To check times/day/venue of Broad Curriculum modules please see the timetable -
College has taken a number of initiatives in recent years to maintain and enhance the quality of the undergraduate learning experience. For example, Learning Innovation Projects and teaching excellence awards have been established. In 1999, a policy document was approved by Council and Board that set out the College's policy in relation to actions which might be taken to broaden the educational experience of undergraduate students.
In the adoption of this policy document (pdf), College signalled its commitment to promoting student learning which is broad as well as deep. In their degree programme students will attain specialised knowledge and skills. Expertise in a specific subject or discipline is very important but it is not enough. At Trinity College we consider that it is important to encourage the development of a wide range of transferable skills and to encourage students to make the best use of the many formal and informal learning opportunities that exist in the College. Thus students will learn from each other, from involvement in clubs and societies and from attending lectures in disciplines other than their own. In this way we hope to promote the development of each student's full potential and to support them in acquiring the skills which will equip them to make a valuable contribution to society and to be active, thoughtful learners in their life after graduation.
The Broad Curriculum policy represents a formalisation of educational objectives, which have been at the heart of the Trinity learning experience for many years and many of these objectives are achieved in the delivery of the specialist curriculum. Thus, for example, communication skills, both oral and written, will be honed as students work with academic staff towards their degree.
The Broad Curriculum policy document sets out to promote nine attributes of the TCD student and graduate. The qualities seen to be desirable in a graduate are: inquisitiveness; analytical ability; adaptability; breadth of reading; ethical responsibility; international outlook; articulacy; literacy and numeracy.
A commitment to the promotion of these attributes now underpins a series of initiatives which the College has taken to further the broadening of the curriculum. These initiatives include a scheme to enable students to improve their proficiency in a continental language and the use of e-learning which promotes the use of the internet and other technologies in delivering courses to enhance students' IT skills.
In 2001 the College received funding from The Atlantic Philanthropies to support two further and central initiatives of the Broad Curriculum. (1) the promotion of small group teaching through the funding of 60 postgraduate teaching studentships and (2) facilitating students to read outside their discipline through the establishment of 12 Broad Curriculum lectureships. We would like to express our gratitude for this generous donation.