Assessment of Boundary Crossing

WORKSHOP TITLE ASSESSMENT OF BOUNDARY CROSSING
J. Gulike s a,1, Fo uin, K., Oonk, C., Tho, C., Ramezzano, C.b
a Wageningen Uni e si y, Wageningen, The Ne he lands,
h ps://o cid.o g/0000-0002-9318-312X
b Wageningen Uni e si y, Wageningen, The Ne he lands,
Con e ence Key A eas: Enginee ing skills, p o essional skills, and ans e sal skills,
Cu iculum de elopmen and eme ging cu iculum models in enginee ing
Keywo ds: Bounda y c ossing, assessmen , inno a i e lea ning en i onmen s,
ansdisciplina i y, in e disciplina i y
ABSTRACT
Inno a i e lea ning en i onmen s in enginee ing educa ion—such as in e disciplina y
lea ning, challenge-based lea ning, and li ing labs— equi e s uden s o collabo a e
ac oss disciplina y, cul u al, and socie al bounda ies. This is essen ial o add essing
complex, sus ainabili y- ela ed challenges. A key compe ence in hese se ings is
bounda y c ossing: he abili y o ecognize, seek, app ecia e and u ilize ensions ha
eme ge when di e se pe spec i es in e ac .
Al hough many cu icula s i e o os e his compe ence, i s assessmen emains a
signi ican challenge. Con en ional assessmen me hods o en ail o align wi h he
open-ended, dynamic, and p ocess-o ien ed na u e o bounda y c ossing. Key
issues include he di e si y o in ended lea ning ou comes, he need o balance
disciplina y dep h wi h ans e sal skills, and he di icul y o assessing
de elopmen al p ocesses a he han end p oduc s. While e lec i e me hods a e
commonly used, hey also ha e limi a ions— o ins ance, he isk o supe icial
e lec ion and he eme ging in luence o AI ools on w i en ou pu s.
This wo kshop in i es pa icipan s o explo e he why, wha , and how o assessing
bounda y c ossing compe ence in enginee ing educa ion. D awing on h ee eal-
wo ld examples om a Li e Sciences uni e si y in he Ne he lands, pa icipan s will
c i ically examine exis ing p ac ices and co-c ea e inno a i e assessmen s a egies
ailo ed o hei own con ex s.
Using in e ac i e me hods such as Think-Pai -Sha e and he collabo a i e digi al ool
Padle , he wo kshop will os e dialogue and sha ed insigh . Ou comes om he
session will be collec ed and dissemina ed, wi h oppo uni ies o con inued
exchange and collabo a ion beyond he e en .
1 Co esponding Au ho
J. Gulike s
judi h.gulike s@wu .nl
2 BACKGROUND AND RATIONALE
2.2 In oduc ion
Many enginee ing educa ion cu icula a e inc easingly in eg a ing inno a i e lea ning
en i onmen s ha equi e s uden s o lea n and co-c ea e wi h o he s. Examples
include in e disciplina y o ansdisciplina y educa ion, challenge-based lea ning,
li ing labs, and communi y-engaged lea ning. While hese pedagogies di e in hei
speci ic emphasis, hey sha e a common ea u e: s uden s mus engage wi h di e se
pe spec i es while add essing eal-wo ld, open-ended—o en sus ainabili y- ela ed—
p oblems (Ho n e al., 2024; O’Sulli an, 2024; Vissche e al., 2022).
These complex challenges equi e s uden s o co-c ea e knowledge ac oss
disciplina y, cul u al, and socie al (non-academic) bounda ies. Embedding such
lea ning in enginee ing cu icula is essen ial, as eal-wo ld sus ainabili y
challenges— hose ou g adua es will ace—canno be sol ed wi hin disciplina y silos
(Heijmans & Eweg, 2023). The e o e, s uden s mus become a uned o iewing
issues beyond he con ines o hei own disciplina y pe spec i e.
Rega dless o he ype o bounda ies s uden s a e asked o c oss, esea che s
inc easingly emphasize ha bounda y c ossing compe ence is c i ical (Fo uin e al.,
2020; Ve eijken e al., 2022).
1.2 Bounda y C ossing Compe ence
Fo uin and colleagues (2024) a gue o he explici in eg a ion o bounda y c ossing
compe ence in enginee ing educa ion. They de ine bounda y c ossing as “ he abili y
o seek, ecognise, app ecia e and u ilize ensions ha a ise when di e en p ac ices
mee ” (p. 216). Such ensions eme ge when s uden s engage wi h open-ended,
complex, o e en wicked p oblems ha equi e anscending disciplina y
pe spec i es and engage wi h ex a-academic s akeholde s (O’Sulli an e al., 2025
The abili y o seek, ecognise, app ecia e, and p oduc i ely wo k wi h hese ensions
is i al—bo h o co-c ea ing inno a i e ye easible solu ions, and o suppo ing
s uden s in de eloping a obus p o essional iden i y (C aps e al., 2021; Fo uin e
al., 2024). S uden s mus lea n o app oach eal-wo ld p oblems om mul iple angles
and collabo a e wi h ele an s akeholde s.
In he con ex o enginee ing educa ion, his especially applies o echnically-o ien ed
s uden s, who mus also engage wi h he socie al dimensions o enginee ing—such
as e hical conside a ions and he (un)sus ainabili y o echnical solu ions (Heijmans
& Eweg, 2023). This equi es capabili ies like ac i e lis ening, empa hy, c i ical
e lec ion on one’s own pe spec i e and alue sys em, dealing wi h ic ion, s epping
ou o one’s com o zone, and in eg a ing di e se o ms o knowledge (e.g., Vel man
e al., 2019; Ho n e al., 2023; O’Sulli an, 2024).
By engaging wi h bounda y-c ossing con ex s and eal-wo ld challenges, s uden s
no only become mo e awa e o o he s’ pe spec i es— hey also gain insigh in o
hei own disciplina y, cul u al, and academic assump ions. This ype o lea ning
ex ends beyond he cogni i e domain, ouching upon s uden s’ alues and belie
sys ems, which play a cen al ole in na iga ing complex, eal-li e challenges.
Al hough many educa ional p og ams a e inc easingly designing lea ning
en i onmen s ha os e such bounda y-c ossing expe iences, he assessmen o
his lea ning emains a black box—o a he e y leas , a signi ican challenge ( an
de Beem e al., 2022; Doulouge i e al., 2024).
1.3. Assessmen o bounda y c ossing
Assessing bounda y c ossing compe ence poses signi ican challenges o mul iple
easons.
Fi s , when s uden s engage in complex, open-ended, eal-li e lea ning si ua ions
ha equi e collabo a ion ac oss di e se p ac ices, i is o en impossible o p ede ine
all he lea ning ou comes in ad ance. De eloping inno a i e solu ions equi es bo h
he in eg a ion o exis ing knowledge (Hado n e al., 2008; Ho n e al., 2023) and he
co-c ea ion o new knowledge (Sca damalia e al., 2012).
Second, s uden s a e likely o lea n di e en hings based on hei disciplina y
backg ounds, pe sonal ajec o ies, and speci ic con ibu ions o he lea ning
p ocess. Fo ins ance, s uden s om di e en disciplines en e wi h a ying
pe spec i es, engage in di e en oles wi hin g oup dynamics, and hus de elop
unique lea ning ou comes (Ho n e al., 2023). As Baggen e al. (2022) emphasize,
assessmen in such en i onmen s mus allow space o “lea ning su p ises.”
Simila ly, Looman e al. (2022) a gue ha assessmen should ocus on making he
implici explici . These app oaches, howe e , o en con lic wi h ins i u ional no ms
ha emphasize p ede ined, uni o m lea ning objec i es— ypically cogni i e in
na u e— ha can be easily “ icked o .”
Thi d, s iking a balance be ween disciplina y dep h and c oss-disciplina y b ead h—
including he de elopmen o gene ic skills—is o en epo ed as a key ension. This
complica es he alignmen among lea ning goals, ac ual s uden lea ning, and
assessmen c i e ia ( an den Beem e al., 2020; Böhm, 2024; Helle e al., 2024).
Fou h, assessing bounda y c ossing—pa icula ly in open-ended lea ning
en i onmen s—o en equi es a shi in ocus om assessing he p oduc o
assessing he p ocess o lea ning (Gulike s & Oonk, 2019; Knickel e al., 2019).
Knickel and colleagues, o example, de eloped a e lec i e amewo k enabling all
pa ne s in ol ed in co-c ea ion o collabo a i ely e lec on he lea ning p ocess
du ing he p ojec . This implies ha assessmen should no be con ined o he end o
he lea ning expe ience bu should be in eg a ed h oughou as an ongoing,
o ma i e p ac ice. In assessmen e ms, his means shi ing om a p edominan ly
summa i e ocus—judging lea ning ou comes o g ading pu poses— owa d a
o ma i e app oach ha enhances s uden s’ awa eness o hei own lea ning and
in o ms u he de elopmen (Schellekens e al., 2021).
Finally, he choice o assessmen me hods is i sel a challenge. Re lec i e
me hods—such as e lec ion epo s o sel -assessmen s—a e commonly used o
cap u e s uden s’ expe iences and lea ning ela ed o bounda y c ossing (Nguyen &
Cond y, 2023; Redman e al., 2021). While e lec ion is indeed essen ial o
ecognizing and a icula ing lea ning, hese me hods ace se e al limi a ions.
S uden s may no clea ly unde s and wha hey a e expec ed o e lec on, esul ing
in shallow e lec ions o “ ick- he-box” beha io . Addi ionally, o e use o e lec i e
assignmen s can lead o “ e lec ion a igue.” In he cu en e a o gene a i e AI,
elying hea ily on w i en e lec ion epo s also aises ques ions o au hen ici y and
alidi y.
In sum, bounda y c ossing compe ence is a c i ical ea u e o inno a i e lea ning
en i onmen s whe e s uden s co-c ea e solu ions o open-ended, eal-wo ld
p oblems. Howe e , assessing his compe ence emains a complex endea o in
highe enginee ing educa ion, as i challenges longs anding assump ions and
p ac ices ega ding educa ional quali y and assessmen .
This wo kshop p esen s h ee conc e e examples om a Du ch Li e Sciences
uni e si y, each demons a ing a di e en app oach o assessing bounda y c ossing.
These cases se e as s a ing poin s o an in e ac i e session in which pa icipan s
a e in i ed o sha e hei own expe iences, c i ically explo e he why and wha o
assessing bounda y c ossing, and collabo a i ely gene a e inno a i e ideas on how
o assess his essen ial ye elusi e compe ence.
2 WORKSHOP OBJECTIVES
2.1. Ta ge audience
The wo kshop in i es educa o s and educa ional esea che s who a e wo king wi h
o s udying lea ning in inno a i e lea ning en i onmen s whe e s uden s ha e o
lea n and co-c ea e ac oss bounda ies while wo king on a eal-wo ld, open-ended,
o en sus ainabili y ela ed p oblem. This can be in e disciplina y, ansdisciplina y,
in e cul u al, communi y-engaged en i onmen s, lea ning en i onmen s whe e
echnical s uden s and social science s uden s a e b ough oge he , li ing labs,
challenge-based o some hing he like.
2.2. Expec ed lea ning ou comes
The wo kshop will be g ounded in esea ch on bounda y c ossing, as well as on
assessmen in open-ended lea ning en i onmen s wi hin enginee ing educa ion.
This wo kshop in ends o challenge peoples hinking abou assessmen in open-
ended lea ning en i onmen s whe e s uden s ha e o engage in bounda y c ossing.
Fu he mo e, i in end o sha e conc e e expe iences and app oaches o assessmen
o bounda y c ossing in inno a i e lea ning en i onmen s.
By doing so he wo kshop in end o build a collabo a i e amewo k on he why, wha
and how o assessing bounda y c ossing in enginee ing educa ion:
- Why do we wan o assess bounda y c ossing in inno a i e lea ning
en i onmen s in enginee ing educa ion?
- Wha do we ac ually wan o assess when assessing s uden s’ bounda y
c ossing compe ence?
- How do we assess – o wan o assess – s uden s’ bounda y c ossing
compe ence? Tha is, wha kinds o assessmen me hods and app oaches do
we – wan o – use?
E en hough he Why and he Wha can also be deba ed upon, he in e ac i e pa o
he wo kshop will ocus on he How ques ion. The why and he wha will be laid down
du ing he p esen a ion and in e ac i e discussion, while du ing ac ual wo kshop
pa , pa icipan s collabo a i ely de elop inno a i e ideas on he how o his
assessmen .
3 WORKSHOP DESIGN
3.1 se up and ac i i ies
The wo kshop will s a in e ac i ely gauging pa icipan s i s ideas on he why, wha
and how o bounda y c ossing assessmen .
A e an in e ac i e s a a sho in oduc ion will explain wha bounda y c ossing is
and lay down a gumen s o he why and he wha o bounda y c ossing assessmen
in enginee ing educa ion. Th ee h ee examples o bounda y c ossing assessmen
de eloped wi hin a Li e Sciences Uni e si y in he Ne he lands will be discussed:
- he use o he bounda y c ossing Rub ic (Gulike s & Oonk, 2019) in a Mas e
Cou se in En i onmen al Sciences
- The use o a longi idinal bounda y c ossing po olio and in e iew in a
biobased Science mas e p og amme
- And he co-c ea iong o successc i e ia (To e al., 2021) o bounda y c ossing
(sel -) assessmen oge he wi h bachelo s uden s o Ma ine Sciences.
Following his heo e ical and p ac ical in oduc ion, pa icipan s will engage in small-
g oup discussions in which hey can sha e hei own expe iences, esea ch indings,
o concep ual pe spec i es on assessing bounda y c ossing compe ence.
Th oughou he wo kshop, we will employ wo key acili a ion s a egies and ools:
• he Think–Pai –Sha e app oach (indi idual e lec ion, small-g oup
discussion, and whole-g oup sha ing), and
• Padle as a digi al pinboa d o collec , isualize, and o ganize pa icipan s’
con ibu ions.
Toge he , hese ools will suppo he collabo a i e gene a ion and ha es ing o
ideas, ensu ing ha all pe spec i es a e cap u ed and ha pa icipan s lea e he
session wi h bo h inspi a ion and conc e e ideas o hei own educa ional con ex s.
3.2 In e ac i i y
As men ioned be o e, in e ac i i y will be in i ed in se e al ways, using hink-pai -
sha e and padle as a digi al pinboa d
- In e ac i e s a up using Wooclap included in he powe poin o gauge
pa ician s p io knowledge on he why, wha and how o assessmen o
bounda y c ossing in enginee ing educa ion (= hink)
- A e he p esen a ion, pa icipan s will be in i ed in small g oups o sha e and
co-c ea e ideas o expe iences on how bounda y c ossing compe ence
can/should be assessed (= pai ). They a e in i ed o pu hei ideas on he
digi al pinboa d Padle
- In he w ap up we will collabo a i ely e iew he inpu s o all g oups on padle
(= sha e), and illumina e some lessons lea ned in he g oup.
4 WORKSHOP RESULTS
The wo kshop discussions, as well as many discussions and keyno es a SEFI,
s essed he impo ance o b inging enginee ing s uden s in lea ning si ua ions in
which hey ha e o na iga e wicked p oblems. Howe e , we do no assess hei
ac ual lea ning om wo king on hese p oblems wi h mul iple disciplines, e hical o
poli ical pe spec i es, socie al s akeholde s o use s. Fo example, a p esen a ion o

Rou he and colleagues (SEFI 2025) on in e disciplina y mul i eam lea ning,
concluded ha his in e disciplina y mul i eam lea ning was no pa o he lea ning
ou comes no he assessmen s. Also he keyno e o Chance and Bo sen s essed
he impo ance o e hinking assessmen amewo ks o p ope ly add ess e hicial
decision making in enginee ing. Mo eo e , i seemed di icul o hink abou
assessmen as some hing ha is no o g ading (i.e., summa i e assessmen ), bu
o making lea ning isible, le ing s uden become awa e o hei lea ning and s ee
u he lea ning (i.e. o ma i e assessmen ). Pa icipan s eel es ic ed o
o ganisa ional con ex s and egula ions in which using w i en epo s o exams and
g ades on a en poin scale a e a necessi y.
The main opics discussed du ing he wo kshop we e:
1) The impo ance o ope a ionalising wha Bounda y C ossing means in you
con ex . Pa icipan s we e challenged o hink abou “wha do you wan o
see/hea you s uden s do when hey a e c ossing (disciplina y, socie al,
cul u al) bounda ies?” This e e s o he WHAT o ou assessmen . Because
his is a di icul ques ion o answe , we all end o all back on wha we do
know, which is assessing disciplina y knowledge elemen s. We ag eed ha
assessing bounda y c ossing equi es mo e p ocess o ien ed lea ning
ou comes like “s uden s isualise con lic ing pe spec i es (i.e. bounda ies)
hey encoun e ed and desc ibe how hey na iga ed hese” o “s uden s e lec
on wha hey lea ned abou hei own alues and assump ions by being
con on ed wi h o he pe spec i es” o “S uden s can make conc e e how
a ious disciplina y pe spec i es had added alue o he inal p oduc ”. One
pa icipan e lec ed ha hese ype o lea ning ou comes would allow he
mo e o assess s uden s who go o a a ie y o in e nships in which hey will
be encoun e ing di e en p oblems and di e en bounda ies.
2) Pa icipan s ind i challenging o hink ou side- he-box o ac i i ies, o ma s,
me hods ha can be used o make bounda y c ossing lea ning isible and
he eby “assessable” (albei no on a 10-poin scale). Though some examples
we e pos ed on he padle : he Rich Pic u es using PRESS c i e ia as was
p esen ed by Cooke a al (SEFI 2025) o using pe spec i e maps ins ead o
mindmaps. We also alked abou using e lec i e me hods o le s uden s
sha e hei bounda y c ossing expe iences. An impo an c i ical no e he e is:
i we do no know WHAT s uden s need o show ega ding hei bounda y
c ossing, hen a e lec ion (= a HOW) will be di icul o e alua e. Simply
asking s uden s “ e lec on you bounda y c ossing expe iences” will no lead
o deep e lec ion as also elabo a i ely discussed du ing he SEFI Keyno e o
Pleun He msen.
All in all, pa icipan s ealised, i s , he impo ance o econside ing WHY we wan o
assess in ou inno a i e (in e disciplina y, ansdisciplina y, challenge-based e c)
enginee ing lea ning en i onmen s and whe he g ading is needed and a mo e
p ocess ocus should be mo e i - o -pu pose. Second, ope a ionalising he WHAT
(i.e. wha is “bounda y c ossing lea ning” (o in e disciplina y / ansdisciplina y
lea ning ) is challenging, bu necessa y o mo e assessmen p ac ices o wa d and
e ain om imp ope use o e lec ion me hods.
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