1. Interdisciplinary Approaches to Curriculum Design and Development Developing and Supporting the Curriculum Institutional Overview Dr. Bill Sutherland Prof. Alan Davidson Prof. Rita Marcella

3. ‘Interdisciplinary research is a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or area of research practice.’ (Committee on Facilitating Interdisciplinary Research, Committee on Science, Engineering, and Public Policy, 2004, p.2)

4. Case Studies Interprofessional education (IPE) Digital Media: Engaging students, partners and supply education institutions in the design of the curriculum Course Design Intensive (CDI): Learning for Innovation: An Interdisciplinary Team Approach to Curriculum Development

5. Interprofessional education (IPE) – A ‘systems’ approach to healthcare – Patient at the centre – Knowledge exchange – Preparation for real life challenges

6. Digital Media: Engaging students, partners and supply education institutions in the design of the curriculum – New degree, merging Digital Media and Design – Informed the curriculum for a new BSc Digital Media

7. Course Design Intensive (CDI): Learning for Innovation: An Interdisciplinary Team Approach to Curriculum Development – Cross faculty design for a new Postgraduate course – Extension of CDI Method into MBA review and evaluation – Development of capability within RGU to provide curriculum design support and facilitation

8. Motivation and Needs Challenges Solutions

9. Interdisciplinary ‘aspirations’ Integrated Team Teaching Accommodate different perspectives New expertise and capabilities Greater flexibility in the job market Careers in new, emerging fields Enhanced motivation Develop creativity Application and Demonstration Body of knowledge Engagement with multiple processes Student-generated content Flexibility Self-directed learning Challenge accepted views Develop shared views Bring novelty and innovation Integrate the wider system of resources Methods such as CDIs

10. BREWER, G.D., 1999. The challenges of interdisciplinarity. Policy Sciences, 32(4) pp. 327-337 Committee on Facilitating Interdisciplinary Research, Committee on Science, Engineering, and Public Policy, 2004.Facilitating interdisciplinary research. National Academies. Washington: National Academy Press. CHETTIPARAMB, A., 2007. Interdisciplinarity: a Literature Review. York: Higher Education Academy HEA Interdisciplinarity Teaching and Learning Group (2005-2008) “Portal” http://www.llas.ac.uk/projects/2892 http://www.llas.ac.uk/projects/2892 HASHIMSHONY, R and HAINA, J., 2006. Designing the university of the future. Planning for Higher Education. Society for College and University Planning (January-March) pp.5-19. Available from: http://www.scup.org/asset/49969/V34- N2-Hashimshony-Haina.pdfhttp://www.scup.org/asset/49969/V34- N2-Hashimshony-Haina.pdf LATTUCA, L.R., VOIGT, L.J. and FATH, K.Q., 2004. Does interdisciplinarity promote learning? Theoretical support and researchable questions. The Review of Higher Education, 28(1) pp.23-48.