Learnings from Interdisciplinary Teaching: The Wicked Problem Course
A panel discussion on Co-Designing, Co-Teaching, and Co-Learning with Graduate Students was facilitated at UW’s Teaching and Learning Conference and provided compelling insights into the practice of interdisciplinary teaching.
The panel featured graduate students involved in the original project and graduate students currently involved in teaching the course. They highlighted the active role instructors played in shaping the course structure, fostering deep engagement, and enhancing their pedagogical skills. Each iteration of the instructor team comprises of six PhD candidates who co-design and co-teach the course and integrate their diverse disciplinary perspectives to tackle complex issues.
Key takeaways from the discussion included the benefits of collaborative course design, the importance of interdisciplinary approaches to complex problems, and effective strategies for engaging students.
To learn more about the iterations of the Wicked Problems course offering, please visit: Interdisciplinary Grad Student Designed and Led “Wicked Problem” Courses | Teaching Innovation Incubator (uwaterloo.ca)