This issue of CDTL Brief features articles on Professional Development and Curriculum Design and its significance in higher education.
A comment and feedback platform is available at the end of each article—please scroll down to access the platform.
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| International Approaches to
Aligning Learning-centred Curricula
and Staff Development: Developing Scholarly Approaches to Curriculum and Pedagogical Practice in Higher Education |
| Associate Professor Harry Hubball |
| Department of Curriculum & Pedagogy, University of British Columbia, Canada |
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There is growing recognition of the complexity of academic work and the need for scholarly approaches to curricula and pedagogical practices in higher education (Hubball & Gold, 2007). Continue reading |
| Specifying Learning Outcomes in Graduate Business Education—Insights on Theory and Practice |
| Dr Ann Bourke |
| Vice Principal for Teaching and Learning College of Business and Law University College Dublin |
| In 2005, University College Dublin (UCD)1 redesigned its programme offerings and moved to a modular and semesterised (rather than yearlong) system. Continue reading |
| Traversing Borders, Integrating Knowledge(s) |
| Associate Professor Michelle M. Lazar |
| Department of English Language and Literature |
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As university teachers, we know that knowledge is not a bounded entity, but a borderless journey. It is a journey that can be challenging and frustrating for the absence of clear-cut parameters and the ongoing, ‘unfinished’ nature of knowledge formation. Continue reading |
| Processes in Module Planning |
| Assistant Professor Chan Chun Yong, Eric |
| Department of Pharmacy |
The objective of this short communication is to highlight some key processes that should be considered in module planning. These include clarification and specification of pedagogical goals in designing students’ learning experience. Continue reading |