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Transforming Curriculum through Connected, Engaged Teaching
- 1. The Curriculum as a site for SoTL inquiry in support of Institutional Transformation
- 2. Connected Curriculum Research Based Teaching Employability Sustainability Inter- and Global Reach Civic and Community Engagement transdisciplinarity Explore impact of SoTL on transforming teaching, curricular practices and student learning - Using disciplinary ways of knowing - Inclusion of campus & community partners - Challenge of transferring evidence-based practices across contexts
- 3. INITIAL STEPS Development and pilot of self-evaluation framework and mapping tool Review of existing programmes & modules to surface examples Formation of inter-disciplinary, cross-functional working group Self-directed online course on ‘The Connected Curriculum and You’
- 5. WHY THE CIVIC TURN IN HIGHER ED? High impact educational practice enhanced engagement, transversal skills, policy-theory-practice Enhance citizenship participatory, democratic approaches to knowledge production Action-oriented responses to sustainability challenges in partnership with communities
- 6. ROLE OF HIGHER ED IN RESPIONDING TO SDGS
- 7. PREPARE DESIGN ALIGN REFINE Staff and students engage in interactive Learning Design workshop. Staff and students consider key questions relating to the module pre-workshop. Staff engage in online workshop on either civic engagement or sustainability. Staff engage in 1:1 meetings with professional development mentors. ONLINE RESOURCES LEARNING CO-DESIGN PEER EXCHANGE ONE:ONE MENTORING CONNECTED CURRICULUM DESIGN SPRINT
- 8. SELF-EVALUATION TOOL: CIVIC ENGAGEMENT Introductory element Structured inclusion Main focus of learning activity Main focus of assessment Element is a design feature & intersects with research based learning Community engagement is promoted through the use of relevant societal issues to support connectivity with local to global communities. Curriculum actively connects learners with an issue identified by a community partner. Structured experiential learning across Community-Based Research (CBR), Community Based Learning (CBL), Volunteering, Placement or another recognised high impact community engagement method. Students, community partner and lecturers as co-inquirers and producers of a curriculum underpinned by a participatory pedagogy that promotes relational, critical and reflexive practices. Curriculum has an explicit focus on citizenship, civic values and democratic skill-building. It addresses structural issues and seeks to impact the quality of life and learning with and for the community.
- 9. SELF-EVALUATION TOOL: SUSTAINABILITY Introductory element Structured inclusion Main focus of learning activity Main focus of assessment Element is a design feature & intersects with research based learning Includes sustainability related topics in the curriculum. Provides insight on sustainability from the perspective of the discipline. Interdisciplinary approaches used to address at least one SDG target. Institutionalised learning outcomes used (e.g. critical and systemic thinking, collaborative decision- making) to cultivate global citizenship. Uses community outreach and/ or action-oriented pedagogies for transformative learning.
- 11. RESEARCH DESIGN - KIRKPATRICK MODEL Analysis of submissions to Canvas Course Notes from Learning Design workshop Staff and student survey Staff and student survey Interviews with staff participants on Design sprint Notes from Design Sprint facilitators Case studies showing how to integrate CC element Case study of Design Sprint process Behaviour Overview of staff proposed curricular changes
- 12. ONLINE COURSE AND SELF EVALUATION TOOL “… the boxes should be revised to allow for more spaces to include information”. “It is up to yourself where to put the points and you would need to understand what each term meant. Perhaps criteria / subheadings and examples would help some reflect in a meaningful way to complete it”. “I find these kinds of Tools very unconducive to reflection... …I was happier and better able to express my thinking on the relevant issues by simply typing in text”.
- 13. “I had no idea what to expect prior to the workshop so could have been better prepared if I had known what I was supposed to do in terms of participation/facilitation and given an outline of how the workshop would run in advance”. LEARNING DESIGN WORKSHOP
- 14. “I didn’t have a realistic vision of what was what and how it could be realised. I had no sense as to how do I operationalise this on a modular level… … it’s much, much clearer in terms of the vision of what I think I want for this module”. “it actually prepared me for my own curriculum review because I had a better see of deconstructing a little bit of what I did” “I got some really both insightful and revealing feedback from them, which I’m going to bring forward” “I actually have changed the syllabus following those discussions” DESIGN SPRINT FEEDBACK
- 15. 1: Update existing modules … .. .. .. 2: Emergent process for students as partners in curriculum design 3: Revised self- evaluation tool 4: Case studies reflecting ways to integrate Connected Curriculum OUTCOMES
- 16. Toolkits and expertise Additional resources and expertise to support staff Early adopters and champions Programme review Enhancing practice Assessment redesign Learning Design approach Students experts on their experience as learners KEY REQUIREMENTS
- 17. SELF-EVALUATION TOOL: CIVIC ENGAGEMENT Introductory element Structured inclusion Main focus of learning activity Main focus of assessment Element is a design feature & intersects with research based learning Community engagement is promoted through the use of relevant societal issues to support connectivity with local to global communities. Curriculum actively connects learners with an issue identified by a community partner. Structured experiential learning across Community-Based Research (CBR), Community Based Learning (CBL), Volunteering, Placement or another recognised high impact community engagement method. Students, community partner and lecturers as co-inquirers and producers of a curriculum underpinned by a participatory pedagogy that promotes relational, critical and reflexive practices. Curriculum has an explicit focus on citizenship, civic values and democratic skill-building. It addresses structural issues and seeks to impact the quality of life and learning with and for the community. Social work Plant Science Law Occupational Therapy Planning & Sus. Dev. Engaged Research
- 18. SELF-EVALUATION TOOL: SUSTAINABILITY Introductory element Structured inclusion Main focus of learning activity Main focus of assessment Element is a design feature & intersects with research based learning Includes sustainability related topics in the curriculum. Provides insight on sustainability from the perspective of the discipline. Interdisciplinary approaches used to address at least one SDG target. Institutionalised learning outcomes used (e.g. critical and systemic thinking, collaborative decision- making) to cultivate global citizenship. Uses community outreach and/ or action-oriented pedagogies for transformative learning. All STEM programmes German Literature Civil Engineering Sustainability in Enterprise
- 19. SELF EVALUATION TOOL Student recruitment Cyclical quality reviews of programme New module/ programme development Evidence for Connected Curriculum
- 20. EDUCATION FOR SUSTAINABLE DEVELOPMENT Equipping learners with the relevant knowledge (the what), the key dispositions and skills (the how) and the values (the why) that will motivate and empower them Curriculum Practice Policies Estates Research Student Life
- 22. Adaptable Excel spreadsheet to: • evaluate SDG coverage in your modules • visualize your SDG coverage • reflect upon enhancing SDG integration