Siloed in breaking silos: A case study of interdisciplinary curriculum (mis)alignment
Open accessAbstract
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.
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Work at Aalto University's International Design Business Management program reveals the difficulty of aligning curriculum design with learning outcomes, due to different interpretations of course coverage by faculty and students.
“Work at Aalto University's International Design Business Management program reveals the difficulty of aligning curriculum design with learning outcomes, due to different interpretations of course coverage by faculty and students [2, 48].”
From Generative AI-Powered Educational Alignment: A Framework for Matching Syllabus Course Topics with Web Description (2024) · cites this paper as [2]
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Self-citation
- Authors
- Chew, J. Y.
- Affiliations
- University of the Arts London, UK & National University of Singapore
- Venue
- LearnxDesign 2021: Engaging with challenges in design education
- Publisher
- Design Research Society
- Published
- 2021-09-24
- OpenAlex
- W4285361834
- Cited by
- 1
- References
- 48
- Citations by year
- 2023: 1
- FWCI
- 0.51
- Type
- conference paper
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc
- Locations
- LearnXDesign Conference (publishedVersion, cc-by-nc)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Interdisciplinary Research and Collaboration
- Social Sciences › Education › Sustainability in Higher Education
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- interdisciplinary teaching, curriculum misalignment, curriculum co-design, graduate programs, epistemic frameworks, disciplinary silos, curriculum development, higher education curriculum
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