Engaging and empowering first-year students through curriculum design: Perspectives from the literature



Bovill, Catherine and Bulley, Catherine and Morss, Kate (2011) Engaging and empowering first-year students through curriculum design: Perspectives from the literature. Teaching in Higher Education , 16 (2). pp. 197-209. ISSN 13562517

[img] PDF
eResearch_2228.pdf
Restricted to Repository staff only

Download (252kB) | Request a copy

Abstract

There is an increasing value being placed on engaging and empowering first-year students and first-year curriculum design is a key driver and opportunity to ensure early enculturation into successful learning at university. This paper summarises the literature on first-year curriculum design linked to student engagement and empowerment. We present conceptualisations of 'curriculum' and examples from first-year curriculum design. We also note the limited literature where students have been involved in designing first-year curricula. The results of the literature review suggest that key characteristics of engaging first-year curricula include active learning, timely feedback, relevance and challenge. The literature also points to the importance of identifying students' abilities on entry to university as well as being clear about desired graduate attributes and developmental goals. Acknowledging realities and constraints, we present a framework for the first-year curriculum design process based on the literature. © 2011 Taylor & Francis.

Item Type: Article
Divisions: School of Health Sciences > Physiotherapy
Date Deposited: 05 Apr 2011 12:13
Last Modified: 05 Apr 2011 12:13
URI: http://eresearch.qmu.ac.uk/id/eprint/2228

Actions (login required)

View Item View Item