April 11, 2013, by Teaching at Nottingham

A mechanism for optimising curriculum development and teaching

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Dr Kay Bond: “In common with many units across the University, the Faculty of Engineering faces a number of significant challenges, amongst which maintenance of high quality teaching and excellent student experience in the face of efficiency savings rank highly. Additional, engineering-specific, challenges come from the need to respond positively and professionally to the demands of both national and international accrediting bodies. The project sought to embrace the drive from the Engineering Council and the Board of Engineers of Malaysia to exploit the full potential of outcome based learning, not simply for the purposes of accreditation, but in particular, but not exclusively, to:

  • “Develop staff knowledge and engagement in learning outcome based teaching and assessment.
  • “Maintain an overview of programme learning outcomes and their relationships to the modules where they are delivered – to help inform programme review activities where the implications of any changes to programme structures can be assessed quickly and accurately.”

“This presentation describes the work undertaken, the progress made and what has been learned along the way.”

Dr Kay Bond
Faculty of Engineering

This presentation was given at the Curriculum Review conference: creating coherent programmes. It was part of a session addressing models of curriculum coherence where colleagues offered examples of the implementation of a range of approaches to coherence, and shared their experience of the process of curriculum design at programme level. The full programme is available on the Curriculum Review conference page.

Produced April 2013

Posted in Curriculum designLearning outcomes