Open AccessThree perspectives on a collaborative, whole-of-program process of curriculum change: Aligning a Creative Arts program with Threshold Learning Outcomes
Author(s) -
Sara Hammer,
Janet McDonald,
Melissa Forbes
Publication year - 2014
Publication title -
journal of teaching and learning for graduate employability
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.397
H-Index - 4
ISSN - 1838-3815
DOI - 10.21153/jtlge2014vol5no1art567
Subject(s) - curriculum , situated , process (computing) , the arts , psychology , pedagogy , medical education , computer science , mathematics education , knowledge management , political science , medicine , operating system , artificial intelligence , law
In this paper we reflect on a collaborative, process developed in an Australian university to support whole-of-program curriculum change. The aim of the change process is to enhance employment outcomes of Creative Arts students by aligning the curriculum with disciplinary Threshold Learning Outcomes. In this qualitative, case study the author-participants evaluate an emerging four-stage process of support for curriculum change and use reflective data from three perspectives: that of the academic developer, the head of program, and the discipline leader, to assess the usefulness of each stage and reflect about what each of us has learned. We conclude that key features of our process, such as its collaborative approach, have resulted in positive outcomes for participants. These include opportunities for situated learning, genuine ownership and deep engagement with the curriculum change process, including desired program outcomes, as well as reflective practice and a greater shared understanding.