MSci Integrated Natural Sciences: An anti-disciplinary answer to problems in Science
Introduction
Why Devise the MSci Integrated Natural Sciences course?
MSci Integrated Natural Sciences is a new degree program from the Warwick Medical School which aims to address the problems inherent in splitting scientific research into different disciplines into which students will go on to specialise. Rather, this course aims to produce scientists who can “combine different ways of thinking” about science to solve the problem at hand. The course places a heavy emphasis on practical work in labs, with lab sessions every afternoon, and lectures which are not simply multidisciplinary (i.e. different lectures addressing each discipline) but reflect what Andrew calls an “anti-disciplinary” philosophy, actively seeking to break down disciplinary divisions by combining ideas which are typically imagined to be separate. For example, Andrew has given a lecture on Newton’s laws of motion in relation to cell division.
Andrew argues that, whilst collaboration will always be necessary, future scientists who have many different tools at their disposal to address a problem will be “a powerful force in science”, as they are not limiting themselves to one mindset. Instead, the problem itself should dictate the best methods to be combined and used to find a solution.
Andrew McAinsh
Principles of Practice
Interdisciplinary Philosophy
Andrew believes that “The future of sciences is going to really require that people are able to combine different ways of thinking in order to solve a particular problem.” He uses the analogy of “baking a cake”: rather than only focusing on one element, like icing or heating the oven, bakers are able to complete all or most of the steps on their own. In this way, the course hopes to create independent scientists that are able to combine a variety of tools to complete a task, perhaps without even categorising them into one discipline or another.
Student Experience
Students participate in labs every afternoon. There is clearly a strong emphasis on finding practical solutions to the problems they are set in class, which enables them to break out of theoretical frameworks tied to single disciplines. This is balanced with lectures, which are designed to go above a multidisciplinary approach (i.e. each lecture covering a different discipline), instead combining several ideas at once.
The students come from a range of academic backgrounds, in terms of what subjects they had previously studied before coming to university. Whereas some might have studied maths, for example, others may have decided instead to focus on other subjects like chemistry or computer science. This creates a challenge as lectures have to cater to all students, whether they are familiar with the material discussed or not. However, the students’ strengths also complement each other, and Andrew suggests that “the challenge actually in some ways also converts into an advantage” by creating a positive learning environment where students can learn from each other and feel more comfortable to ask questions.
Teachers as Learners
Since lecturers are generally specialists who have been trained in a particular discipline, Andrew spoke of how devising interdisciplinary lectures “has proven to be difficult”. Teachers must not only venture into subjects unfamiliar to them but also understand them sufficiently to teach about them. Nevertheless, Andrew says this also contributes to a unique learning environment, which “breaks down barriers” between teacher and student, also allowing students at times to take the lead and challenge the teacher’s ideas about the subject. In Andrew’s words: “I think that it’s good for students to realise that I don't know everything either, and therefore that means it's perfectly OK for the students to not know things or understand things”.
Moving Forward
Lessons from the Pandemic
The course faced difficulty early in its launch due to the COVID-19 pandemic, meaning teachers and students had to adjust to using technology to facilitate learning online. After the pandemic, however, those resources and skills have not been forgotten. Although once again prioritising face-to-face contact and hands-on learning, Andrew believes that the course will inevitably “evolve a little bit” based on these experiences. However, there are limitations: Andrew believes that “being able to see somebody and [get feedback] is much better in the real world”, concluding that the technology only works in smaller groups.
Feedback from Students
When we spoke to Andrew, the course was only in its first year. Andrew expressed his enthusiasm to hear student feedback to ensure the course is fulfilling its aims and that students have found the course both enjoyable and useful. So far, the feedback has been positive. This feedback is also expected to come from Student-Staff Liaison Committees (SSLCs) which will encourage student participation and leadership as well as offer detailed feedback which staff can work through with the students face-to-face.
