P ac ice Pape
Recommended ci a ion: Winkens, A.-K., & Reine , J. (2025). B eaking Disciplina y
Silos: Implemen ing an In e disciplina y Cou se on Mul i Haza ds. In Kangaslampi,
R., Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual Con e ence.
Eu opean Socie y o Enginee ing Educa ion (SEFI), Tampe e, Finland. DOI:
10.5281/zenodo.17631404.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
BREAKING DISCIPLINARY SILOS: IMPLEMENTING AN
INTERDISCIPLINARY COURSE ON MULTI HAZARDS
Ann-K is in Winkens a,
1
, Jens Reine b
a RWTH Aachen Uni e si y, Aachen, Ge many, ORCID 0000-0003-4637-3905
b RWTH Aachen Uni e si y, Aachen, Ge many, ORCID 0009-0008-9161-6279
Con e ence Key A eas: Enginee ing skills, p o essional skills, and ans e sal skills;
Sus ainabili y and socie y in enginee ing
Keywo ds: In e disciplina i y, Disas e Managemen , Complex P oblem-Sol ing,
Clima e Change
ABSTRACT
In e disciplina y lea ning is c ucial in enginee ing educa ion o add ess complex
socie al challenges, ye i s implemen a ion emains di icul due o disciplina y
bounda ies and igid cu icula. This p ac ice pape p esen s insigh s om he
in e disciplina y cou se “Mul i Haza ds” a RWTH Aachen Uni e si y, which is
embedded in he uni e si y-wide “Leona do” p ojec . The cou se uses a case- and
p oblem-based lea ning app oach o equip s uden s wi h in e disciplina y
compe encies o disas e and isk managemen . S uden s om di e se academic
backg ounds collabo a i ely analyze c isis scena ios, in eg a ing echnical, social,
and en i onmen al pe spec i es. Findings om wo cou se i e a ions (2023 and
2024) highligh he bene i s o in e disciplina y eamwo k in os e ing p oblem-
sol ing, communica ion, and c i ical hinking skills. S uden s gained an app ecia ion
o di e en disciplina y pe spec i es and de eloped s a egies o o e coming
communica ion ba ie s. Howe e , challenges eme ged, pa icula ly in balancing
disciplina y expe ise and in eg a ing di e se me hodologies. The s udy emphasizes
he impo ance o s uc u ed acili a ion, explici aining in in e disciplina y
communica ion, and he sys ema ic in eg a ion o in e disciplina y cou ses wi hin
cu icula.
1
Co esponding Au ho
A. Winkens
ann-k is in.winkens@ w h-aachen.de
1 INTRODUCTION
In an inc easingly ola ile, unce ain, complex, and ambiguous (VUCA) wo ld,
enginee ing educa ion mus e ol e o p epa e s uden s o he challenges ahead
(Kamp, 2020). Na u al haza ds and disas e s occu mo e and mo e equen ly, wi h
hei impac s exace ba ed by he in e connec edness o socio- echnical sys ems.
Add essing hese challenges equi es inno a i e, sus ainable, and esilien solu ions
ha enhance he adap i e capaci y o in as uc u e and socie y (Helm ich & Ches e ,
2020). Gi en he complexi y o hese global issues, u u e enginee s mus be
equipped wi h in e disciplina y compe encies o unde s and p oblems holis ically and
de elop in eg a ed solu ions in a collabo a i e way (Hadg a & Kolmos, 2020).
Howe e , cu en enginee ing educa ion o en alls sho in disas e p epa edness,
lea ing s uden s wi hou he necessa y skills o na iga e such complexi ies (Ma in e
al., 2022; Scha e, 2019; Winkens & Leich -Schol en, 2023).
In e disciplina i y is inc easingly ecognized as a key compe ency o enginee s, as i
enables hem o add ess complex socio- echnical challenges by in eg a ing di e se
pe spec i es (Hadg a & Kolmos, 2020; Van den Beem e al., 2020).
In e disciplina i y in ol es an ongoing p ocess o ede ining p oblems wi hin
complex, eal-wo ld con ex s. I equi es pa icipan s o b idge disciplina y
bounda ies, c i ically eassess exis ing knowledge, and de elop new pe spec i es.
This demands a sha ed ocus, common me hodologies, and a collabo a i e mindse ,
making he coo dina ion and communica ion be ween disciplines pa icula ly
challenging (Be el e al., 2021). Despi e i s alue, implemen ing in e disciplina y
app oaches emains di icul due o, e.g., igid cu icula s uc u es, disciplina y silos
and acul y iews o lacking suppo (Be el e al., 2021; Van den Beem e al., 2020).
P oblem- and p ojec -based lea ning (PBL) is equen ly p oposed as a means o
os e in e disciplina y collabo a ion and eal-wo ld p oblem-sol ing (Kolmos e al.,
2020; Van den Beem e al., 2020). Howe e , many PBL applica ions emain
con ined wi hin disciplina y bounda ies, equi ing a b oade , sys emic app oach o
uly de elop in e disciplina y compe encies (Kolmos e al., 2024).
This pape p esen s insigh s in o he p ac ical implemen a ion o an in e disciplina y
cou se a a echnical uni e si y in Ge many ha add esses disas e and isk
managemen h ough case- and p oblem-based lea ning. I s pu pose is o illus a e
how s uc u ed, s uden -cen e ed app oaches can os e in e disciplina y
compe encies and o e lec on challenges and success ac o s ha a ise when
s uden s wi h di e se academic backg ounds wo k oge he on eal-wo ld c isis
scena ios. By sha ing he design, implemen a ion, and e alua ion o he cou se, his
pape aims o p o ide ac ionable guidance o in eg a ing in e disciplina i y in o
enginee ing educa ion.
2 CONTEXT AND COURSE DESIGN
2.1 The “Mul i Haza ds” Cou se and he “Leona do” P ojec
“Mul i Haza ds – In e disciplina y Pe spec i es on Dealing wi h C ises” is a ecu ing,
elec i e 4 ECTS semina a RWTH Aachen Uni e si y, one o he la ges echnical
uni e si ies in Ge many. I aims o sensi ize s uden s om di e se academic
backg ounds wi h in e disciplina y compe encies o add ess na u al haza ds and
disas e s. The cou se is open o all s uden s and due o he concep limi ed o a
maximum o 35 pa icipan s.
The cou se is embedded in he uni e si y-wide “Leona do” p ojec , an ini ia i e
designed o os e in e disciplina y lea ning and collabo a ion in esponse o global
socie al challenges (Leona do P ojec , no da e; Winkens e al., 2021). I s guiding
p inciples a e in e disciplina i y, esponsibili y, and pa icipa ion, aligning wi h he UN
Sus ainable De elopmen Goals (SDGs). The p ima y objec i es a e o go beyond
depa men al and disciplina y bounda ies, enabling s uden s o engage wi h di e se
pe spec i es and disciplina y app oaches h ough join , in e disciplina y e o s.
To os e in e disciplina i y, cou ses a e co- acili a ed by academics om di e en
disciplines, p omo ing cons uc i e in eg a ion o di e se subjec ma e and
academic cul u es. Cou ses a e designed o minimize ba ie s, no p esupposing
specialized p io knowledge. Whe e necessa y, ounda ional knowledge is p o ided
wi hin he cou ses. “Leona do” cou ses a e open o all s uden s, bo h Bachelo ’s and
Mas e ’s. In a ew p og ams, such as en i onmen al o ci il enginee ing, he cou ses
a e also in eg a ed in o he cu iculum.
2.2 Teaching and Lea ning App oach
By he end o he “Mul i Haza ds” cou se, s uden s should be able o explain
heo e ical concep s om disas e managemen , analyze ailu e mechanisms, de i e
implica ions o u u e c ises, and p esen hei indings e ec i ely ac oss disciplines.
The cou se adop s a s uden -cen e ed, in e ac i e app oach ha in eg a es ac i e
lea ning, e lec i e p ac ice and pee eedback, wi h co e elemen s including
collabo a i e and p oblem-based lea ning, which ha e been shown o be e ec i e in
os e ing in e disciplina y collabo a ion (e.g., Kolmos e al., 2024; Kolmos e al.,
2025; Van den Beem e al., 2020), and a e suppo ed by expe lec u es. Table 1
p o ides an o e iew o he me hods and ac i i ies used in he cou se.
Table 1. O e iew o Teaching and Lea ning Ac i i ies
Ac i i y
Desc ip ion
Lec u es
In i ed expe s and esea che s om a ious disciplines p esen
heo e ical and applied aspec s o disas e and isk managemen ,
p o iding s uden s wi h insigh s in o in e disciplina y scien i ic
discou ses and p ac ical wo k. The lec u es a e ollowed by
discussions, allowing s uden s o engage di ec ly wi h he expe s.
Collabo a i e
Lea ning
S uden s wo k in g oups h oughou he cou se. Fo he inal
assessmen , ins uc o s compose eams wi h maximal he e ogenei y
in e ms o disciplina y backg ounds o os e in e disciplina y
exchange and ensu e ha a b oad di e si y o pe spec i es is
ep esen ed, which is essen ial o in e disciplina y lea ning (Kolmos
e al., 2025).
Case- and
P oblem-based
Lea ning
S uden s wo k collabo a i ely on gi en ic i ious, complex and ill-
s uc u ed c isis scena ios o de elop in e disciplina y and c ea i e
solu ions.
(Pee ) Feedback
Th ough eedback, s uden s ac i ely e lec on hei lea ning p ocess
and pe o mance, as cons uc i e eedback has been shown o
enhance lea ning ou comes (Das, 2023). They p o ide eedback o
o he g oups on hei wo k and sha e hei hough s on he cou se
concep wi h he ins uc o . In e u n, s uden s ecei e bo h o al and
s uc u ed w i en eedback om he ins uc o s and ha e he
oppo uni y o a end consul a ion hou s a any ime.
Re lec i e W i ing
S uden s submi a e lec ion epo e alua ing he ele ance o
in e disciplina i y o hei lea ning p ocess, as well as he challenges
and oppo uni ies o in e disciplina y g oup wo k, as he con inuous
e lec ion du ing and a e collabo a i e expe iences in
in e disciplina y con ex s is c ucial (Kolmos e al., 2025).
2.3 Cou se S uc u e
The cou se consis s o h ee main pa s, each building on he p e ious o suppo
s uden s’ lea ning. While he speci ic con en o each session a ies, he o e all
s uc u e is based on a lexible app oach ha combines inpu phases by ins uc o s
o in i ed expe s wi h collabo a i e g oup wo k and e lec i e discussions.
Fi s , s uden s a e in oduced o he cou se concep , he mo i a ion behind i , and he
g owing ele ance o na u al and clima e- ela ed haza ds. They also explo e key
e ms and ounda ional concep s, including how he e m “disas e ” is unde s ood
and used ac oss di e en disciplines (McPhillips e al., 2018). Ano he session
ocuses on he ele ance and challenges o in e disciplina y eamwo k, highligh ing
ha p io expe ience in disciplina y g oup wo k does no au oma ically ansla e o
e ec i e collabo a ion ac oss disciplines (Kolmos e al., 2024). Wi hin his session
and o de elop an awa eness o he challenges in in e disciplina y collabo a ion,
s uden s we e asked o explain a ypical e m om hei espec i e discipline (e.g.,
habi us in sociology, su ace load in ci il enginee ing, o li e-cycle assessmen in
en i onmen al enginee ing) o hei pee s wi hou using echnical ja gon.
The second pa o he cou se ea u es expe lec u es om a ious disciplines on
opics ela ed o disas e and isk managemen . The expe s a e in i ed by he
ins uc o s o he cou se. These lec u es p o ide s uden s wi h he necessa y
backg ound knowledge om di e en pe spec i es and a e ollowed by a join
discussion. Example opics include an in oduc ion o na ional ins i u ions dealing
wi h (na u al) disas e s by he Ge man Fede al O ice o Ci il P o ec ion and Disas e
Assis ance; na u al haza ds and psychological s ess; challenges in ea ly wa ning
sys ems and isk communica ion, and gende - ela ed aspec s in he con ex o
clima e haza ds (see cou se websi e o he p og am in 2024).
The hi d pa ocuses on g oup wo k, whe e s uden s collabo a i ely analyze a case
s udy, which hey hen p esen in he o m o a sc eencas . This p esen a ion se es
as he basis o hei inal assessmen . In a concluding session, he cou se concep
is join ly e iewed and discussed wi h he s uden s.
2.4 Cases and Examina ion
The assignmen o he cou se consis s o g oup p esen a ions (g aded) and an
indi idual e lec ion epo (ung aded). S uden s wo k in in e disciplina y eams o up
o six membe s and analyze a chosen case s udy om a se o i e scena ios. The
g oups a e di ided up by he ins uc o s a he beginning o he semes e in o de o
ensu e he g ea es possible he e ogenei y be ween s udy p og ams and deg ees.
S uden s p esen hei in e im esul s in a pi ch, whe e hey ecei e eedback om
he o he g oups and he ins uc o s o imp o e hei inal sc eencas .
Each case s udy has been ic ionally co-de eloped by he ins uc o s and p o ides
backg ound in o ma ion on h ee c isis phases: p e-c isis s age, c isis escala ion,
and pos -c isis impac o ensu e ha s uden s conside a c isis si ua ion holis ically.
The cases speci ically add ess VUCA aspec s, meaning ha he in o ma ion
p o ided is in en ionally unce ain, some imes con adic o y, and highly complex.
The i e case s udies include:
1. Ra e Flood E en – a sudden c isis caused by an ex eme lood
2. Deb is Flow – a g adually de eloping c isis due o geological ins abili y
3. Se e e D ough – a long- e m wa e sca ci y c isis
4. S ong Ea hquake – a apid-onse u ban disas e (new in 2024)
5. La ge-Scale Powe Ou age – a slowly eme ging ene gy c isis (new in 2024)
Each g oup mus jus i y hei case selec ion, i.e., he selec ion o a case is he i s
challenge o he g oups. To illus a e, one case scena io in ol es a a e lood e en
in a moun ainous egion. Ini ial o ecas s p edic hea y ain all, bu au ho i ies ea i
as a ou ine si ua ion. As he c isis un olds, i e banks ail, in as uc u e collapses,
and eme gency communica ion sys ems a e o e whelmed. A dam b eaks, leading o
casual ies and se e e dis up ions o ene gy supply.
S uden s a e equi ed o de ine and analyze he unde lying p oblems o he case,
damage pa e ns and ailu e mechanisms by conside ing he main igge s, a ec ed
people and in ol ed ac o s, in e dependencies o (sub-)sys ems as well as possible
ea ly wa nings sys ems. The key ocus is on lea ning om ailu e, and s uden s a e
encou aged o inco po a e hei own assump ions and c ea i e solu ions.
3 RESULTS AND DISCUSSION
The cou se has been conduc ed wice so a , in 2023 and 2024. The second i e a ion
included adjus men s based on lessons lea ned om he p e ious yea .
3.1 Pa icipan s
In 2023 and 2024, 15 and 17 s uden s pa icipa ed in he semina and g oup wo k,
espec i ely. Addi ionally, some s uden s a ended he lec u es ou o in e es bu did
no comple e he o mal assessmen . Table 2 shows he dis ibu ion o s udy
p og ams o each yea . While enginee ing s uden s domina ed in 2023, he 2024
coho was mo e di e se. To ensu e in e disciplina y pe spec i es, s uden s we e
assigned o g oups o 3–6 membe s wi h di e se academic backg ounds.
Table 2. O e iew o Cou se Pa icipan s’ Backg ounds
Academic Field
S udy P og ams
2023
2024
Enginee ing
Ci il Enginee ing (MSc), Elec ical Enginee ing & IT
(BSc), Ene gy Enginee ing (MSc), En i onmen al
Enginee ing (BSc, MSc), Mechanical Enginee ing
(BSc), Ma e ials Science (MSc), Enginee ing
Geohaza ds (MSc), Sus ainable Resou ces and
Ene gy Supply (MSc)
11
6
Geosciences
Applied Geog aphy (BSc), Geo esou ces
Managemen (BSc, MSc)
1
4
A chi ec u e
A chi ec u e (BSc, MSc)
1
2
Na u al Sciences
Chemis y (MSc)
1
-
Social Sciences
and Humani ies
Social Sciences (BA), Sociology (BA)
1
5
Numbe o s uden s
15
17
3.2 Case Selec ion and G oup Wo k
S uden s we e ee o selec any o he i e case s udies o os e sel -di ec ed
lea ning (Be el e al., 2021). No ably, in bo h yea s, each g oup chose a di e en
case. The easons o hei choices a ied, including he alignmen wi h hei ield o
s udy ( o apply exis ing knowledge), explo ing un amilia opics ( o b oaden hei
pe spec i e), in e es in cu en issues such as he looding in Ge many in 2021, and
pe sonal cu iosi y.
G oups wo ked highly au onomously, wi h no g oup op ing o op ional consul a ion
sessions. The mid-cou se pi ch session allowed s uden s o ecei e s uc u ed (pee )
eedback on s eng hs, weaknesses, challenges, and po en ial imp o emen s, which
was posi i ely ecei ed. The inal sc eencas s demons a ed high quali y and
di e si y in app oaches. Since no s ic o ma was imposed o he sc eencas s,
s uden s had c ea i e eedom in hei p esen a ion s yles. Some g oups ollowed a
s uc u ed and analy ical app oach, sys ema ically answe ing he guiding ques ions.
O he s ook a e y c ea i e app oach, s epping in o he pe spec i e o ic ional
a ec ed indi iduals wi hin hei case. Examples included simula ing a TED Talk o
p oducing a TV discussion wi h expe s and ci izens. We obse ed he end ha in
2023, whe e mos pa icipan s had an enginee ing backg ound, g oups ended o
adop a mo e me hodical, analy ical app oach. In con as , he mo e he e ogeneous
coho in 2024 p oduced mo e c ea i e and na a i e-d i en p esen a ions. This
obse a ion can be a ibu ed o he dis inc ion be ween na ow and b oad
in e disciplina i y, whe e he i s in ol es disciplines wi h simila me hods and
pa adigms, such as di e en enginee ing disciplines, and he la e di e en
disciplines, such as enginee ing and social sciences, cha ac e ized each by di e en
me hodological app oaches and pe spec i es (Kolmos e al., 2020; Kolmos e al.,
2024).
3.3 E alua ion
The cou se was e alua ed using wo me hods: A s uc u ed discussion wi h s uden s
a he end o he semes e and an analysis o s uden e lec ion epo s, in which hey
p o ided eedback on in e disciplina y collabo a ion, he case s udy p ocess, and
connec ions o hei s udy p og ams and p o essional ields. The s uc u ed
discussion is acili a ed using a guided e lec ion o ma wi h p omp s on
in e disciplina y collabo a ion, challenges, lessons lea ned and he con en o he
expe lec u es. Mo eo e , s uden s a e encou aged o p o ide conc e e sugges ions
o imp o emen . They i s e lec on hese ques ions in small g oups and hen
p esen hei indings o he plena y. The discussion is documen ed and se es as a
key eedback mechanism o he i e a i e de elopmen o he cou se.
S uden s’ Lea nings
S uden s in bo h yea s emphasized he alue o in e disciplina y collabo a ion,
pa icula ly in ela ion o disas e managemen :
“I ealized ha i is no jus abou echnical solu ions when dealing wi h e en s like
d ough s and loods, bu also abou coope a ion, communica ion, and he
o ganiza ion o au ho i ies and he popula ion.”
Thei e lec ions indica ed ha wo king in in e disciplina y g oups helped hem
de elop essen ial p oblem-sol ing skills by in eg a ing mul iple pe spec i es in
disas e - ela ed scena ios. Addi ionally, hey imp o ed hei abili y o use digi al ools
e ec i ely, enhance c ea i i y, and hink c i ically – skills which a e a ibu ed o
in e disciplina i y (Ming e al., 2024). Many s uden s epo ed gaining a (deepe )
unde s anding o di e en disciplina y iewpoin s, which os e ed openness,
cu iosi y, and adap abili y. They also no ed he impo ance o pa ience and
comp omise when wo king wi h di e se eam membe s, as well as he abili y o
communica e complex concep s ac oss disciplines. The expe ience u he
s eng hened hei o ganiza ional skills and p o ided hem wi h a mo e holis ic
unde s anding o disas e managemen by inco po a ing echnical, social, and
en i onmen al aspec s, as one enginee ing s uden ealized:
“As an enginee , I bea a mo e social esponsibili y han I had p e iously ealized –
especially when i comes o ensu ing he supply o c i ical in as uc u e, which o ms
he ounda ion o a heal hy and de eloping socie y.”
The e lec ion epo s also highligh ed ha in e disciplina i y o e s dis inc
ad an ages. S uden s ag eed ha complex challenges, such as clima e- ela ed
haza ds, can only be add essed e ec i ely when di e en pe spec i es and p oblem-
sol ing app oaches a e combined. They alued he oppo uni y o hink mo e
comp ehensi ely abou p oblems, lea n al e na i e analy ical me hods, and de elop
a b oade unde s anding o he issues a hand. I is also no ewo hy ha enginee ing
s uden s pa icula ly emphasized he ele ance and inclusion o social pe spec i es
in disas e p epa edness and esponse, while social science s uden s app ecia ed
he p ac ical and applica ion-o ien ed aspec s o he cou se, as hei s udies a e
ypically mo e heo y-d i en. Many saw his expe ience as an oppo uni y o
pe sonal g ow h, as i equi ed hem o be lexible, adap able, and open o di e en
ways o hinking. Howe e , s uden s also acknowledged se e al challenges
associa ed wi h in e disciplina i y. Unde s anding and espec ing di e en disciplina y
pe spec i es equi ed e o and sel - e lec ion:
“[...] o conside di e en pe spec i es and disciplina y backg ounds equally. Du ing
he collabo a ion, I o en no iced ha I placed g ea e emphasis on echnical and
scien i ic aspec s compa ed o social pe spec i es. Howe e , I see his as an
oppo uni y o in e disciplina y collabo a ion – o i s acknowledge ha one’s own
pe spec i e is no necessa ily he mos impo an one and ha i is impossible o ake
all ele an aspec s in o accoun alone.”
Mo eo e , di e ences in wo king s yles, me hodological app oaches and p io i ies
some imes led o di icul ies in collabo a ion. Communica ion ba ie s eme ged as
ano he challenge, as each discipline ended o use specialized e minology ha was
no always easily unde s ood by o he s. This some imes led o misunde s andings,
equi ing addi ional e o o cla i y concep s and ensu e e ec i e discussions. One
s uden exp essed his e y ap ly:
“People wi h di e en backg ounds also ha e e y di e en pe spec i es on he same
p oblem. In my opinion, he key is o lea n o speak he same language.”
Fu he mo e, s uden s no ed ha in e disciplina y wo k equi ed a high deg ee o
comp omise and lexibili y, as di e ing iewpoin s and p oblem-sol ing app oaches
needed o be econciled. Managing ime e ec i ely and dis ibu ing asks ai ly wi hin
he g oup also p o ed o be challenging, pa icula ly when expec a ions ega ding
wo kload and deadlines a ied. S uden s’ pe cep ions o he oppo uni ies and
challenges o in e disciplina y eamwo k align wi h exis ing esea ch (e.g., Be el e
al., 2021; Kolmos e al., 2024; Van den Beem e al., 2020). This is especially ue o
he challenges, as i is indica ed ha in e disciplina y eams s uggle o apply hei
disciplina y expe ise e ec i ely in an in e disciplina y con ex due o he inc eased
complexi y o he collabo a i e lea ning p ocess (Be el e al., 2021; Kolmos e al.,
2024). Mo eo e , while he 2023 coho (na ow in e disciplina i y) epo ed high
sa is ac ion wi h g oup wo k, he 2024 coho (b oad in e disciplina i y) expe ienced
some challenges due o di e ing le els o mo i a ion among eam membe s.
Conside ing ha i is easie o s uden s o collabo a e when disciplines sha e
common knowledge pa adigms, as when disciplines di e ge signi ican ly (e.g.,
enginee ing and social sciences), addi ional e o s a e needed o acili a e
in eg a ion (Kolmos e al., 2024; Kolmos e al., 2025).
Ou Lea nings
Based on s uden eedback om he 2023 coho , we made se e al adjus men s o
he cou se concep in 2024. One key change was expanding he selec ion o case
s udies, inco po a ing ea hquake and powe ou age scena ios in esponse o
speci ic s uden eques s. Mo eo e , we imp o ed communica ion and mode a ion
be ween expe s and s uden s aimed o s eng hen connec ions be ween lec u es
and case s udies. Ano he conce n aised was ha a signi ican po ion o expe
lec u es ocused on looding, pa icula ly he 2021 lood disas e in Ge many. While
his example was no explici ly eques ed om speake s, i was equen ly e e enced
due o i s ele ance and di e se ailu e mechanisms. To di e si y pe spec i es, we
plan o in i e expe s specializing in ea hquake esea ch and powe ou ages o he
nex cou se i e a ion.
In bo h yea s, a ecu ing heme was unce ain y ega ding he assignmen
equi emen s and expec a ions, as he cou se encou ages c ea i e eedom. A e
obse ing he excep ionally s ong inal p esen a ions in 2023, we delibe a ely chose
no o impose s ic e guidelines bu ins ead wo ked on making he assignmen ’s
open-ended na u e mo e anspa en . Despi e o e ing op ional consul a ion sessions
in bo h yea s, no g oup chose o a end. Howe e , gi en he pe cei ed unce ain y
among s uden s, we plan o make hese sessions manda o y in he nex i e a ion o
p o ide addi ional and mo e s uc u ed guidance. No ably, a key insigh is ha
s uden s success ully na iga ed in e disciplina y collabo a ion wi h minimal ins uc o
in e en ion. Thei abili y o wo k independen ly, despi e ini ial unce ain y, highligh s
he e ec i eness o imme si e, s uden -led lea ning app oaches in he con ex o
in e disciplina i y g oup wo k. Howe e , while in insic mo i a ion plays a signi ican
ole, s uc u al suppo mechanisms a e needed o ensu e p oduc i e collabo a ion,
especially when g oups a e e y he e ogenous (Kolmos e al., 2024). While he 2023
coho (na ow in e disciplina i y) consis ed p ima ily o enginee ing s uden s, he
2024 coho (b oad in e disciplina i y) included mo e he e ogeneous disciplines.
Despi e heo e ical assump ions ha b oad in e disciplina i y p esen s g ea e
challenges, no signi ican di e ences in collabo a ion di icul ies we e obse ed.
Howe e , s uc u ed acili a ion is c ucial in ensu ing e ec i e eamwo k, pa icula ly
in a sho - e m in e disciplina y in e en ion as he “Mul i Haza ds” cou se, which
only spans one semes e .
Mo eo e , i should be no ed ha , cu en ly, mos s uden s s ill do no ge c edi s o
“Leona do” cou ses as co-cu icula ac i i ies. This indica es high in insic mo i a ion
