Art and design: Critical pedagogies and innovative curriculum design

2021 ◽  
Vol 20 (2) ◽  
pp. 123-127
Author(s):  
Susan Orr
Keyword(s):  
Curriculum Design ◽  
Art And Design ◽  
Critical Pedagogies ◽  
Innovative Curriculum

scholarly journals Developing resilient graduates to be future workplace leaders

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nikki McQuillan ◽  
Christine Wightman ◽  
Cathy Moore ◽  
Una McMahon-Beattie ◽  
Heather Farley
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Curriculum Design ◽  
Business Models ◽  
Academic Community ◽  
Key Factors ◽  
Content Type ◽  
Workplace Leaders ◽  
Innovative Curriculum ◽  
The Impact

PurposeVocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.Design/methodology/approachThe collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.FindingsEvidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.Research limitations/implicationsLimitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.Practical implicationsThe positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.Originality/valueThis pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

Re-Designing the Architecture Curriculum Through the Lens of Graduate Capabilities

2020 ◽  
pp. 221-242
Author(s):  
Veronica Ng
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Design Research ◽  
Graduate Attributes ◽  
University Curriculum ◽  
Whole Person ◽  
Global Movement ◽  
Innovative Curriculum

Aligned to the national and global movement towards the definition, design, and mapping of graduate capabilities of university curriculum, universities are assigned the colossal task to incorporate these capabilities through curriculum design, delivery, and assessment. Using curriculum design research as the methodology of study, this chapter presents the framework and principles for the development of an innovative curriculum in architecture to enhance specific graduate attributes. It describes the constraints of time as well as competency in curriculum design to make critical evaluations of mappings, integration, and progression throughout the different year-level of the programme and within each module. While fueled with challenges, it suggests the propensity for enhancement of a curriculum that engages with the whole-person development as well as opportunities for teaching and learning innovations.

scholarly journals Failure is an option: an innovative engineering curriculum

2018 ◽  
Vol 36 (3) ◽  
pp. 268-282 ◽  
Author(s):  
Edward Simpson ◽  
David Bradley ◽  
Juliette O’Keeffe
Keyword(s):  
Student Satisfaction ◽  
Engineering Design ◽  
Curriculum Design ◽  
Learning Experience ◽  
Content Type ◽  
Learning Group ◽  
Learning From Failure ◽  
Innovative Curriculum ◽  
Quality Learning

Purpose Advancements and innovation in engineering design are based on learning from previous failures but students are encouraged to “succeed” first time and hence can avoid learning from failure in practice. The purpose of this paper is to design and evaluate a curriculum to help engineering design students to learn from failure. Design/methodology/approach A new curriculum design provided a case study for evaluating the effects of incorporating learning from failure within a civil engineering course. An analysis of the changes in course output was undertaken in relation to graduate destination data covering 2006 to 2016 and student satisfaction from 2012 to 2017 and a number of challenges and solutions for curriculum designers were identified. Findings The design and delivery of an innovative curriculum, within typical constraints, can provide opportunities for students to develop resilience to failure as an integral part of their learning in order to think creatively and develop novel engineering solutions. The key issues identified were: the selection of appropriate teaching methods, creating an environment for exploratory learning, group and team assessments with competitive elements where practicable and providing students with many different pedagogical approaches to produce a quality learning experience. Originality/value This case study demonstrates how to design and implement an innovative curriculum that can produce positive benefits of learning from failure. This model can be applied to other disciplines such as building surveying and construction management. This approach underpins the development of skills necessary in the educational experience to develop as a professional building pathologist.

Innovative Curriculum Design

2020 ◽  
pp. 106-137
Author(s):  
Sophia Palahicky
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Curriculum Design ◽  
Innovative Approach ◽  
Program Review ◽  
Design Development ◽  
Scholarly Literature ◽  
Definition Of ◽  
Innovative Curriculum

Learning outcomes are often referred to as the foundation of the curriculum and some scholars see them as “first elements” with precedence over other curriculum aspects. Nevertheless, when learning outcomes drive the curriculum design process, this can hinder creativity and collaboration. This chapter describes a disruptive approach to curriculum design that shifts the focus off learning outcomes and instead emphasizes collaboration and blueprint design to enable innovative curriculum design. A definition of innovative curriculum design is included in this chapter to enhance the scholarly literature and deepen understanding about this topic. In addition, this chapter describes an innovative approach to program review practices and features the design, development, and implementation of a recently developed program mapping application (PMA).

Innovative language teaching and learning at university: treasuring languages

2020 ◽  
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Best Practice ◽  
Language Teachers ◽  
Independent Learning ◽  
Technology Enhanced Learning ◽  
Intercultural Awareness ◽  
The University ◽  
Innovative Curriculum

The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in HE’. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of critical thinking, creative skills, and intercultural awareness; the use of digital tools and technology-enhanced learning, employability, innovative assessment, and collaborative and independent learning. We believe this volume will be of use to language teachers and practitioners in higher education and beyond.

scholarly journals Innovative curriculum design for learner-centeredness and eustress learning in critical care educational programs

2020 ◽  
Vol 2019 (2) ◽  
Author(s):  
Emad Almomani ◽  
Tawfiq Alraoush ◽  
Omar Sadah ◽  
Ahmed Al Nsour ◽  
Megha Kamble ◽  
...  
Keyword(s):  
Critical Care ◽  
Curriculum Design ◽  
Educational Programs ◽  
Learner Centeredness ◽  
Innovative Curriculum
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