首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes.  相似文献   

2.
Over the past several decades, there has been increasing interest in program‐ and university‐level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included in the curriculum map. The School of Food Science, a joint program between the Washington State Univ. and the Univ. of Idaho, recently completed a curriculum mapping and assessment exercise. The goal of this exercise was to determine the alignment of the undergraduate curriculum with program learning outcomes and the degree of student mastery of these outcomes. Curriculum learning outcomes were revised from existing learning outcomes to better align with university learning outcomes and the IFT Core Competencies. All undergraduate courses were mapped to the IFT Core Competencies, and several competencies were assessed to determine student mastery. The mapping and assessment activities revealed potential gaps and redundancies in course content, as well as student ability to meet standards for competency. The results of the mapping and assessment exercises will be used to refine the content delivered to undergraduate students in the School of Food Science, with the overall goal of increasing the quality of the education provided to these students and helping them to be more prepared for a successful career in food science.  相似文献   

3.
In higher education today, institutions are facing a number of challenges—including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution’s capacity for action towards change. Avoiding a business-as-usual scenario when faced with complex, politicized and global issues such as climate change requires both programme and course curricula continuous evaluation and revision. Alignment with internal (university and teacher-level) goals and external directives is required.  相似文献   

4.
It is fundamental that students are able to identity where they have developed specific professional competencies during their study. This ensures students can not only articulate their competencies well in job applications and assessments but also draw on their experiences for use in the workplace. The aim of study was to ascertain if desirability of an element or competency as indicated by employers, was reflected in an equivalent level of program content, appropriately perceived by the student. A case study approach mapped elements of the previously developed Competencies for Food Graduate Careers framework against food sciences curricula at University of Nottingham. The mapping process facilitated evaluation of appropriate levels of inclusion of each element in degree programs, by recording types of content and experiences provided, in collaboration with teaching staff. Perspectives of the student experience were captured using an online survey. In addition, guidance from a prior industry survey provided context of the level of desirability for each element across the range of graduate roles in the United Kingdom. The results showed some areas of mismatch, where curricular content did not align with employer expectations or student perceptions. This has informed review of this curriculum, to best reflect “competency development” to meet the needs of the food industry. Recommendations were made to address gaps through enhancement of content, delivery, communication, or assessment. Additionally, the exercise has suggested a more informed development of curricula categorization and coding for future similar mapping activities.  相似文献   

5.
Generic skills development is increasingly being embedded into UK higher education curricula to improve the employability and lifelong learning skills of graduates. At the same time universities are being required to benchmark their curricular outcomes against national and employer standards. This paper presents and discusses the results of a study mapping the outcomes, delivery, learning and assessment of an embedded generic skills curriculum and benchmarking these against externally agreed standards. By collecting data from students, supervisors and curriculum documentation across the whole five year course in a UK medical school it evaluates the success of the generic skills programme in achieving its objectives. It goes on to discuss how data from the maps might also be used to encourage student learning. It recommends the adoption of this methodology to map embedded skills curricula with the aim of highlighting skills delivery for curriculum designers and skills development for students.  相似文献   

6.
针对现实中＂淘课＂热与＂逃课＂多并存的现象,通过比较分析,其原因在于国外名校网络公开课与国内思想政治理论课在课程实施、教学过程、教学内容、教学模式、师生关系等方面的不同。针对我国教学实践,提出＂逃＂变＂淘＂的可能路径。  相似文献   

7.
Diversity and inclusivity in higher education and health care have gained prominence in recent years and this means that institutions’ educational programmes need to incorporate teaching and learning that is responsive to diversity. This paper reports findings from a diversity teaching and learning mapping project. The aim of the mapping project was to map out when and how the various themes on diversity in all course curricula are addressed in a university’s School of Nursing. The project adopted the following methodologies: documentary reviews of curriculum documents, handbooks and timetables, followed by qualitative interviews with module leaders and teachers. The documentary reviews provided a map of where diversity teaching and learning tended to occur and the interviews yielded six major themes central to diversity: definition, importance, confidence, challenges, resources and future implications.

The results suggest that mapping does provide an important way of comparing courses and highlighting aspects which need attention. The results provide directions for curriculum development teams to ensure that diversity issues are transparently addressed in all courses in the School of Nursing. Furthermore, the insights derived from the findings steered the project team to develop Web CT resources on some of the diversity themes such as an introduction to diversity and inclusivity, spirituality, ethnicity and diversity. Plans are in place to develop further diversity teaching and learning resources in the light of findings which will be used in staff development programmes.  相似文献   

8.
Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), ‘Core 4’ GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key developments included: restructuring course delivery; increasing constructive alignment across the curriculum; increasing cultural content within western science-orientated courses; introduction of cross-curricular assessment and use of additional innovative teaching and learning activities. Additional challenges remain for degree programmes to explore how they can change in order to better support indigenous and ethnic minority student success within first-year tertiary study.  相似文献   

9.
Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.  相似文献   

10.
Advanced practitioner skill development has become an important focus in health service delivery as increasingly complex consumer needs, practice environments and national professional registration requirements impact on professional work practices. Increasingly, work-based or workplace learning experiences are being seen as an effective means for maintaining skill currency across working lives. Currently there is limited literature on pedagogical practices to support the educational and training requirements associated with development across a person's working life. This paper reports on an example of how an intervention mapping framework was used to guide the development, implementation and evaluation of a work-based praxis course for students in an interprofessional, online postgraduate mental health programme. The intervention mapping framework provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. This approach provided a stepped process to guide decision-making and allowed the incorporation of theory and evidence into the course design. While the use of the intervention mapping framework is often used within health promotion arenas, particularly for the effective design of health promotion educational programmes, it is argued that this framework can be utilised effectively when developing curriculum for use within higher education programmes.  相似文献   

11.
This article focuses on curriculum change, in particular on course team responses to the introduction of a new curriculum and on the implications of empirical findings for our understanding of curriculum implementation and change. The case discussed is that of the second version of GNVQ. The discussion is based on an analysis of data collected across twenty-two course teams in ten schools and colleges over a two-year period as part of an ESRC-funded project. The model of comprehensive assessment of the second version of the GNVQ is one in which the curriculum reinforcement role of assessment related to the coverage and standards of the qualification but not to the design of courses. Theoretically, significant scope was accorded to course teams to develop and provide courses that responded to local contexts. The article explores how patterns of difference and similarity in course team responses to the introduction of this curriculum might be explained and indicates three broad approaches: implementation, adaptation and assimilation, relating these responses to the existing experience and expertise of members of the various course teams. The article draws on concepts from the field of linguistics to put forward the notions of ‘curricular fields’ and ‘sub-curricular fields’ and suggests that curriculum implementation needs to take greater account of the sub-curricular fields of course teams.  相似文献   

12.
论教师的课程意识及其唤醒   总被引：15，自引：0，他引：15  
与传统课程改革不同,目前在我国兴起的新课程改革,其重要理念是要求教师能够积极主动参与。为此,教师课程意识的觉醒是十分重要的。课程意识是教师对其在课程决策与发展中地位与作用的敏感性、批判性、反思性意识。当前,教师有三种课程意识形态,即天真意识、惯性意识与批判意识。为唤醒教师课程意识,必须赋予教师专业自主权,并通过叙事、合作传记、价值之思等途径来实现。  相似文献   

13.
Michael Young’s recent paper in this journal is correct; there is a profound crisis in curriculum theory, and to be intellectually viable into the future the field must strive to bring back in empirical study of curriculum. Also by ignoring the empirical content of knowledge and access to it in mass education systems throughout the world, the field’s influential neo-Marxist paradigm unproductively avoids troubling, even theoretically damning, counterfactual evidence. The historical moment to address the crisis is propitious as the ‘schooled society’ is flourishing in unprecedented participation in formal education accompanied by a robust culture of education influencing fundamental processes that construct society worldwide. A brief review of sociological studies of historical and global change in curricular form and content illustrates the challenge before the field to end its own crisis. The results also indicate a profound challenge to the field’s reigning paradigm.  相似文献   

14.
Increased use of problem-based approaches to medical education has highlighted the challenges of curricular revision and interdisciplinary development. Venturing beyond disciplinary boundaries can be difficult, despite a desire to create interdisciplinary courses and adopt new ways of teaching. Concept mapping is an effective tool for developing an integrated curriculum. This article includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. The author argues that concept mapping is a valuable tool for curriculum development of any scope or discipline, but is particularly helpful for creating interdisciplinary courses and case-based exercises.  相似文献   

15.
＂土地利用专项规划＂课程的教学质量和教学效果直接关系到学生能否适应社会的需要,科学设置课程内容与创新教学研究势在必行。文章基于对欧美教师教育转型和科学研究创新要求的思考,对＂土地利用专项规划＂课程教学内容设置与教学创新进行了初步的探索。  相似文献   

16.
There is a movement in higher education to think of a curriculum less as a sequence of independent courses and more as a set of highly integrated learning and assessment experiences designed to help students develop clearly defined outcomes. This paper reports on a case study that illustrates how internal curriculum assessment processes used by an environmental science and policy department in an institution of higher education lead to the creation of an innovative tenure-track faculty line for someone whose primary activities and scholarship focus not on traditional disciplinary scholarship but instead on coordinating the holistic development of an integrated curriculum. This paper goes on to show how I, the person hired into this position, am facilitating the coordinated development of a senior thesis programme, a junior entry course into the major and a disciplinary writing programme for the purpose of developing a more integrated curriculum.  相似文献   

17.
Graduate capabilities are an essential aspect of undergraduate development in higher education. Accordingly, La Trobe University's Design for learning has identified particular university-wide graduate capabilities and required all faculties to explicitly embed these in their curricula. The Faculty of Law and Management developed an approach to map the teaching and assessment of eight graduate capabilities across the first year of the faculty's degree programmes, allowing staff to evaluate the embedding of graduate capabilities and identifying where they might further develop their curricula. This article describes a process designed to collect, analyse and present data on current teaching and assessment of graduate capabilities. The discursive approach supports reflective practice in curriculum design while the resulting heat maps provide diagrammatic accounts of current practices and indicators of where redesign of curriculum should centre.  相似文献   

18.
现阶段语文课程设置的弊端是整个课程设置弊端的具体表现;课程意识的缺失和课程研究对象的冲突与错位是语文课程设置滞后性和不科学性的根本原因;新世纪的教育使命亟待我们建构一套全新的、整体优化的、生态化的语文课程体系。  相似文献   

19.
通识教育课程质量是影响人才培养质量的关键因素,也是高校内涵式发展的重要环节。围绕通识核心课程建设,急需根据通识教育目标,推进通识课程的有效教学,探索建立学生中心、科学合理、持续改进的通识课程质量保障体系,组织实施“五维目标”导向的通识核心课程质量标准建设。  相似文献   

20.
The chemical engineering programme at the United Arab Emirates University is designed to fulfil the Accreditation Board for Engineering and Technology (ABET) (A–K) EC2000 criteria. The Department of Chemical & Petroleum Engineering has established a well-defined process for outcomes assessment for the chemical engineering programme in order to ensure that its graduates achieve the programme educational objectives. Different direct and indirect tools are implemented in the assessment process. Among these tools, the greatest weight in the assessment process has been given to the curriculum (30%). The course and curriculum assessment usually plays an important role in improving the course content and quality; as it should provide considerable information on the effectiveness of an academic programme. This paper aims to discuss the methods used to assess the courses/curriculum of the chemical engineering programme as an important direct tool in the assessment process for ABET accreditation. Application of the curriculum assessment results in the continuous improvement of chemical engineering programmes is also addressed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号