Broad Curriculum cross-faculty (BC) and Language modules provide students with the opportunity to study outside their principle discipline.
Language modules provided by the Centre for Language and Communication Studies, aim to provide added value to undergraduate studies. These modules are designed to help develop practical communication skills for study or work experience abroad.
All modules are offered on a substitution basis, i.e. you may only take a BC module or language module as part of your course quota which is usually 60 credits, you will be taking this module instead of one of your optional home course modules.
Broad Curriculum Applications and Module Directory
To see the available modules and make an application please see the Module Directory.
Management of Broad Curriculum
The Senior Lecturer/Dean of Undergraduate Studies is responsible for the academic development of the Broad Curriculum cross-faculty programme. All cross-faculty modules are centrally administered by Academic Registry (including registrations, module changes and withdrawals, processing and publication of marks), while module content, teaching and assessment are the responsibility of the relevant discipline(s).
The modules are designed to promote breadth of reading at undergraduate level, are aimed primarily at students in the Senior Freshman and Junior Sophister years, and are taught over the Michaelmas and Hilary terms.
The Centre for Language and Communication Studies (CLCS, School of Linguistic, Speech and Communication Sciences) has, since 1993, offered language modules to students who do not study a language as part of their degree course. The CLCS language modules are open to (i) all undergraduate students as an extracurricular option, and (ii) are also available to undergraduate students as part of the Broad Curriculum programme.
The CLCS language modulesare fully administered and taught by the CLCS, with information available both on the CLCS website and the Module Directory.
College has introduced number of initiatives 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 adoption of this Broad Curriculum policy 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 gradauation.
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, communications skills, both oral and writtin, will be honed as students work with academic staff towards their degree.
The Broad Curriculum policy document sets out to promote nine atrributes 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; literarcy 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 central intiatives 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 the discipline through the establishment of 12 Broad Curriculum lectureships. We would like to express our gratitute for this generous donation.
Broad Curriculum Reports
- Broad Curriculum Report 2004
- Broad Curriculum Initiative Report 2005-06 for the Undergraduate Teaching and Learning Committee
- Broad Curriculum Initiative Report 2006-07 for the Undergraduate Teaching and Learning Committee