Curriculum design for the first year: Quality Enhancement Theme: The First Year Experience



Bovill, C and Morss, K and Bulley, Catherine (2008) Curriculum design for the first year: Quality Enhancement Theme: The First Year Experience. Project Report. Quality Assurance Agency for Higher Education.

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Abstract

This report outlines the work and outcomes of a practice-focused development project on 'Curriculum design for the first year'. It was one of nine projects funded by QAA under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The Enhancement Theme focused almost exclusively on the first year of undergraduate programmes, although it is acknowledged that some of the findings may also be relevant to the first year of postgraduate programmes. The aim of this project was to investigate the relationship between curriculum design and student engagement and empowerment, which may be viewed from two perspectives. On the one hand, curriculum design may encourage and enhance student engagement and empowerment; on the other hand, the process of curriculum design might be developed by engaging and involving students. The report firstly presents the context and process of the project. Key findings from the first-year curriculum design literature review are then presented. This is followed by key themes emerging from staff workshops, student focus groups and case studies of first-year curriculum design, which highlight interesting work being undertaken by practitioners from the HE sector in Scotland, Ireland and the US. Finally, we discuss some of the common issues emerging from the literature and practice, before presenting conclusions and recommendations. The report also includes appendices detailing the literature review and case studies.

Item Type: Monograph (Project Report)
Additional Information: The authors would like to express their thanks to:
Divisions: School of Health Sciences > Physiotherapy
Date Deposited: 06 Oct 2009 10:38
Last Modified: 19 Mar 2014 12:56
URI: http://eresearch.qmu.ac.uk/id/eprint/716

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