Engaging students to shape their own learning: driving curriculum re-design using a Theory of Change approach
File(s)
Accepted version
Author(s)
Type
Journal Article
Abstract
Curriculum review is challenging, although if carried out strategically can be less so. The adoption of a theory of change approach for reviewing a chemical engineering curriculum at a research-intensive university in the UK is discussed. The curriculum review was undertaken as part of an institutional drive to modularise the curricula and align the number of contact and independent study hours for all undergraduate students in the institution. At the heart of our curriculum review is the student experience, which is often ignored in favour of the views of institutional management. The curriculum has been redesigned using a theory of change approach, which has enabled us to establish short and long-term plans based on our efforts to create a less burdensome, student-centred curriculum that incorporates our institutional learning and teaching strategy. As part of the process, assumptions needed to be surfaced, meaningful evidence collated, and a central end-goal identified These plans are evidence-based and include: the provision of a departmental wellbeing advisor, the application and development of interactive pedagogies, appropriate mechanisms that support slow learning through formative assessment and less of an assessment burden, and nurturing links with industry-based partners ensuring a greater emphasis on students’ professional development and their exposure to chemical engineering industries.
Date Issued
2022-01
Date Acceptance
2021-10-04
Citation
Education for Chemical Engineers, 2022, 38, pp.14-21
ISSN
1749-7728
Publisher
Elsevier BV
Start Page
14
End Page
21
Journal / Book Title
Education for Chemical Engineers
Volume
38
Copyright Statement
© 2021 Elsevier Ltd. All rights reserved. This manuscript is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence http://creativecommons.org/licenses/by-nc-nd/4.0/
Identifier
https://www.sciencedirect.com/science/article/pii/S1749772821000476?via%3Dihub
Subjects
09 Engineering
13 Education
Publication Status
Published
Date Publish Online
2021-10-08