Presentation on theme: "Curriculum development: good enough for KCL? Deesha Chadha King’s Learning Institute King’s College London."— Presentation transcript:
Curriculum development: good enough for KCL? Deesha Chadha King’s Learning Institute King’s College London
Completed a PhD in engineering education and joined KCL in 2005 Took over as programme lead for GCAP (Graduate certificate in academic practice) programme in 2006 Modified programme Sought and gained accreditation at associate level Took over as programme lead for PGCAPHE (post graduate certificate in academic practice in higher education) programme in 2013 Evaluating programme Preparing for re-accreditation Personal background
The programme Evaluation Why? How? The changes Structure
EAP (enhanced academic practice) Grounding in academic practice (theories of learning, assessment, evaluation etc. ) 30-credits at level 7 3 teaching observations 5000 word assignment – case study or proposal PGCAPHE Appreciation of wider context of higher education (for example employability, diversity, leadership & management) Two 15-credit modules at level 7 and associated assessments The PGCAPHE
The assignment was too difficult and took too much time to prepare The marking criteria was not clear enough There were too many readings The programme was not practical enough Participants had no ownership of the programme Concerns identified by PTES scores
Meeting with predecessor Evaluation of written assignments Evaluation by tutors Evaluation by participants registered on EAP Focus group involving participants on EAP Focus group involving participants on PGCAPHE Evaluation strategy
Proposed changes to the EAP Fewer readings (from 14 to 6) Refreshments served during each seminar and participants gifted with book entitled ‘how learning works’ Introduction of ‘learning moment’ exercise Proposed changes to the modules More innovative forms of assessment What now?
Re-accreditation of PGCAPHE – working with the HEA PSF Five seminars of 3 hours each rather than seven of 2 hours each Participants complete tasks following on from each seminar session so they can build up a portfolio Micro-teaching sessions to be recorded, carried out in tutor groups and to become more of a focal point of the programme What next?
Priority given to drivers for change What is the order of importance? Importance of understanding institutional context Areas of total disagreement Calls for professional judgement Food for thought…