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Curriculum Design

New Open Access Book: A Connected Curriculum for Higher Education

UCL Press is delighted to announce the publication of a new open access book that will be of interest to list subscribers: A Connected Curriculum for Higher Education by Prof. Dilly Fung.

Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and Œreal world¹ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education.

Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement.

A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue about educational values, both within and across existing research groups, teaching departments and learning communities. Developing synergies between research and education can empower faculty and students from all backgrounds to engage with diversity and contribute to the global common good by developing people as critical citizens.

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Case Studies in Writing Outcomes for Discipline Specific Programmes

"For the purposes of this report, individual academics were invited to contribute a brief summary of their experiences and views on writing discipline-specific learning outcomes; these take the form of ‘case studies’". REPORT

Writing Learning Outcomes: A Guide for Academics at University of Dublin, Trinity College - Ms Ann Lahiff

This guide provides an introduction to writing learning outcomes for your programmes, courses and modules.

It is divided into four main sections: Section one introduces learning outcomes, explains what they are and why we use them. Section two addresses the differences between aims and learning outcomes. Section three concentrates on how to write learning outcomes, and section four comprises a brief case study that offers some practical strategies for constructing curriculum-wide learning outcomes.

Writing Learning Outcomes (PDF 807KB)

Curricular Debates in Higher Education: an overview - Ms Ann Lahiff

This document explores the epistemologies and assumptions that underpin conceptions of the curriculum in order to promote an inclusive and shared vocabulary as a basis for curriculum development. It refers to the main arguments expressed in a series of articles and approaches that frame how curricula in higher education are construed.

The following approaches to curriculum design and development are considered:

  • Constructive alignment
  • Curriculum as Process
  • Engaging Curricula
  • Threshold Concepts
  • Problem and Enquiry based learning

Curricula Debates in Higher Education (PDF 644KB)

Inclusive Course Design - Trinity Inclusive Curriculum

The TIC Resource Website includes information on embedding inclusion in course design.