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Curricula Debates in Higher Education (PDF 644KB)
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:
Classroom Assessment Techniques (Word Doc, 19KB)This document lists a selection of formative assessment techniques given to students, usually anonymously and not graded, in order to obtain feedback about student learning or effectiveness of teaching strategies.
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.
Trinity’s student population is increasingly diverse, with growing numbers from socio-economically disadvantaged backgrounds, ethnic minorities, international students from different cultural and learning backgrounds, students with disabilities, LGBTQ and mature students. Research documents that exclusionary practices prevalent in Universities damage student attainment and retention and negatively impact on student experience. Curriculum design can exclude certain students in relation to class (Quinn, 2006), gender (Quinn, 2006; Francis, 2006), sexuality (Toynton, 2007), ethnicity and disability (Fuller et al., 2008, 2009).
This new project will address diversity and ensure that the curriculum becomes an increasingly inclusive one. Students will be involved in the process of developing this curriculum, helping to co-create it.