1. Curriculum Mapping & Assessment Blueprinting to improve Quality Dr Vicky Gunn Director Learning and Teaching Centre

2. Curriculum reform: Historically recurring themes Creation of a good society Generation of manners / mores Association with ‘State’; strength of democracy Cultivation of cultured professionals Accountability to funders (politics) Work-force production/ graduate attributes/ global citizenship Importance of increasing knowledge through specialisation; To serve science (wissenschaft); Sustaining the knowledge economy

3. University of Glasgow Context: Enhancement themes case studies

4. Managing the paradoxes: CMAB Prioritise: disciplinary engagement (staff and students) in the first instance; Focus on: assessment and feedback as the vehicle to improve links to the University’s GAs; Work within: a long term ‘stealth’ plan – systematic linking of teaching enhancement projects to one direction What we’ve learned from working with Enhancement Themes:

5. Why this choice for managing engagement? Disciplinary priorities around learning and teaching are not always homogenous: orientations to different educational outcomes expressed within them; need to harness this to generate change that comes from within the clusters as well as using centralised ‘pushes’. See: Gunn & Fisk (2013) Considering Teaching Excellence in Higher Education: 2007-2013, p. 14.

6. Processes Scholarly review of literature Curriculum audit: paper trail – initial mapping and blueprinting ILOs, GAs, Assessment types, feedback opportunities Conversations (interviews, focus groups, workshops) Reiterating audit Facilitating action plan generation

7. Example CMAB: Initial stage AB First yr C1First yr C22 nd yr C12 nd yr C2 Essay/exam Familiar methods = comfort Essay/ presn.Reflective portfolio built over time DISRUPTION Essay/ exam Relief, back into comfort zone Essay/ exam Essay/ presentation Essay/ exam Essay-like pieces Any cross course assmts? Understanding the bigger picture from the parts: Then map to ILOS/ GAs Indicative only- not an actual programme

8. Kept reminding ourselves of: Quality bureaucracy words of “What is actually done in the classroom and what is said in quality documentation is not always the same thing”

9. Next stage: mainstreaming Embed in quality assurance processes: Periodic subject review? Have as part of the action plan of large-scale teaching oriented interventions and strategies Use outcomes to inform Personal Tutors/ Advisers of Studies and their subsequent conversations with students Students?