The course will examine principles and practices in the design, teaching and evaluation of curriculum, and opportunities and challenges for innovation. The course is also relevant to participants not currently teaching, as they will be able to relate course concepts to their own past experiences, envisaged future challenges, or the observed practices of others. Participants will review case studies of curriculum design and innovation, and have an opportunity to apply their learning to curricula on which they are currently working. 

Key components of this course will include:

• examining implicit beliefs about curriculum, teaching and learning and their implications for practice
• articulating desirable student learning outcomes; 
• principles for devising teaching and assessment approaches that promote effective learning;
• constructive alignment of learning objectives, teaching and assessment approaches; 
• ways to seek feedback to help determine and develop the efficacy of the approaches chosen;
• active learning approaches such as inquiry-based learning, problem-based learning, use of case studies and role play; and
• the use of information and communications technologies and flexible learning.

Course Website

See Wattle

On completion of this course, you should be able to:

• analyse your curriculum practice using theoretical concepts and models from educational literature,
• articulate a philosophy for the design of a lesson, course and/or program that draws on relevant concepts, theories and models from educational literature,
• articulate desirable student learning outcomes that include generic skills and attributes,
• devise teaching and assessment approaches that promote effective learning;
• demonstrate constructive alignment of curriculum elements: learning objectives, teaching and assessment approaches,
• use a range of feedback mechanisms to evaluate the efficacy of your curriculum practice, including self- and peer assessment,
• identify opportunities for research-led education and flexible learning in your curriculum practice.

Assessment will be through a curriculum portfolio. It is recommended that components of the portfolio be completed following each class meeting to allow for timely feedback.

Portfolio Items will include:

• Negotiated curriculum project

A project relevant to improving participants' curriculum practice that may include designing and/or implementing a theoretically informed approach to achieving participants? goals for teaching and for student learning.

• Wattle On-line discussion forum

Selected contributions to the on-line discussion forum about participant views and responses to course readings and related issues and their relevance (or not) to participants? own practice/experience.

• Integrated reflection

A reflective overview in which participants examine how their knowledge and practice of curriculum, teaching and learning have changed during the course, provide evidence of their learning and explore the implications for their future practice.

Assessment will be determined as satisfactory/unsatisfactory. The curriculum portfolio can be resubmitted if required, subject to time constraints.

Offered in Semester 1 only and run in intensive mode, with three blocks of intensive face-to-face workshops, supported by readings, reflections and on-line discussion in between workshops.

Please note the class commences on February 10, 2011 with the remaining sessions being held on February 11, 17;  April 11-12 ; and June 14 2011.

Total of 40 contact hours (5 days in 3 teaching blocks).

Total workload expectation is approximately 120 hours which includes attending classes, reading and on-line discussion, assignments and reflection.

Any undergraduate degree from a recognised higher education institution.

Paul Ramsden (2003), Learning to Teach in Higher Education, 2nd Ed., London and New York: Routledge and Falmer.

Susan Toohey (1999), Designing Courses for Higher Education, Buckingham, UK: SRHE & Open University Press.

Biggs J. (1999) “What the student does: teaching for student learning.” Higher Education Research & Development. 18 (1): 57-75.

Boyer Commission Report. (1998). Ch 1 Make Research-Based Learning the Standard. http://naples.cc.sunysb.edu/Pres/boyer.nsf/

Healey M. (2005) Linking research & teaching: exploring disciplinary spaces and the role of inquiry-based learning. in Barnett (Ed) Reshaping the University: New Relationships between Research, Scholarship & Teaching.  McGraw Hill/ Open University Press. UK.

ANU to 2010.  http://info.anu.edu.au/OVC/Executive/_Files/ANU_by_2010.pdf

Jenkins A., Breen R., Lindsay R. & Brew A. (2003). Designing the curriculum to link teaching and research. Ch4 in Reshaping teaching in Higher Education: Linking Teaching with Research. Kogan Page. UK.

Staff Development Scholarship Scheme

The Vice Chancellor is encouraging ANU staff to undertake the Graduate Certificate in Higher Education or the Master of Higher Education, by making this course (and the total program) available at no cost to eligible applicants through the Staff Development Scholarship Scheme (i.e. HECS/tuition fees are waived) http://www.anu.edu.au/sas/admission/sds/index.php