A framework for program wide curriculum transformation

Authors

  • Angela Nicolettou
  • Andrea Chester
  • Spiros Soulis

DOI:

https://doi.org/10.14742/apubs.2017.781

Keywords:

curriculum transformation, data informed, design-led practice

Abstract

Designing and delivering higher education programs in a global climate of constant change, technological advances and uncertain futures leads to the need for curriculum transformation practices that are innovative and responsive. This paper describes a university-wide approach to developing a framework for program level transformation that is strengths-based, data-informed and design-led. A strengths based approach builds on good practice, creating a space that is positive and forward looking. Data informed practice and the inclusion of data wranglers on the project allowed for conversations about the known, unknowns and desirable directions to take place and inform directions. Design-led practices introduced design thinking principles such a building empathy and co-design with students, alumni and industry. The emergent framework has three key stages: vision, design and build. The vision stage focuses on the program team, its students, industry and desired direction for transformation. The design stage focuses on defining challenges, ideating, co-designing and creating a plan for development. The build stage uses a rapid prototyping and iterative approach to development that incorporates user testing early in the stage. The project has delivered a framework for program level transformation and innovation and has shown that a strengths-based approach that is data informed and engages with students as codesigners has the capacity to unite teams, inform program visions and allow for innovative practices to emerge. Taking a learner experience approach to design also highlighted the value in engaging students and industry in curriculum design from the start of the process rather than simply as end users.

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Published

2024-05-12

Issue

Section

ASCILITE Conference - Full Papers