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dc.contributor.authorBovill, Catherine
dc.contributor.authorBulley, Catherine
dc.contributor.authorMorss, Kate
dc.date.accessioned2018-06-29T21:45:25Z
dc.date.available2018-06-29T21:45:25Z
dc.date.issued2011-04
dc.identifierER2228
dc.identifier.citationBovill, C., Bulley, C. & Morss, K. (2011) Engaging and empowering first-year students through curriculum design: Perspectives from the literature, Teaching in Higher Education, vol. 16, , pp. 197-209,
dc.identifier.issn13562517
dc.identifier.urihttp://dx.doi.org/10.1080/13562517.2010.515024
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/2228
dc.description.abstractThere 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.
dc.format.extent197-209
dc.publisherRoutledge
dc.relation.ispartofTeaching in Higher Education
dc.titleEngaging and empowering first-year students through curriculum design: Perspectives from the literature
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultysch_phy
dc.description.volume16
dc.description.ispublishedpub
dc.description.eprintid2228
rioxxterms.typearticle
qmu.authorBulley, Catherine
dc.description.statuspub
dc.description.number2


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