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From a multidisciplinary to an interdisciplinary curriculum: a case study of curriculum innovation Dr Peter Smith University of Southampton UK

Curriculum innovation is … There are many dimensions to curriculum innovation but innovation invariably involves change which must be managed. What may be seen as innovation depends partly on the starting point This paper has a narrow focus: – How to introduce choice and flexibility into the curriculum in a diverse & complex research-intensive institution

Curriculum evolution Traditionally, the curriculum has been discipline- based The curriculum is a product to be delivered with a focus on content. Curriculum drift adds more content over time – becoming more specialised – development of subject silos Innovation can be seen as finding better ways to deliver more knowledge more efficiently – but it should be much more than this…

Interdisciplinarity, choice and flexibility Research is becoming increasingly interdisciplinary Learning and teaching lags behind The subject silo may deliver what some students want & need …but not for everyone How do we build in choice and flexibility?

Creating a flexible but rigorous curriculum Building a consistent curriculum architecture Making space Finding innovative ways of using opportunities for student choice – showcasing interdisciplinary research – getting students from different backgrounds to work together – using innovative forms of delivery and assessment but allowing students to continue to specialise if they wish

CI Phase 1 (1) Commissioning new modules 5 modules launched in 2011/12, attracting 124 students – Global Health – Living with Environmental Change – Education for Health and Wellbeing – Business Skills for Employability – Communicating with Web-based Maps

CI Phase 1 (2) 2012/13 – 21 CI modules, with 800 students – plus 350 students taking modules outside their home discipline – plus 350 students following a modern language 2013/14 – 28 CI modules – so far, more than 1,000 continuing students enrolled, compared with about 600 at the same stage last year

CI Phase 2 Having created space in the curriculum, some programmes were able to deliver programme outcomes for ‘single honours’ in 6 of 8 modules per year… creating the opportunity to build coherent combinations of modules for students to choose, leading towards a major/minor pattern

3 layers of choice in the curriculum Students may choose to specialise in their home discipline, augmenting their core programme with deeper specialist modules Students may broaden their horizons by taking some specialist modules and some interdisciplinary modules Students may follow a coherent minor subject or theme in addition to their home discipline The third option is only available on some programmes.

Summary CI seen as successful in terms of student uptake and feedback Success factors: – strong leadership and support – student engagement throughout – planning and phasing of implementation – Providing the right incentives – Communication – Harnessing the imagination of students and the enthusiasm of staff

Any questions? Thank you for listening…