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The Leeds Curriculum andInterdisciplinarity
• Welcome and introduction
• Leeds Curriculum strand developmentso Communications o RBL/CPT o Systems and Processeso Evaluation o Assessment o Broadening and Discovery Themes
• Q&A discussion Chair: Suzanne Hallam
• Interdisciplinarity open dialogue Led by Professor Paul Taylor, DSE in Chemistry
Leeds Curriculum - Communications
• Internal audiences – staff and students
• External audiences –
- prospective students - employers - alumni - HEIs
• Website(s) developments
• Conferences / events
• Your ideas?
Leeds Curriculum
• CPTs and RBL mapped through curricula; will need to be mindful about refreshing.
• FYPs in place now in all programmes: supervision support/training to be offered to schools.
• Systems and process responsibilities devolved to working groups (moving to BAU).
• Evaluation Group: tasked with setting evaluation objectives for other groups (project delivery) and framing the Objectives Evaluation for longer term.
Assessment
• Assessment mapping has had a ‘refresh’ and is ongoing.
• Future guidance will be available.
• Are students happy about how they are assessed?
• Are staff happy about how they assess?
• The role of PAGs is central in getting the Programme view.
Leeds Curriculum – Broadening
• Discovery Theme Leader opportunities
• Mind & Body• Ethics, Religion & Law• Exploring the Sciences
• Closing date 27 March• https
://jobs.leeds.ac.uk/vacancy.aspx?ref=SESSP1028
Leeds Curriculum – Broadening
• Highlighting progression
• Website enhancements
• Discovery Fair II – 5 May
• Communication with students and LfL tutors
Leeds Curriculum – Broadening
• Documenting discovery modules
• Module enrolment data
• Processes for introduction/withdrawal of discovery modules
• DTL presence at Faculty/School Student Education meetings
• Timetabling
• More flexible delivery of discovery modules
Multi-, Inter- & Trans-disciplinarity
• Multidisciplinary: Relating to, or making use of several disciplines at once, acknowledging that there are differences between disciplines in “how the work is done”, but doesn’t have a way to bridge these differences.
• Interdisciplinary: The process of combining two or more disciplines, fields of study or professions. Also acknowledges disciplinary differences, but is also attempting to synthesise them into something new.
• Transdisciplinary: approaches that transcend, go beyond and over boundaries of conventional disciplines.
How is interdisciplinarity done?
• despite the curriculum; characterised by a lack of flexibility and a struggle on the part of students to make it happen
• to the side of the curriculum; characterised by a curriculum which makes room for some interdisciplinary options
• as a separate but embedded part of the curriculum
• as embedded within the curriculum; interdisciplinary approaches being drawn upon throughout the curriculum for a programme
• as institutionally embedded; engagement by all staff and students with an institutional vision that drives forward the interdisciplinarity agenda
What do students want?
• gain interdisciplinary experience and exposure rather than wanting radical change
• engage in a broadening of experience, as opposed to a narrowing of focus in on a particular area (as is often a characteristic of research communities)
• see greater networking between students in different disciplines, perhaps through problem-based working groups
(Kings Warwick Project 2010)
In conclusion...
Thank you Any final comments or questions?
Contact for the Leeds Curriculum [email protected]