Undergraduate Course: Reflections on Interdisciplinary Practice 4: Creating Interdisciplinary Futures (EFIE10001)
|Edinburgh Futures Institute
|College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)
|SCQF Level 10 (Year 4 Undergraduate)
|Not available to visiting students
|In this course you will create new approaches to reflect on and grow in your interdisciplinary practice. You will lead earlier year students in their development as interdisciplinary practitioners, while developing your vision for your own interdisciplinary future. Topics will include design thinking, leadership models and types, models for evaluation and feedback, and organisation of knowledge systems as networks.
As in previous years, the core course Reflections on Interdisciplinary Practice provides you with the space and the tools to integrate your learning from across the programme (and beyond), encouraging and supporting you in the synthesis of the discrete elements of your learning experience. The main focus of the course in fourth year will be to support your work on the capstone project. This project is your opportunity to bring together and apply all the insights and skills you have developed over the past years, to produce a piece of work that addresses some of the big challenges our world is facing and to help shape a better future. To help you with this, you will learn more about relevant cutting-edge theories and frameworks of thinking and knowledge creation, including, for example, networks of knowledge and 'futuring' methods.
Another important element for this final year of your undergraduate studies will be the preparation for the time after graduation; you will be supported in this by a set of tasks and exercises that will help you in this key transition stage. This will include reflection on your values and aims for the future as well as - on a practical level - pulling together your portfolio of work and incorporating key examples into a CV that presents the depth and breadth of your experiences in the most effective way to prospective employers in different sectors. You will continue to develop your team working and mentoring skills by supporting groups of earlier years students, and you will contribute to the development of peer support structures and learning materials for future cohorts of EFI students. This will be done through a process of co-creation allowing you to use your experience gained over three to four years of learning to shape and further enhance the degree.
Student Learning Experience:
The course will be delivered in the now familiar structure, which might include a mix of presentations, workshops, peer support activities and time for individual work/reflection. You will continue to work on your portfolio; (group) coaching sessions at the start and mid-way through the academic year will help you identify your goals for the year (and beyond) as well as any potential gaps that still need to be filled. You will also have the opportunity to suggest additional workshop activities that will help you meet these goals and fill any gaps.
Assessment will take the form of a series of reflective submissions linked with a portfolio used to provide appropriate evidence for relevant Learning Outcomes. This may include the outline of a peer support session on one of the topics introduced in year 1 or 2 of the programme, together with a reflection on the delivery of the session to earlier years students, and a draft reference for one of your peers, commenting on their suitability for a job or further study.
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Not being delivered
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the scope and dynamic nature of knowledge creation across several specialist areas, and how this underpins interdisciplinary research.
- Apply knowledge, skills and understanding of advanced methods in dynamic and unpredictable practical and professional contexts, reflecting on and understanding the wider application of these.
- Present and communicate arguments and ideas using informal and formal methods appropriate for a range of peers, senior colleagues and specialists across different contexts, while critically evaluating the significance and wider application of these.
- Work collaboratively within interdisciplinary groups in ways that show awareness of different roles and responsibilities, while exercising autonomy, initiative, leadership and accountability when negotiating and working with specialist external practitioners.
- Understand and apply advanced models and theories of personal and professional development, including wellbeing, and develop and reflectively work towards their goals in order to meet personal, academic and professional challenges, while aligning these with career and professional aspirations.
|Indicative Reading List:
Barabasi A. (2014). Linked: How everything is connected to everything else and what it means for business, science and everyday life. Basic Books
Lima M. (2013). Visual complexity: mapping patterns of information. Princeton Architectural Press
Luft J. (1982). The Johari Window / A Graphic Model of Awareness in Interpersonal Relations. NTL Reading Booking for Human Relations Training, NTL Institute.
Moon J. (2007). Getting the measure of reflection: considering matters of definition and depth. Journal of Radiotherapy in Practice, 6, 191-200.
Ross, J. (2014). Performing the reflective self: audience awareness in high-stakes reflection. Studies in Higher Education, 39(2), 219-232.
|Graduate Attributes and Skills
|Undertaking this course will enable students to develop, apply and reflect on their research and enquiry skills by using a range of methods of academic enquiry and analysis needed for interdisciplinary practice. Students will exercise autonomy, responsibility and initiative while communicating and collaborating with peers and partners across a range of contexts, working in ways that show awareness of and reflection on collective and individual responsibilities. Students will use a wide range of personal and professional skills to adapt to unfamiliar contexts and environments, and demonstrate the ability to transfer learning and skills across these.
Graduate attributes are closely linked to the learning outcomes, which have a degree of flexibility to provide students with autonomy. With appropriate guidance and feedback, this flexibility will allow students to focus on particular skills and mindsets in the context of different experiences, selecting specific attributes they consider the most important to reflect upon, linked to current and future professional and personal aims, and career aspirations.
|Dr Sabine Rolle
Tel: (0131 6)50 3670