Interdisciplinary Project

Owner	Bachelor Future Planet Studies
Coordinator	dr. Coyan Tromp
Part of	Exchange Programme Faculty of Science, specialisation BSc Future Planet Studies, year 1

Course manual 2020/2021

Course content

The Interdisciplinary Project is the final project (and final course) of the bachelor program of Future Planet Studies. Students will be enrolled in this course in semester 5 or 6 (alongside other major and minor courses).

The course aims not only to provide the student the methodological and theoretical foundations of interdisciplinary research, but also to let the students experience the process and dynamics of conducting this type of research. The students are expected to develop and execute an interdisciplinary research project independently. However, the students are supervised by a work group teacher for the overall process, and a senior teacher for the assurance of the academic quality.

Students develop a research question on an interdisciplinary subject in teams, which will be further developed and explained in a research proposal. The students must pick a subject[1] that is directly related to one of the multiple cases that were selected for them. They are related to the FPS research fields of water, food and sustainability issues. Every description contains a challenge, possible solutions and suggestions for quantitative analysis. They also contain some background literature for that specific topic.

Individually, students deliver a contribution from within the field of their own scientific discipline (major). This includes an overview and critical reflection of relevant theories and literature on the chosen subject (Individual Scientific Report). Together as a team, students write an interdisciplinary Final Report on the conducted research. In this final product, the additional value of the interdisciplinary approach is clearly expressed. The Interdisciplinary Project is completed by jointly presenting the Final Report during the concluding symposium, which is open to family and friends.

In order to guarantee a solid research project, with tangible anchors in everyday reality, we ask the students not to restrict their research to the mere formulation of hypotheses and theories, but also to involve primary and secondary data in their project to back up their arguments. Quantification may include the use of biodiversity indices (e.g. Shannon Index), volumes of pollutants, and monetary gains and losses or health risks. For every topic, some suggestions for quantitative research tasks are provided. But other quantitative and qualitative measurements based on self-made datasets (by interviews, lab research, etc.) are also possible. Furthermore, as it is crucial that the conducted research is well-founded, students must demonstrate their ability to reflect on the value of the chosen interdisciplinary approach.

[1] Students can indicate their preferences (1st, 2nd & 3rd choice), and we will try to do as much justice as possible to these preferences, given the limitations of the course.

Study materials

Literature

• Menken, S. & Keestra. M. (eds.) (2016) An Introduction to Interdisciplinary Research, Amsterdam: Amsterdam University Press.

Practical training material

• Other useful books the students are already familiar with from previous courses:

  • Academic Skills for interdisciplinary studies of Buis et al. (2015)
  • Research Methods of Walliman (2011)

  Other recommended literature on the theoretical aspects of this course is provided on Canvas.

   

  The senior teacher will provide relevant literature per subject or case that students can work on. This is optional, but recommended literature for all students working on that particular subject or case. For the Individual Scientific Papers, students are to find and read additional relevant publications from their own disciplinary research field. Also for other assignments it is important to support your argumentation with relevant literature and data.

Other

• Web lectures and assignments: Web lectures provide a short explanation aiding the students to understand the theory behind the assignments. Both the web lectures and assignments can be found on Canvas, together with additional (background) information and materials.

Objectives

• Designing and executing an interdisciplinary research in an interdisciplinary team, integrating knowledge from various disciplines and producing new insights with regard to complex actual issues.
• Mutual development of an interdisciplinary research question and answering that question, bearing responsibility for the knowledge gained in one`s own scientific discipline.
• Learning how to identify the relevant (sub)disciplines, and select en use disciplinary literature and knowledge (empirical data and theories) related to the research question.
• Augmenting the insights in the differences between disciplines with regard to their use of theories, concepts, models, and, to a somewhat lesser degree, their methods and techniques.
• Gaining experience with the creation of new, interdisciplinary knowledge by combining and integrating input from various scientific disciplines.
• Identifying differences in disciplines that can form barriers for interdisciplinary cooperation.
• Analyzing those differences and trying to define common ground between potentially conflicting insights by selecting appropriate integrative technique(s).
• Writing a report and presenting the research results for an academic jury.

Teaching methods

• Seminar
• Working independently on e.g. a project or thesis
• Self-study
• Supervision/feedback meeting

The Interdisciplinary Project course makes use of the educational concept of ‘blended learning’, i.e. a combination of offline and online work forms. Often, the week starts with a web lecture that offers guidance to students in their interdisciplinary research process. As students are able to tune in to the online lecture at any convenient time, it offers them the possibility to have a more flexible schedule for this course.

The chosen form of education provides some freedom, and therefore demands responsibility and secure planning from the participants. The education offered in this course leans heavily on the efforts and contributions of the students themselves. Every week they must hand in an assignment that is explicated and explained in the web lecture. The work groups depend fully on the quality of the submitted assignments as their main focus will be on providing feedback on these assignments. Students who have not fulfilled the preparatory requirements will have to work on the assignment during the time of the work group, and will not benefit from the joint discussion. Not handing in a sufficient assignment in time will also mean that no feedback will be provided by the work group teacher.

The students are expected to independently organize team meetings to (further) work on the assignments and their project. Where needed, individual teams can request additional meetings with their work group or senior teacher separately, i.e. per team.

Class meetings (i.e. the work groups) will be scheduled mainly in the evening, so as to avoid interference with the various major programmes. See for the definite schedule https://datanose.nl or www.mytimetable.nl

Learning activities

Attendance

Programme's requirements concerning attendance (OER-B):

• In case of practical sessions, the student is obliged to attend at least of 90% of the sessions and to prepare himself adequately, unless indicated otherwise in the course manual. In case the student attends less than 90%, the practical sessions should be redone entirely.
• In case of tutorials/seminars with assignments, the student is obliged to attend at least 90% of the tutorials/seminars and to prepare himself adequately, unless indicated otherwise in the course manual. In case the student attends less than 90%, the course cannot be finished

Additional requirements for this course:

For all of the contact hours, i.e. working groups and lectures, participation is obligatory. Together with the preparatory assignments they provide and assess the necessary methodological and theoretical background that you need to be able to pass this course. If you are unable to attend a working group or lecture, notify your work group teacher. In the table below (see point 10), you can see how he or she can be reached. If you have missed more than two working groups or lectures you will be automatically excluded from the course.

Assessment

Item and weight	Details
Final grade

Assessment details

• The first assignment is the course is drawing up a Research Proposal. This Research Proposal will not be graded with a specific mark. Instead, you will receive an indication of ‘go’ or ‘no go’. Logically, a team can only proceed with their project after receiving a ‘go’. This assignment is subdivided in a draft version and a final version. For each of the versions a ‘go’ is required to continue.

N.B. The Research Proposal itself is, once it is finished and graded with a ‘go’, the lion’s share of your Final Report

 

• The minimum for the Individual Scientific Report is a score of at least 5.5 on the 10-points scale. If you haven’t met the minimum requirements of the ISR you will automatically receive a failing grade. In this case, you have to (immediately) rework your ISR until it meets at least the minimal standard. If your revision still does not meet the requirements for this assignment, you will fail the course.[1]

 

• For the Final Paper you must obtain a score of at least a 5.5. A lower score means a fail for the course; compensation with higher scores on the individual Assignment or the Presentation of the Research Report is not possible.[2]

 

• For the Final Presentation during the Symposium, there is no minimum grade.

 

For the assessment of these four assignments there are separate assessment forms (rubrics). They indicate what the graded assignments need to contain, and what weights are attached to the various components. Besides assessment of the contents of the produced Research Report, the mutual cooperation and remaining within the proposed time schedule (sticking to the deadlines!) will also be considered, since this is a research practical in which these competencies are weighed as equally important.

In case of obvious diverging contributions, either in seize or quality/level, individual members can receive deviating grades for the final group work (the Research Report). The peer group assessment of the individual members can be used as source of information to base the decision on.

Buddy group

Every group will be appointed a buddy group, consisting of fellow students. Your buddy group will give constructive feedback on several occasions during the research process. The buddy group has two tasks:

• Writing down the feedback of the senior teacher during the presentation of the draft Research Proposal.
• Providing feedback on the draft version of the Final Research Report.

[1] Revision of the ISP (i.e. making use of the 2nd chance for the ISP) will only allow you to upgrade your score to a maximum of 6.

[2] You only have the right to a second assessment for the Final Paper when you have submitted the first assignment(s) and have met all requirements for the course, such as no absenteeism above 10% of the compulsory meetings, and having submitted all assignments before the indicated deadlines. If you meet all these requirements, you will automatically be registered for the second chance in case you fail to pass the first assignment(s). If you do NOT meet all these requirements, you will NOT be registered for the second chance, and you will have to take the IP-course again next year. (N.B.: you are not allowed to try it again the second semester of the same academic year.)

Assessment diagram

Leerdoel:	Toetsonderdeel 1:	Toetsonderdeel 2:
#1.
#2.
#3.
#4.
#5.
#6.
#7.

Assignments

The Interdisciplinary Project consists of twelve assignments. Together they form the entire workload of the course. Four of them will be formally assessed, i.e. one individual assignment: the Individual Scientific Report, and three group assignments: the Research Proposal, the Final Report and the Final Presentation.

Other assignments are preparatory assignments that support you in working towards the four formally assessed assignments. They also guide the supervision during the working groups. If you will not hand in a (sufficient) assignment prior to these groups, you will not receive feedback. This will make it harder to finish the formally graded assignments in time and in a sufficient standard.

N.B. All the assignments that are not formally assessed will all contribute directly to the formal assignments. They are the building blocks of the entire Interdisciplinary Project so take them seriously!

 

For the assessment of the four assignments there are separate assessment forms. They indicate what the graded assignments need to contain, and what weights are attached to the various components. Besides assessment of the contents of the produced Research Report, the mutual cooperation and remaining within the proposed time schedule (sticking to the deadlines!) will also be considered, since this is a research practical in which these competencies are weighed as equally important.

In case of obvious diverging contributions, either in seize or quality/level, individual members can receive deviating grades for the final group work (the Research Report). The peer group assessment of the individual members can be used as source of information to base the decision on.

Besides mailing the necessary documents to your work group teacher and/or senior teacher and/or buddy group, all assignments also have to be submitted on Canvas, in order to be able to control your work on plagiarism. For each assignment, there is a separate dropbox (see folder Assignments).

N.B. If there are any unforeseen or pressing individual reasons why you are not able to meet all requirements or to make the assignment(s), you need to notify the study advisors beforehand (i.e. before the deadline of the assignment) via studieadviseur-iis@uva.nl. In case of a ‘force majeure’, the course coordinator will be consulted to view whether another solution is possible.

Fraud and plagiarism

The 'Regulations governing fraud and plagiarism for UvA students' applies to this course. This will be monitored carefully. Upon suspicion of fraud or plagiarism the Examinations Board of the programme will be informed. For the 'Regulations governing fraud and plagiarism for UvA students' see: www.student.uva.nl

Course structure

Timetable

The schedule for this course is published on DataNose.

Additional information

The Interdisciplinary Project is organized twice per year, so students can choose to participate in the Project in either semester 5 or semester 6, depending on which semester is favorable compared with the study load in their major programme. Students are expected to plan and coordinate their activities for the Interdisciplinary Project in such a way that it matches their major studies and does not hinder the group process. Time pressure caused by your major programme will not be accepted as reason for delays in your contributions to the group process.

Note the entree requirements for the interdisciplinairy Project! Requirements for participation is that students:

• Successfully concluded all first year courses.
• Have scored at least 10 EC credits in the major.
• Have scored at least 30 EC credits in the semesters on Food and/or Water.
• Have completed the course ‘Research Proposal’ successfully.

If this last requirement is not fulfilled, students are required to have read the compulsory chapters of the book Research Methods (Walliman, 2011) before the start of the Interdisciplinary Project. The book is available online (see http://tinyurl.com/mgyahqz). The following chapters are mandatory:

1. Research basics
2. Structuring the research project
3. The nature of data
4. Collecting and analyzing secondary data
5. Collecting primary data 

6. Quantitative data analysis
7. Qualitative data analysis 

8. Writing the proposal AND writing up the research 


Exceptions will only be considered after a consultation with the study advisor.

Last year's course evaluation

 

Most important remarks of student evaluations
Strong points / Positive remarks -         Good guidance and feedback of tutors -         Students appreciate and enjoy working on a topic of their own choice.	Weak points / Negative remarks -         Students do not experience the general class meetings on methodology as useful -         Students would like to see the IP rewarded with 12 EC instead of 6 EC
(Additional) remarks and recommendations of the Educational Committee (OpleidingsCommissie)
Teacher’s Evaluation -         While students do not experience the general class meetings on methodology as useful, we still adhere to the importance of this knowledge and these skills. It might be difficult sometimes, but students still need to develop transferable research skills, i.e. skills that are needed in general to do interdisciplinary research  (and not merely related to the specific case students are working on during the IP). While students seem (highly) motivated to work on their cases, we would like to see a more active and participative attitude with regard to these general skills, as these are necessary to come up with final products (interdisciplinary research report) that meet the standards of a third year’s bachelor level.
Plans for improvement / Proposed changes -         The classical meetings on methodology are changed into short web lectures that students can watch in preparation of the work groups. -         To enhance student’s involvement with the more tough methodological issues and increase their understanding of the importance of these issues, both in general and in relation to their specific case studies, the online quiz questions that students had to make before coming to the methodological class meetings are redefined as preparatory assignments for the work groups with the tutor, and will be coupled to the exercises that were formerly done during the work group. So these exercises are made part of the self-study and homework. The discussion about and feedback of the assignments will now be the backbone of the work groups. -         We are working on integration of the course Research Proposal and Interdisciplinary Project, and preferably even the disciplinary thesis as well, so that there is much more time and space to work on the final research project. This new set-up will not be realized before 2019-2020 though.

 

Contact information

Coordinator

• dr. Coyan Tromp

Dr. Coyan Tromp (j.c.tromp@yuva.nl) is overall coordinator of the course.

The work group teachers are: 

Njal van Woerden (coordinator of the work group teachers): a.n.vanwoerden@uva.nl

Mieke van Vemden: m.s.vanvemden@uva.nl

Ruben Weesie: r.v.weesie @uva.nl

Vikki de Jong: v.o.dejong@uva.nl