Designing effective support_for_curriculum_design_july2016

This session introduces approaches to designing effective support for curriculum design in higher education.

Education

Designing effective support for curriculum
design
Engaging academic staff in the process of
curriculum design and overcoming challenges
Raj Dhimar
18 July 2016

Educational Development for enhancing teaching and learning
Assessment and
feedback
Inquiry-based
learning
Students as
partners in
curriculum design
Research-informed
teaching
Designing for
inclusivity
Designing for
internationalisation
Responding to
cultural and
religious beliefs
Diversity in HE
Designing for
sustainability
Teaching
controversial topics
Embedding
employability and
employer
engagement
Engagement into
curricula
Using QAA subject
benchmark
statements
Academic integrity
and plagiarism
Embedding
graduate attributes
into CD
Curriculum design
Technology
Enhanced Learning
workshops
Technology
Enhanced Learning
Quality
Frameworks
eAssessment,
Marking &
Feedback
Social Media For
Teaching &
Learning
Blended learning
Mobile Learning for
Collaboration &
Active
Learning
Flipped Classroom
Enhancing Student
Engagement with
Technology
Enhancing
Reflection with
WordPress /
Mahara
Supporting Work-
Based Learning &
Placements with
Technology
Using Audio &
Video in Teaching,
Learning &
Assessment
Supporting
Academic Integrity
with TurnItIn
18/07/2016 3

18/07/2016 Center for Curriculum Redesign (2015) 3
• Transformation of
knowledge in the
production of curricula
• Personalised and flexible
learning
• Global
• Inclusive accessible
learning
• PBL/WBL
• Entrepreneurship
• Professionalism
• Broad and deep learning
• Engaging students in
curricula
• Graduate attributes

Appreciative Inquiry
a model that seeks to
engage stakeholders in
self-determined
change.
18/07/2016 Hammond, A (1998). 5

18/07/2016
Centre for the use of research and
evidence in Education (2016)

18/07/2016 HEA Consultancy (2016) 7
Consultancy

Principles of working
18/07/2016 8
Facilitative not
prescriptive
Understanding and
Informative
Latest knowledge
and research in HE
T&L
Strong professional
relationships
across institution
and externally
Celebrating and
sharing practice
Reflecting on
experience and
practice
Forward looking
Evidence-informed
practice
Creativity and
innovation

Challenges for Academic
Development and curriculum design
18/07/2016
9
Variability within and across
disciplines
Departmental constraints
Getting congruence in
curriculum design
Large class teaching and
resources
Managing expectations and
parameters
Building credible partnerships
between schools and the
centre
Resistance to change
Showing and measuring
impact

References
• Annis Hammond, S. (1998). The thin book of appreciative inquiry. 2nd ed. Thin
Book Publishing Company: Bend, OR. in Partnerships in Dementia Care
Alliance (https://uwaterloo.ca/partnerships-in-dementia-care/our-
philosophy/appreciative-inquiry, website, last accessed, July 2016)
• Centre for use of research and evidence in education (CUREE), (2016),
Mentoring and Coaching: A comparison,
https://makingcoachingwork.wikispaces.com/
• Fadel, C. Bialik, M. Trilling, B. (2015), Four-Dimensional Education: The
Competencies Learners Need to Succeed, Center for Curriculum Redesign
• HEA (2016), Consultancy Service Solutions, www.heacademy.ac.uk
18/07/2016 10

Strategic planning and delivery of services at the University of Auckland's Libraries and Learning Services (L&LS) is underpinned by institutional collaboration and consultation. L&LS continues to strengthen its specialist research support services with an enhanced focus on strategic partnerships. L&LS is the institutional owner of Research Outputs (Symplectic Elements), the system used by University of Auckland (UoA) researchers to record and manage their research publications and professional activities. Research Outputs is also a key data source for services that support UoA researchers increase their visibility, track and measure their research impact, and generate data for performance reviews. A reference group of senior academic and professional staff, chaired by the University Librarian, is a forum for strategic decision making on best practice use and development of Research Outputs. The UoA external facing university directory and academic profiles use a publication feed from Research Outputs and is one example of L&LS collaborating on an enterprise wide project to increase the visibility of researchers. L&LS actively contribute to several working groups including an initiative to promote ways to enhance academic reputation and profile, and increase citations. One outcome was a marked increase in deposits to the UoA research repository. A research impact publication service was launched by L&LS in 2014. The multi-faceted BiblioInformatics Service, developed with input from strategic partners and stakeholders, offers researchers consultations with librarians on how to track and maximise the impact of their research outputs and is supported by online guides. A self-service platform, drawing on Research Outputs as a data source, provides information such as h-index and top cited publications. To support strategic decision making the service also delivers benchmarking and collaboration reports to Senior Management on research and citation performance.

Curriculum update

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