Undergraduate Course: Reflections on Interdisciplinary Practice 3: Comparing and Critiquing (EFIE09001)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 9 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | In this course you will critique and compare different approaches used for reflecting on and growing in interdisciplinary practice, helping you deepening your confidence and capacity for independently and flexibly working in interdisciplinary contexts. You will utilise your knowledge and experience in supporting peers in their development as interdisciplinary practitioners. Topics will include mentoring theories and techniques, enterprise and standard setting, and theories of interdisciplinarity including thinking in systems. |
| Course description |
In your third year of study, this course supports you in further developing the independence and critical insight needed to successfully complete the honours level of this interdisciplinary programme and your work towards becoming an Interdisciplinary Practitioner. This includes the introduction of new insight frameworks at higher level. For example, a spotlight on Systems Thinking will help you deepen your understanding and put into perspective what you have learned about systems maps and diagrams in year 2, allowing you to evaluate is usefulness in exploring complex problems. You will continue to learn about and practice ways of communicating in an open and respectful manner with diverse groups of people. Continued regular reflections will help you integrate your learning from across the whole programme, and to trace your own progress toward the programme learning outcomes as well as your individual goals. During this process you will be able to identify any gaps in your learning or skills that you may still have to fill to prepare you for the final year of your studies, including to start and successfully undertake the work on the capstone.
A focus on Life Design will continue to apply Design Thinking techniques and tools to support you in thinking about life after graduation. In seminar sessions linked to the lecture series, you will have opportunity to explore the annual challenge theme in more detail, including by communicating your insights on the topic through an output (e.g., podcast or video essay script) targeted at an external audience.
Student Learning Experience:
This course consists of two parts: firstly, a series of lectures with some panel discussions or practical demonstrations thrown in as well. In these lectures, all students from the programme, across all year groups, come together. And secondly, weekly two-hour interactive seminars, or workshops, that will contain a mix of activities including presentations, practical exercises and activities with peers as well as time and space for writing and individual reflections. You will learn alongside your peers from your own year group in these sessions. They are structured around a series of separate thematic blocks linked to the Lecture series, Life Design, and Systems Thinking, each offering its own, specific approach to supporting you in becoming an interdisciplinary practitioner.
All timetabled classes - both lectures and seminars/workshops - will take place in person. The attendance at the classes is compulsory. There may be some recorded content or slides that can be shared after the sessions, but key learning experiences will be offered in class only, and all students are expected to attend all sessions.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2026/27, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 66,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
130 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Reflective Submissions (4 formative outputs equivalent to 500-1000 words each, 2 summative outputs equivalent to ~1500 words each worth 30% and 70% of the final course mark respectively)
Students are required to submit a series of reflective outputs detailing the exploration of Knowledge Creation and accompanying Personal Growth, how their learning integrates across these, and across the programme as a whole, incorporating relevant evidence as appropriate (see below).
Semester 1:
- Introductory reflection (personal goals and growth - formative)
- Mid-semester reflection (focusing on aspect(s) of knowledge creation, e.g. critique of standard setting frameworks - formative)
- End-semester submission (integration of Personal Growth and Knowledge Creation, e.g. annotated version of marking criteria/assessment rubric; 30% weighting - summative)
Semester 2:
- Reflection on progress towards goals and growth (formative)
- Mid-semester draft output (integration of Personal Growth and Knowledge Creation, e.g. annotated script/outline for peer coaching/mentoring session, comparison and critique of different growth frameworks, and how these work in practice - formative)
- Final output and accompanying reflective submission (incorporating evidence from across the year linking Personal Growth and Knowledge Creation; 70% weighting - summative)
2 formative pieces (at the start of each semester) will focus on goal setting and progress.
Evidence Portfolio
Students are also required to submit a portfolio of work evidencing the activities and application from across this course and other courses, linked to the reflective submissions, with relevant evidence also expected to demonstrate the course Learning Outcomes. |
| Feedback |
Feedback will be given on the summative submissions (including one half-way through the course). Students will also receive feedback - both from staff and their peers - on the formative submissions.
In addition to this feedback linked to specific components of assessment, students will also receive feedback on their ideas and their formative work during workshop sessions and discussions.
A key element of the course is individual goal setting: students will learn about different frameworks for this and also learn how to apply such frameworks to the setting and evaluation of their own individual goals. Feedback on these goals (and the reflection on them) will be given at least twice each year. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate an awareness and understanding of the scope and dynamic nature of knowledge creation in specialist areas, and how this is embedded and integrated in key theories, principles and practice of interdisciplinary research.
- Apply knowledge, skills and understanding of advanced methods in varied and unpredictable practical and professional contexts, reflecting on and understanding the usefulness and limitations of these.
- Present and communicate arguments and ideas using informal and formal methods appropriate for a range of internal and external audiences across different contexts, while critically evaluating the significance and utility 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 carrying out specific research tasks relevant to group and individual work, under agreed deadlines.
- 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 identifying further opportunities for development and growth.
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Reading List
Indicative Reading List:
Biggs J. (2003). Aligning teaching for constructing learning. Published by The Higher Education Academy, York.
Boud, F. & Molloy E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
Eraut, 1994. Developing professional knowledge and competence. London: Falmer Press.
Hughes, I. (2001). But isn't this what you're paid for? The pros and cons of peer and self assessment. Planet, 3(1), 20-23.
Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: what remains 'untold'. Educational Research, 47(1), 25-44. |
Additional Information
| Graduate Attributes and Skills |
By taking this course, you will have opportunity to further develop, apply and practice your Skills for Success in the following areas in particular:
- Collaboration: many of the activities on this course ask you to work in groups, and you will learn how to understand and respect the perspectives and needs of other people, and learn from others
- Communication: you will learn how to communicate complex issues to a range of different audiences and through a range of different formats
- Inclusivity: we teach you, and you will have opportunity to practice, how to listen to and engage with other people in a way that shows respect for different points of view and encourages you to see the benefits of diversity
- Individuality: you will be asked to set and reflect on your individual goals, to identify your strengths and existing experiences, and to build on those whilst also creating plans for future growth
- Reflection: this is at the core of the course you will regularly reflect on how your learning and experiences (on this course, but also on the programme as a whole and even wider life experiences) contribute to your development as student, interdisciplinary practitioner and person.
- Critical thinking: by engaging with our lectures and reading materials on the complex problem explored each year, but also through classes on, e.g., systems thinking, you will develop your ability to see wider themes and patterns in information and learn to question norms, practices and opinions
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| Keywords | Reflection,Transitions,Employability,Design Thinking,Leadership |
Contacts
| Course organiser | Prof Sabine Rolle
Tel: (0131 6)50 3670
Email: S.Rolle@ed.ac.uk |
Course secretary | Mr Matt Bryant
Tel:
Email: Matt.Bryant@ed.ac.uk |
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