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SoTL Inquiry into Curriculum Development (Curriculum Development Process…
SoTL Inquiry into Curriculum Development
Significance of SoTL Outcomes
Impact a faculty or university curriculum practices when outcomes are shared via professional development workshops, sharing sessions, etc.
Inform the institution on the necessary improvement, adjustment, policies and/or professional development programmes
Contribute to the scholarship of teaching and learning when outcomes are made public
Enable informed decisions on curriculum design and enhancement
Rationales
advance knowledge in curriculum leadership
create and sustain high quality and evidence-based curriculum practices via systematic inquiry
Goal
Quality Assurance and Enhancement of Curriculum
Curriculum Development Process
ASSESS NEEDS
Discover Needs
Students (Prospective)
expectation, perspective, characteristics
interview, survey
Lecturers
knowledge, experiences, competencies
interview, focus group, meeting (individual or group), reflection
Industries
employability skills (knowledge, skills and attributes) demanded by employers
interview, survey
Local Community, National, Regional and Global Expectations
Alignment with local community and national priorities and policies
Policy documents analysis
Ministry/Governing Bodies (accrediting agencies, professional boards, etc.)
compliance to compulsory standards and requirement
Literature and Credible Resources
Best practices in teaching and learning, subject matter, related curricula, essential competencies
Literature review
DELIVER
REFLECT
Redesign Curriculum
Students (Alumni)
career analysis, alignment with societal/industry needs
Effectiveness of Monitoring Strategies
Plan for Further Improvement and Future Activities
MONITOR
Discover Problems/Resolution Ideas
Lecturers
availability, knowledge, motivation, experiences, competencies, teaching approaches and strategies, professional development needs
Interview, focus group, meeting (individual or group), observation, self- reflection, peer review, student feedback
teaching and learning process (content, delivery and assessment)
outcomes of SoTL inquiry at the course level
Industries
employability skills (knowledge, skills and attributes) demanded by employers
industrial training report, interview, survey, industry advisory report
Local Community, National, Regional and Global Expectations
alignment with local community and national priorities and policies
Policy document, standard
Students (Existing and Alumni)
expectation, perspective, characteristics, learning style, performance, learning experience, student selection criteria
interview, survey, course performance analysis, curriculum analytics, course feedback, reflection, alumni’s career path
Ministry/Governing Bodies (accrediting agencies, professional boards, etc.)
compliance to compulsory standards and requirements
Literature and Credible Resources
best practices in teaching and learning, subject matter, related curricula
literature review
Learning Environments, Facilities and Support
adequacy of physical and virtual facilities, access to learning resources, stakeholders' support to afford delivery
Survey, Interview
DESIGN
Resolution Ideas of Identified Needs/Problems
Informed by
Outcomes of systematic inquiries
Credible references
Expert experience, assumptions, beliefs, expectations
Disciplinary traditions, standards
Learning environments
Political landscapes
Evidence-based Curriculum
aim, learning outcomes and subject matter/content
teaching and learning delivery methods and learning resources
assessment
Constructive Alignment :check: