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Curriculum development @rug


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Curriculum development @rug

  1. 1. Curriculum Design @RUG Comparison between Medicine and Environmental and Infrastructure Planning Gert-Jan Verheij
  2. 2. Agenda <ul><li>09:00 Workshop Curriculum Development at RUG. Comparison between Spatial Science and Medicine and a TUT Curriculum </li></ul><ul><li>12:30 Lunch, Bernouilliborg 13:30 Walk around the campus 14:00 Workshop (continuation) 15:00 Guest of Spatial Sciences, </li></ul><ul><li>16:00 Workshop (continuation) 16:30 End </li></ul>
  3. 3. Who is who? <ul><li>And what is your role in course/curriculum design? </li></ul>
  4. 4. To compare: Curriculum development of two faculties: <ul><li>G2010 Groningen Medical Curriculum (450 Students) </li></ul><ul><li>Bachelor Environmental and Infrastructure Planning (60-80 Students) </li></ul>
  5. 5. First: <ul><li>Bachelor Environmental and Infrastructure Planning </li></ul>
  6. 6. What is…. <ul><li>Environmental and infrastructure planners are usually involved in planning processes where both technical and planning knowledge is important. This study provides insight into the organization and implementation of spatial planning processes. Much attention is paid to design approaches and techniques of planning research. The focus is on various kinds of infrastructure and its relationship with the physical environment. Examples are the planning of roads, railroads, airports and traffic facilities, and water management, environmental protection, environmental zoning and risk assessment. </li></ul><ul><li>The Bachelor’s degree in Environmental and Infrastructure Planning is a three-year programme taught in Dutch. </li></ul>
  7. 7. A design programme Spatial Design Design of decision-making Bachelor Master
  8. 8. From teacher to student centered... Bachelor Master Overview – knowlegde/ structured Transfer / Apply Compare / associate Visionair / designing Teacher centered Student centered
  9. 9. Lines in the programme Bachelor Master planning Special desinging methodology geography
  10. 10. Special attention: <ul><li>Skills for communication (talking and writing) </li></ul><ul><li>Techniques of Water, Infrastructure and Environment </li></ul>
  11. 11. Process: <ul><li>1. Make a Vision of the programme </li></ul><ul><li>2. Full in Course description formats See Nestor </li></ul><ul><li>3. To connect courses in lines </li></ul>
  12. 12. Result: Programme Goals Goals Design Line Goals WIM-Line Goals Planning Line Course X Course Y Course Z Course A Course B Course C Course I Course II
  13. 13. Second: Med
  14. 14. Medical curriculum G2010 <ul><li>450 students </li></ul><ul><li>7 competences / Lines </li></ul><ul><li>Problem-based, patient-centered </li></ul><ul><li>Top down design </li></ul><ul><li>Roles: Blok coördinator, doctors and designers </li></ul>
  15. 17. Week overview:
  16. 18. Competences <ul><li>7 competences </li></ul><ul><li>3 domains </li></ul><ul><li>3 levels, tested </li></ul><ul><li>From knowledge to applied </li></ul><ul><li>Research drive education </li></ul>
  17. 19. Development Process <ul><li>Tradition, cognitive apprenticeship (meester-gezel-model) </li></ul><ul><li>Progress testing (Dutch) </li></ul><ul><li>Dean </li></ul><ul><li>Committee for advice </li></ul>
  18. 20. Special attention: <ul><li>Skills for communication (with patients and medical colleagues) </li></ul><ul><li>Medgevat </li></ul>
  19. 21. Questions.. <ul><li>? </li></ul>
  20. 22. <ul><li>Gert-Jan Verheij [email_address] </li></ul><ul><li> </li></ul>