Abstract
Higher Education Institutes globally are rapidly developing inter/ transdisciplinary education initi-atives at varying scales. However, several operational challenges persist in interdisciplinary teach-ing as there are few incentives to share resources or engage in discourses for mutual decon-struction of knowledge frameworks. Nonetheless, collaboration and communication are vital to bridge the varying epistemic frameworks when different disciplines are brought together. Espe-cially because the way individuals understand concepts contain traces of disciplinary- specifici-ties; without clarity through a common platform, the messiness is reflected in the curriculum de-sign, development and delivery of interdisciplinary courses. Reflecting upon a case study of an interdisciplinary graduate programme that was experiencing curriculum (mis)alignment; this pa-per illustrates how co-design can be adopted in curriculum development processes to overcome existing operational challenges of interdisciplinary teaching.
Keywords
interdisciplinary, transdisciplinary, curriculum design, co-design, student experience
DOI
https://doi.org/10.21606/drs_lxd2021.02.231
Citation
Chew, J.(2021) Siloed in breaking silos: A case study of interdisciplinary curriculum (mis)alignment, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.02.231
Creative Commons License
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Conference Track
Research Paper
Included in
Siloed in breaking silos: A case study of interdisciplinary curriculum (mis)alignment
Higher Education Institutes globally are rapidly developing inter/ transdisciplinary education initi-atives at varying scales. However, several operational challenges persist in interdisciplinary teach-ing as there are few incentives to share resources or engage in discourses for mutual decon-struction of knowledge frameworks. Nonetheless, collaboration and communication are vital to bridge the varying epistemic frameworks when different disciplines are brought together. Espe-cially because the way individuals understand concepts contain traces of disciplinary- specifici-ties; without clarity through a common platform, the messiness is reflected in the curriculum de-sign, development and delivery of interdisciplinary courses. Reflecting upon a case study of an interdisciplinary graduate programme that was experiencing curriculum (mis)alignment; this pa-per illustrates how co-design can be adopted in curriculum development processes to overcome existing operational challenges of interdisciplinary teaching.