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CREATIVE PLANNING CURRICULUM II: DELIVERING INTERDISCIPLINARITY

CREATIVE PLANNING CURRICULUM II: DELIVERING INTERDISCIPLINARITY. Linda Keightley Sheffield Hallam University. DELIVERING INTEGRATION. Regeneration & the Environment MA Urban & Regional Planning MA Heritage Management MSc Urban Regeneration MSc Transport Planning & Management

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CREATIVE PLANNING CURRICULUM II: DELIVERING INTERDISCIPLINARITY

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  1. CREATIVE PLANNING CURRICULUM II:DELIVERING INTERDISCIPLINARITY Linda Keightley Sheffield Hallam University

  2. DELIVERING INTEGRATION • Regeneration & the Environment • MA Urban & Regional Planning • MA Heritage Management • MSc Urban Regeneration • MSc Transport Planning & Management • MA Regeneration & the Environment

  3. DELIVERING INTEGRATION • Strong interdisciplinary links with: • MA Urban Design • MArch • School of Leisure & Tourism • Faculty of Development & Society

  4. COMMONALITY OR INTERDISCIPLINARITY? • Better Together Project • Where is it on the continuum? • Subject Specific? • Common Material? • Interdisciplinary?

  5. SUBJECT SPECIFIC • Relates to specific profession (philosophy?) • Little or no relevance or interest to others • Taught by a specialist • Should be kept ‘pure’ • Establishes ethical and practical base

  6. COMMON MATERIAL • Relates to range of professions (economics?) • General interest & common material • Taught by tutors from different disciplines • May need ‘tailored’ tutorials • Economically expedient • Recognises common areas and other agendas

  7. INTERDISCIPLINARY • Relates to common learning outcomes: e.g. 'On completion of the module, students will be able to draw extensively on current research and practice to enhance professional and interdisciplinary activities.'

  8. INTERDISCIPLINARY • Teams of tutors from different backgrounds • Fully integrated student groups • Fully integrated teaching, learning & assessment strategies • Team building • Awareness of wider agendas

  9. ISSUES • Planning teams • Moderation • Teaching, Learning & Assessment Strategies • Resistance to change • Student suspicions • Group sizes • Monitoring

  10. SUCCESS STORIES • Land Development & Design • Consultancy Project • Field Studies • External & RTPI support

  11. BUT SOMETIMES....... • Loss of course identity • Students can feel cheated • Students can feel intimidated • Difficult management issues

  12. CONCLUSIONS • Issues to be managed • Sharing knowledge and experience • Stimulating debate • Different perspectives • Overcoming cultural divides • Opportunities for problem-based learning

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