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Co-authored contribution to the book European Academy of Participation: Benchmarks, reflections and challenging practice on the interface between academia and the creative sector. Taking inspiration from Brit(ish), the title of Afua Hirsch's book on race, identity and belonging (2018), we are framing our reflections on projects, such as the Erasmus+ European Academy of Participation, from the perspective of a UK-based partner, whose project leads, whilst working in the British higher education sector, are not natives to the UK. Considering the colonial past of Britain, its position within Europe and its reception by others, an unpicking of the complexity in relation to inter- and multi-cultural interactions through collaborative projects seemed a worthwhile undertaking.

We live in a time when change is happening globally to an unprecedented extent. The awareness of the phenomena underpins the current discourse and research activities in design and design education. Many design educators understand the demand for change and are looking for new strategies to respond to it. The challenge is how to transform and renew design disciplines and its learning processes so that the next generation of designers can actively and responsibly promote change. Some educators are already focusing on the dimensions of change, namely, contemporary issues such as climate change and sustainable goals. Others are reflecting on how to deal with a world which is becoming more complex and uncertain and considering alternative ways of identifying and developing more sustainable solutions to cope with pressing complex issues. Others yet, are investigating the role of evolving technologies in design education and curricula development. Some are exploring the designers' role and their impact on the changing society. Faced with the complexities that define our present and future lives, design practices can intervene in different ways. In our view, design education must have the capacity to create connections and forms of collaborations amongst creative, human, and science research areas to address the complexities of our times and generate new knowledges, new experiences of experimentation, and new forms of collaboration. With such approach, design educators can support design students in becoming agents of change.

Grounded in inventive and resourceful appropriations and explorations of urban spaces and related socio-cultural practices, Connecting the Margins was a week-long collaborative educational programme between Vilnius Academy of Arts, Central Saint Martins and Ukrainos Centras. Situated in 5malunai gallery space, these contextual and situated learning sessions were framed around the experience of Ukrainian teenagers and young adults in Vilnius – a city that they have refuged to due to the on-going Russian military invasion. Working with practicing artists, curators and educators, participants used writing, image, sound and other creative mediums to develop their reflective and propositional skills to observe, read and think creatively about their immediate lived environment. Our curated workshops and activities were site-specific and focussed on the Vilnius Central Railway Station. Stitched together by leftovers, fragments, rituals, routines and improvisations that form people’s day-to-day realities, these sessions offered an opportunity to create fantastical worlds, tell new stories and propose alternative imaginaries for this site, how it functions and who it belongs to.

Background: Breast cancer is one of the leading cancers in women in the Western world. Cancer treatment, especially chemotherapy, is often associated with physical and psychosocial side effects. Objective: To improve the quality of life and manage side effects, a new integrative mind-body-medicine group concept for breast cancer patients receiving chemotherapy was developed and pilot tested. Methods: Breast cancer patients participated in a 66 hours mind-body-medicine group program tailored to the needs of cancer patients during chemotherapy. The program was integrated into standard care encompassing mindfulness training, yoga, moderate exercise, nutrition, complementary self-help strategies, cognitive restructuring, and acupuncture. Quality of life (EORTC QLQ-C30), depression and anxiety (HADS), stress (PSS-10), and fatigue (BFI) were assessed before and after the program, as well as satisfaction and safety. Analyses were carried out on exploratory basis with paired samples t-tests. Results: Fifty-seven female patients, aged 51.3 +/- 10.5 years, with breast cancer diagnoses were enrolled. After completing the program, global EORTC quality of life was improved (D=9.5; 95%-CI=[2.9|16.1]; p=.005), although the EORTC-symptom scales assessing fatigue (D=9.9; 95%-CI=[1|18.8]; p=.030), nausea (D=7.1; 95%CI=[0.6|13.6]; p=.031), and dyspnea (D=12.5; 95%-CI=[2.9|22.1]; p=.011) were found to be increased. Stress (D=-3.5; 95%-CI=[-5|-2.1]; p=.000), anxiety (D=- 3.8; 95%-CI=[-4.9|-2.7]; p=.000) and depression (D=-3.9; 95%-CI=[-4.9|-2.8]; p=.000) were also found to be significantly reduced. Regarding the severity of (D=0.2; 95%- CI=[-0.8|0.5]; p=.644) and the impairment due to fatigue (D=0.1; 95%-CI=[-0.8|0.6]; p=.696), no significant worsening was observed. Patients were satisfied with the program. No serious adverse events were reported. Conclusion: Breast cancer patients benefit from an integrative mind-body-medicine group program during chemotherapy regarding the quality of

Our chapter, contributes to the book, Teaching and Learning Innovations in Higher Education, by presenting a process innovation we have implemented in the discipline of museological teaching in higher education. Our process innovation draws on pedagogy and curriculum development and explores object-based learning in a collaborative learning environment fostering cross-disciplinary exploration and exchange. The chapter asks ‘how can working with objects in a collaborative cross-disciplinary environment introduce students to new ideas and new ways of working and thinking in an art and design setting?’ Our chapter describes a collaboration between curriculum development staff and the Museum & Study Collection at Central Saint Martins (CSM), one of the six colleges that comprise the University of the Arts London (UAL). Together we developed an innovative object-based learning and teaching intervention (described throughout as an ‘event’). The 'event' was implemented in the Bigger Picture, a four-week collaborative Unit for second-year BA students that explores the University’s values in relation to questions of design theory and practice through cross-disciplinary and intercultural interaction. Our ambition was to introduce a new methodology to be used with and by students in crossdisciplinary groupings to teach them the value of engaging with a wide variety of disciplines, knowledge bases and cultures.

Broad Vision was a programme for art / science collaboration that adopted a model of interdisciplinary learning, teaching and research. It brought together students and tutors from art and science subjects to work collaboratively on emergent projects based around a different theme each year. In this case study, we discuss the critical success factors and learning gained from an interdisciplinary co-created curriculum. This includes looking at how collaborative learning, and working at the intersections of the disciplines enabled students to develop new knowledge and understanding in both, their own, and other subject fields.

Critiquing established ideas of disciplinary quality, this 'walkshop' invites participants to explore how transdisciplinary conversations can enable us to reimagine and reinvent communities as collective knowledge producers. Drawing on theories of liberating knowledge we challenge conventional ideas of transdisciplinarity in action. Participants working and walking in virtual transdisciplinary pairs, will form conversations in conjunction with digitally connected students from the host institution and University of the Arts London. These tripartite discussions, along with images and sounds collected during the 'walkshop', will be recorded using mobile phones and uploaded to the collaborative application Padlet. Event description: ELIA Biannual (Digital) Conference Expanding the Arts (Zurich University of the Arts) "An online extravaganza that will energise, inspire and kindle connections throughout the entire arts education community. In partnership with Zurich University of the Arts, thought leaders from the arts and academia, producers and practitioners, will explore the brightest, boldest transdisciplinary ideas, question the art of the possible and where boundaries lie."