UCD School of Politics and

International Relations

Scoil na Polaitíochta agus na

nGnóthaí Idirnáisiúnta UCD

UACES 2015

Workshop 6: Ben Tonra

Capstone courses & field trips: innovative contributions to assessment of multidisciplinary programmes

Outline of Workshop

• The challenge of truly multi-disciplinary European Studies programmes

• What are we trying to do/fix?

• Two options:– The field trip/study visit – The capstone programme

• Shared and contrasting experiences

• Open discussion and conclusions

The challenge of truly multi-disciplinary European Studies programmes

• Multi, inter and trans-disciplinarity…

• “European Studies”

• Accept equivalent silos and hope for synthesis?

• Build the connections and open the pathways

• Practical assessment issues– Disciplinary norms and expectations– Learning objectives and outcomes– Breaking the traditional matrix

What are we trying to fix?• We are trying to get students to think in an

integrated fashion, deploying the best available analytical tools to address/analyse a range of social phenomena

• Linking theory and practice

• ‘Real world’ engagement

• Breaking - or at least challenging – intellectual silos

• Freshen academic programmes

• Offering students something different and innovative; competing with one another for students

The Programme

• MEconSc European Economic and Public Affairs– Economics– Politics– Law– Business

• Based in a dedicated academic centre with autonomous budgeting and core staffing BUT reliant on traditional university disciplinary departments for teaching content and dissertation supervision

The Field Trip and Study Visit

• Two, 14-day study visits integral to initial programme design– Two weeks in Brussels, ased at residential

conference centre• Guest lectures and seminars, across range of

disciplines• Field trips; EU institutions in Brussels and

Luxembourg, NATO, WEU (!) etc • Students encouraged to arrange research interviews

in support of final dissertation• Professional networking

– Two weeks at EUI Florence, • Intensive academic lecture programme• Research for dissertation• Cultural visits

• Assessment– Indirect via final dissertation– Direct via dedicated traditional written examination

in additional to module/course based exams

• Challenges– Logistical and resource– Substantive (threat of academic tourism)– Pedagogic

• Learning objectives indeterminate• Student anxiety

• Attributes– Professional– Academic– Social– Strategic

The Capstone Programme

• Introduced to strengthen multi-disciplinary character, professionalization

• Semester-long, autonomous research and learning, role play, group project on proposed/agreed ‘theme’ or issue

• Students to research issue and draw up a 5K final policy-based ‘report’, grounded in multi-disciplinary approach and directed to professional audience in formal presentation

• Presentation to a board of external, discipline-based assessors with detailed Q&A

• Final assessment weighted between:– 5,000 word paper graded by core academic staff– Group presentation– Individual learning journals

• Challenges– Pedagogic

• Student anxiety • Group assessment• Performance issues• External assessors

• Attributes– Professional– Academic– Strategic

Shared and contrasting experiences

Discussion and conclusions