The majority of the Interdisciplinary Science course at Leicester is taught by research-led learning; a process known as  Problem-Based Learning or PBL. It is an approach method which will develop your ability to research and to apply knowledge to a problem. The emphasis on adaptability means that it is widely used both within the UK and in other countries for professional education (Medicine, Engineering, Architecture). Our major motivation for the use of research-led learning is that it is adapted to a wide divergence of prior knowledge (we don't make assumptions about what you already know or don't know) and to a wide range of ambitions (you follow a path suited to your aptitudes and interests). Thus, the programme is equally suited to students with an impressive suite of A-levels or to those returning to education after a break..

Research-Led Learning in Action

The research-led learning approach of Interdisciplinary Science means that we give students freedom in how they learn the science needed to solve the real-world interdisciplinary problems we set. Our lecturers and researchers provide guidance and supporting knowledge, but it up to both the group and individuals to tackle the science issues they need during each module.

An initial facilitator session consists of the groups brainstorming the possible approaches to the problem(s) from as many angles as they can think of. (If a group can't think of any they would be given some suggestions and some more preliminary reading to do for the next session.) Staff are present to act as facilitators prompting, and where necessary guiding, discussions. Problems are of various types, not just (or even principally) numerical, but involve, in general, group research and discussion.

The curriculum is thus delineated by the set of problems. Each group then decides which avenues it wants to explore and is given the relevant suggested reading. (Some exploration outside of the prepared material encouraged, provided it seems sensible. Non-viable suggestions will be discouraged by suitable questioning.) Laboratory practicals, expert discussion sessions with leading academics, field trips and other student-centred investigations form the bulk of the learning support used on the course.

In subsequent meetings the groups develop their collected material into a joint product (a group presentation or report or some other artifact as specified) with the help of staff supervisors.

Each module contains basic (core) material that all members of the group will be expected to master, and specialist material from which they can select and bring to bear on various aspects of the problem(s).

Our teaching method trains students to be independent researchers. This encourages students not simply to learn facts but also think about the meaning of what they know, so that they can recognise the relevance of their knowledge in completely different contexts. No-one knows everything about their subject: research-led learning teaches students how to find out what they need to know.

The I-Science Identity

Your course modules have been specifically designed for Interdisciplinary Science students and are not rebranded modules from other degrees. However, having the facilities of the various parts of the College of Science and Engineering at your disposal means you can often attend extra lectures and courses if you wish. In previous years iScience students have joined archaeology students on a trip to Stonehenge, with the added benefit of a member of the Geology faculty to talk about the nature of the stones. They have also attended a brief geological field trip to the seaside, with an Egyptologist interested in sand.