Is based on 45 years of research and practice at Aalborg University, Denmark

Addresses relations between PBL and interdisciplinarity not previously explored in detail

Reflects on the broader implications of PBL in global settings of higher education

Covers a range of education contexts

1. Introduction.- Section I - Conceptualising Interdisciplinarity in Problem-Based Learning.- 2. Problem-based projects, learning and interdisciplinarity in higher education; Annie Aarup Jensen, Ole Ravn and Diana Stentoft.- 3. Trust me, I am the Doctor: Bridging disciplinary education and interdisciplinary professionalism; Patrick Kjærsdam Telléus.- 4.Beyond the two cultures: PBL and transgressive interdisciplinarity in the Techno-Anthropology programme; Maja Hojer Bruun.- 5. Three challenges facing new students in problem-based and interdisciplinary learning; Diana Stentoft.- 6. Supervising the interdisciplinary PBL project: Scaffolding the open-ended space of scientific possibilities; Ole Ravn.- Concluding section one - an outsiders' perspective on conceptualising PBL and interdisciplinarity.- 7. Toward an interdisciplinary learning community of PBL supervisors and students; Lisa Lattuca.- Section II - Practising Interdisciplinarity in Problem-Based Learning.- 8. Opening the PBL Game: Problem construction in interdisciplinary project work in multicultural groups; Kirsten Jæger and Annie Aarup Jensen.- 9. Developing successful group process in interdisciplinary projects; Chunfang Zhou and Lone Krogh.- 10. Students' positioning in transdisciplinary project-based learning; Alice Juel Jacobsen and Tom Børsen.-11. Student interdisciplinary practices in a PBL study environment; Anette Lykke Hindhede, Marie Martinussen and Karin Højbjerg.- Concluding section two - an outsiders' perspective on practicing PBL and interdisciplinarity.- 12. The problem, the group meeting/tutorial, the PBL process and learning; Terry Barrett.- Notes on Contributors.