Empowering curriculum leaders to innovate: an overview and evaluation of an Integrated Curriculum Design Framework

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Abstract

    Conceptions of curriculum can vary across an institution, disciplines, departments and within programme teams (Fraser and Bosanquet, 2006). In this context, there is also a need to design programmes that are innovative and facilitate the development of 21st Century skills. In response to this, an Integrated Curriculum Design Framework (ICDF) has been developed at Ulster University (Curran and Murphy, 2018) and encompasses the three dimensions of curriculum: Knowing, Doing and Being (Barnett and Coate, 2005).
    The framework is an enabler for teams to strive for academic excellence and to design for success for today’s 21st century learner focusing on:
    • What does the student need to know?
    • What does the student need to be able to do?
    • What does the student need to be and become?
    The ICDF is an overarching framework that consists of a seven-stage approach to
    curriculum design. It is truly integrated as it involves academic staff, students, alumni, academic support service staff, employers and professional, statutory and regulatory bodies (PSRBs) co-designing and developing a holistic and innovative curriculum for our learners, industry and economy.
    The framework has underpinned professional development activity over the last 18 months as part of Ulster’s Postgraduate Certificate in Higher Education Practice and the MEd and a robust evaluation has been carried out with participants on the usefulness of the ICDF in underpinning their redesigns at a modular and programme level. In addition, programme teams revalidating programmes have adopted the framework to support their curriculum design innovations.

    This session will include a brief overview of the framework and toolkit. It will also involve exploration and reflection, based on feedback received to date, on how the framework empowers curriculum leaders to facilitate a change in mind-sets and the development of an integrated team-based interconnected curriculum.

    Conference

    ConferenceStaff and Educational Development Association (SEDA) Spring Teaching, Learning and Assessment Conference
    CountryNorthern Ireland
    CityBelfast
    Period9/05/1910/05/19
    Internet address

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    leader
    curriculum
    evaluation
    student
    staff
    alumni
    certification
    employer
    innovation
    economy
    industry
    education

    Cite this

    @inproceedings{72abbab932de4799addee52ba12d0e70,
    title = "Empowering curriculum leaders to innovate: an overview and evaluation of an Integrated Curriculum Design Framework",
    abstract = "Conceptions of curriculum can vary across an institution, disciplines, departments and within programme teams (Fraser and Bosanquet, 2006). In this context, there is also a need to design programmes that are innovative and facilitate the development of 21st Century skills. In response to this, an Integrated Curriculum Design Framework (ICDF) has been developed at Ulster University (Curran and Murphy, 2018) and encompasses the three dimensions of curriculum: Knowing, Doing and Being (Barnett and Coate, 2005).The framework is an enabler for teams to strive for academic excellence and to design for success for today’s 21st century learner focusing on:• What does the student need to know?• What does the student need to be able to do?• What does the student need to be and become?The ICDF is an overarching framework that consists of a seven-stage approach tocurriculum design. It is truly integrated as it involves academic staff, students, alumni, academic support service staff, employers and professional, statutory and regulatory bodies (PSRBs) co-designing and developing a holistic and innovative curriculum for our learners, industry and economy.The framework has underpinned professional development activity over the last 18 months as part of Ulster’s Postgraduate Certificate in Higher Education Practice and the MEd and a robust evaluation has been carried out with participants on the usefulness of the ICDF in underpinning their redesigns at a modular and programme level. In addition, programme teams revalidating programmes have adopted the framework to support their curriculum design innovations. This session will include a brief overview of the framework and toolkit. It will also involve exploration and reflection, based on feedback received to date, on how the framework empowers curriculum leaders to facilitate a change in mind-sets and the development of an integrated team-based interconnected curriculum.",
    author = "Roisin Curran and Colette Murphy",
    year = "2019",
    month = "5",
    day = "9",
    language = "English",
    booktitle = "SEDA SPRING TEACHING LEARNING AND ASSESSMENT CONFERENCE 2019",

    }

    Curran, R & Murphy, C 2019, Empowering curriculum leaders to innovate: an overview and evaluation of an Integrated Curriculum Design Framework. in SEDA SPRING TEACHING LEARNING AND ASSESSMENT CONFERENCE 2019. Staff and Educational Development Association (SEDA) Spring Teaching, Learning and Assessment Conference, Belfast, Northern Ireland, 9/05/19.

    Empowering curriculum leaders to innovate: an overview and evaluation of an Integrated Curriculum Design Framework. / Curran, Roisin; Murphy, Colette.

    SEDA SPRING TEACHING LEARNING AND ASSESSMENT CONFERENCE 2019. 2019.

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    TY - GEN

    T1 - Empowering curriculum leaders to innovate: an overview and evaluation of an Integrated Curriculum Design Framework

    AU - Curran, Roisin

    AU - Murphy, Colette

    PY - 2019/5/9

    Y1 - 2019/5/9

    N2 - Conceptions of curriculum can vary across an institution, disciplines, departments and within programme teams (Fraser and Bosanquet, 2006). In this context, there is also a need to design programmes that are innovative and facilitate the development of 21st Century skills. In response to this, an Integrated Curriculum Design Framework (ICDF) has been developed at Ulster University (Curran and Murphy, 2018) and encompasses the three dimensions of curriculum: Knowing, Doing and Being (Barnett and Coate, 2005).The framework is an enabler for teams to strive for academic excellence and to design for success for today’s 21st century learner focusing on:• What does the student need to know?• What does the student need to be able to do?• What does the student need to be and become?The ICDF is an overarching framework that consists of a seven-stage approach tocurriculum design. It is truly integrated as it involves academic staff, students, alumni, academic support service staff, employers and professional, statutory and regulatory bodies (PSRBs) co-designing and developing a holistic and innovative curriculum for our learners, industry and economy.The framework has underpinned professional development activity over the last 18 months as part of Ulster’s Postgraduate Certificate in Higher Education Practice and the MEd and a robust evaluation has been carried out with participants on the usefulness of the ICDF in underpinning their redesigns at a modular and programme level. In addition, programme teams revalidating programmes have adopted the framework to support their curriculum design innovations. This session will include a brief overview of the framework and toolkit. It will also involve exploration and reflection, based on feedback received to date, on how the framework empowers curriculum leaders to facilitate a change in mind-sets and the development of an integrated team-based interconnected curriculum.

    AB - Conceptions of curriculum can vary across an institution, disciplines, departments and within programme teams (Fraser and Bosanquet, 2006). In this context, there is also a need to design programmes that are innovative and facilitate the development of 21st Century skills. In response to this, an Integrated Curriculum Design Framework (ICDF) has been developed at Ulster University (Curran and Murphy, 2018) and encompasses the three dimensions of curriculum: Knowing, Doing and Being (Barnett and Coate, 2005).The framework is an enabler for teams to strive for academic excellence and to design for success for today’s 21st century learner focusing on:• What does the student need to know?• What does the student need to be able to do?• What does the student need to be and become?The ICDF is an overarching framework that consists of a seven-stage approach tocurriculum design. It is truly integrated as it involves academic staff, students, alumni, academic support service staff, employers and professional, statutory and regulatory bodies (PSRBs) co-designing and developing a holistic and innovative curriculum for our learners, industry and economy.The framework has underpinned professional development activity over the last 18 months as part of Ulster’s Postgraduate Certificate in Higher Education Practice and the MEd and a robust evaluation has been carried out with participants on the usefulness of the ICDF in underpinning their redesigns at a modular and programme level. In addition, programme teams revalidating programmes have adopted the framework to support their curriculum design innovations. This session will include a brief overview of the framework and toolkit. It will also involve exploration and reflection, based on feedback received to date, on how the framework empowers curriculum leaders to facilitate a change in mind-sets and the development of an integrated team-based interconnected curriculum.

    UR - https://www.seda.ac.uk/events/info/476

    M3 - Conference contribution

    BT - SEDA SPRING TEACHING LEARNING AND ASSESSMENT CONFERENCE 2019

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