1. Interdisciplinary studies and student competences Lewis Purser, Director Academic Affairs

2. IUA Representative Association for the 7 Irish Universities Interface between State and Irish Universities on matters of sectoral interest Consensus based decision making IUA spans the key functions of the universities across: Strategy Academic Affairs Research and Innovation Finance Human resources Legal and Governance Issues

3. Outline of presentation Objectives and rationale Student-centred learning Learning outcomes National Qualifications Frameworks Interdisciplinary approaches Curriculum development Student assessment

4. Question for participants! My teaching is designed to encourage student-centred learning Orange = NO Yellow = Somewhat Green = YES

5. Question for participants! The academic programmes in my university are designed around student learning outcomes Orange = NO Yellow = Somewhat Green = YES

6. Objectives and rationale What characteristics do want our graduates to have? Knowledge Skills Creative Critical thinkers Communications Entrepreneurial Employable Flexible Lifelong learners Four responsibilities of higher education (Bergan, 2005): Preparation for the labour market; Preparation for life as active citizens in democratic society; Contribute to the personal growth of students; Maintain and develop an advanced knowledge base.

7. Student-centred learning Promoting effective and active learning Facilitating different learning styles Developing learner autonomy and independence Focusing on skills and practices that enable lifelong learning and independent problem-solving Based on the constructivist learning theory Using formative assessment methods A dynamic process

8. Learning outcomes The principal question asked of the student or the graduate will no longer be “what did you do to obtain your degree?” but rather “what can you do now that you have obtained your degree?” This approach is of relevance to the labour market and is certainly more flexible when taking into account issues of lifelong learning, non- traditional learning, and other forms of nonformal educational experiences. (Purser, Council of Europe, 2003) Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area. (Berlin Communiqué 2003) A learning outcome is a written statement of what the successful student/learner is expected to be able to do at the end of the module/course unit or qualification. (Adam, 2004)

9. Learning outcomes Learning outcomes are central to the effective use of ECTS, National Qualifications Frameworks and other important Bologna Process objectives, such as mobility and the recognition of qualifications and periods of study in another university. An approach based on student learning outcomes will also influence the teaching process. If students are expected to have achieved certain learning outcomes by the end of the module/programme/degree, the teaching and learning process needs to facilitate and encourage this. The assessment process also needs to evaluate whether these outcomes have been achieved. This all requires adaptation of curriculum, methods and practice.

10. National Qualifications Frameworks encompass all (higher) education qualifications in a country show what learners may be expected to know, understand and be able to do on the basis of a given qualification (learning outcomes) show how qualifications within a system articulate, that is how learners may move between qualifications in an education system. The Framework of Qualifications for the EHEA, together with all related national or regional qualifications frameworks, are built on five key elements which serve to identify the characteristics of the three cycle system. These are known as Descriptors, and include: level workload learning outcomes competences profile.

12. Example of a descriptor (Bachelor)

13. Interdiscplinary approaches “At the moment, academic disciplines tend to operate quite separately – at all levels of our education system. So, from primary school onwards, you can have students being told they are scientific, but not creative; or business-minded, but not linguistic; and so on. This leads them to think that operating in a silo is preferable to cultivating diverse skill-sets or collaborating with others whose skills and expertise are different to their own. “So we need to promote and support the idea that work across disciplines can in many instances enhance outcomes and impact. More interdisciplinary elements should be introduced into school and third- level curricula, so that students are encouraged to bridge disciplines and apply their learnings from different academic subjects in a more cohesive way. This will ultimately benefit them and prepare them for the multi- faceted nature of the world’s challenges.” Prof. Orla Feely, Chair, Irish Research Council

14. Example from UCD: Master of Regional and Urban Planning http://www.ucd.ie/gpep/mrup/#d.en.114992 The Master of Regional and Urban Planning (MRUP) is a two-year professional planning degree, which will provide you with the first steps to becoming a professional chartered planner. The MRUP offers you the opportunity to develop the knowledge, skills and values fundamental to a career in planning and skills and knowledge which are transferrable to other careers. Applications are welcome from graduates from any discipline, though undergraduate disciplines with a thematic link to Planning are preferred. The programme is also suitable for those with a professional background in a field related to Planning who might wish to develop and broaden their skillset. If you have already completed a 3 year undergraduate degree in spatial planning you should refer to our one year planning programmes the MSc in City Planning and Resilience and the MSc in Environmental Planning. What will I learn? Within the MRUP programme you will develop an understanding of the administrative, legal and policy frameworks in which spatial planning operates and the social political, economic and environmental challenges facing planning. You will become familiar with the use and application of GIS methodologies and will develop skills for plan making and transportation planning. You will also develop a suite of transferrable skills, including skills in spatial analysis, project management skills, mediation and advocacy skills, organisational management and leadership skills, problem solving and decision making skills and, communication skills. Depending on your interests you can choose to specialize in either development and design or environmental planning. How will I benefit? The Masters in Regional and Urban Planning is accredited by the Royal Town Planning Institute and the Irish Planning Institute and these qualifications are recognised internationally. The degree is highly regarded by prospective employers and gives you a competitive advantage in the job market. The course is taught by both our academic staff and planning practitioners and as a result students benefit from research informed teaching and practical and professional insights. What is the programme about In today’s complex and rapidly changing world, with the threats posed by climate change, economic crisis, and rapid urban growth, planners face the challenge of creating places that combine good environmental quality, with a vibrant economy, good quality of life and distributive justice. This two-year professional planning degree develops the requisite conceptual knowledge and practical skills, required by planners in this increasingly complex environment. Graduates of the MRUP are to be found working as professional planners in both the public and private sector. Our graduates have found employment with international and national planning agencies and institutes, government departments, local authorities, transportation agencies, planning consultancy firms, and property firms. Graduates have also pursued careers in a range of other areas which utilise the types of skills developed within the degree. These include graduates working with environmental and other NGOs, working as animators of local and community development, as GIS consultants, as researchers, as policy advisors and as planning advisors to utility companies, large retailers and transportation companies.

15. Year 1 modules YEAR 1 Core Modules MRUP Planning, Society and Diversity Placemaking Geographical Information Systems for Policy and Planning Economics and Property Markets Research Design & methods Planning and Development Methodology Rural and Landscape Planning Irish Planning Law Transportation Planning PLUS one of two specialist areas, with electives: Development and Design Specialism Studio Urban Design (core) Electives choose one from: The Urban Environment: Risk, Resilience and Sustainability Housing Dynamics and Policy Smart Cities Environmental Planning Specialism Integrated Project Tools for Sustainable Development (core) Electives choose one from: The Urban Environment: Risk, Resilience and Sustainability Conservation and climate change European Environmental Policy Concepts and Principles of Environmental Law

16. TCD Example Irish Studies (an Interdisciplinary Course in Irish Civilisation) http://www.tcd.ie/courses/irishstudies/http://www.tcd.ie/courses/irishstudies/ Overview: This is an exciting interdisciplinary programme, devised by the English department, the History department (both ranked in the top 50 in the world), and the Irish department, in collaboration with the departments of Geography (ranked in the top 50 in the world), History of Art and Film/Drama. This programme offers a unique opportunity to study outside the traditional academic disciplines and to experience the integration, creativity and freedom associated with an interdisciplinary education while still taking courses in established subjects such as History, English, and Irish. The emphasis throughout is on the interaction between Ireland and the wider world, including specific courses in British, European and American History and Literature. No other Arts/Humanities programme in Trinity College provides you with such a diverse range of options, thus guaranteeing a rich and rewarding educational experience, which will stand you in good stead in a competitive employment market that is demanding increasing flexibility. Is this the right course for you? If you have an interest in the history, literature, and culture of Ireland in a broad, interdisciplinary, comparative context then this is the programme for you. Students are encouraged to avail of the full range of academic opportunities provided by Trinity College. For example, students on this programme have successfully competed for the TCD Foundation Scholarship and chosen to study abroad on the Erasmus programme in their third year. Course Content: (Strand A/Strand B)Strand AStrand B There will be a mixture of compulsory courses in years 1-3 and optional courses in the final year, allowing you to specialise in areas where you have developed particular interests. Assessment throughout the four years will be a mixture of continuous assessment and examination. Students will also write a dissertation in their final year. Career Opportunities: Graduates in Irish studies can expect to arrive at a diverse range of career destinations, where the interdisciplinary nature of the programme will provide a distinct advantage; in particular, teaching as well as journalism, arts and heritage administration, the civil service, the diplomatic corps, publishing, media work, translation services, public relations etc. In terms of further education, graduates from this course have already been accepted onto postgraduate programmes in Oxford, Durham, Trinity College, Queen's University Belfast, NUI Galway, and elsewhere.

17. Academic staff from: Academic staff members from Departments of: English Geography History Irish Genetics History of Art

18. Bibliography Roberto Di Napoli, University of Westminster, UK: «What is student-centred learning?» https://www.westminster.ac.uk/__data/assets/pdf_file/ 0004/41782/StudentCentredLearning.pdf https://www.westminster.ac.uk/__data/assets/pdf_file/ 0004/41782/StudentCentredLearning.pdf Declan Kennedy, Áine Hyland, Norma Ryan, University College Cork, Ireland: “Writing and Using Learning Outcomes: a Practical Guide”, EUA Bologna Handbook, article C 3.4-1 Jürgen Kohler, University of Greifswald, Germany: “Typology of the Degree Structure”, EUA Bologna Handbook, article B 2.2-1