Cleaver, E, Wills, D, Gormally, Sinead, Grey, David ORCID: https://orcid.org/0000-0002-0961-9307, Johnson, Colin and Rippingale, Julie (2017) Connecting research and teaching through curricular and pedagogic design: from theory to practice in disciplinary approaches to connecting the higher education curriculum. In: Carnell, Brent and Fung, Dilly, (eds.) Developing the Higher Education Curriculum: Research-based Education in Practice. London, UCL Press, pp. 145-159

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Abstract

This chapter focuses on one institutional strategic change programme (Curriculum 2016+) and the journey from conception to realisation of the programme’s first stage: the process of curriculum and pedagogic design and programme validation. To begin, we provide a brief overview of the aims, scope and process of the Curriculum 2016+ programme. We move on to discuss the new approach which lay at the heart of its curricular development activities and was embedded within curriculum design processes and documentation. Finally, we explore how the curriculum development process was executed in three disciplinary settings (Sport Rehabilitation, Computer Science and Youth Work and Community Development) to highlight the contrasting ways in which different programme teams approached the challenge of redeveloping their pedagogies and curricula. To conclude, we offer some overall observations, reflections and lessons learned that we hope will be helpful to others undertaking similar curriculum development activities in the higher education sector.

Item Type:	Book Section
Status:	Published
DOI:	10.14324/ 111.9781787350878
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department:	Academic Development Directorate
URI:	https://ray.yorksj.ac.uk/id/eprint/2874

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