.C.; Zijlstra, S.; Kalmar, E.; Klaassen, R.G.; Postema, S.P.S.; Rutten, Martine; Schasfoort, J.; Schneider, K.; Snel, F.A.M.; Wehrmann, C.

UNSPEAKABLE

Hidden curriculum of transdisciplinary skills

Poster (2024)

Authors

J.B.J. Groot Kormelink Management Support

Fransje L. Hooimeijer Environmental Technology and Design - Architecture and the Built Environment

B.T.C. Zandbergen

S. Zijlstra Real Estate Management - Architecture and the Built Environment

E. Kalmar Creative Processes -

R.G. Klaassen Policy & Implementation

S.P.S. Postema Community Engagement & Outreach

Martine Rutten Water Resources -

J. Schasfoort Support Management in the Built Environment

K. Schneider Support Management in the Built Environment

F.A.M. Snel Real Estate Management - Architecture and the Built Environment

C. Wehrmann Groep Science & Engineering Education -

Research Group

Real Estate Management (Architecture and the Built Environment) (TU Delft)

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More Info

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Published Date

2024

Language

English

Reuse Rights

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Faculty

Architecture and the Built Environment

Department

Management in the Built Environment

Research Group

Real Estate Management

Abstract

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.

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