Developing teaching practice
This article explores a transdisciplinary, collaborative, curriculum design project to promote institutional belonging as a driver of student engagement, and to equip graduates with the fluency to work across disciplines. It demonstrates a facilitated method, to construct learning outcomes that break with typical subject-based knowledge and associated hierarchies of expertise. After considering a small number of precedents, the authors use curriculum models to inform a design specification. Following the formation of a multidisciplinary design team, a development tool (Lego® Serious Play®) was selected for a design workshop. A qualitative analysis of the workshop transcript was then used to inform the learning outcomes for a common module to be taken by all first-year undergraduates. Finally, the article considers how the process provided a framework for collaborative design that has been implemented in further projects, and led to the creation of a growing community of practice. The project provides insights for others embarking on collaborative curriculum design initiatives, especially where transdisciplinary learning is an objective.
- Transdisciplinary design teams are best formed through voluntary participation, through expressions of interest, rather than with leaders representing their disciplines.
- An appropriate creative design thinking workshop should be delivered to facilitate the bracketing of disciplinary knowledge and associated hierarchies.
- The resulting transcript from the workshop should be analysed interpretatively to maximise its qualitative potential for determining curriculum learning outcomes or content.
- Participants in the workshop should be encouraged to form a community of practice in order to harness the ongoing potential of new, transdisciplinary approaches.
Allinson, M. E., & Mahon, K. (2022). Modelling transdisciplinary pedagogy: A method for collaborative curriculum design. Journal of University Teaching & Learning Practice, 19(3). https://doi.org/#N/A!