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Whose course is it anyway?- giving first year students a voice in curriculum design Amanda Corrigan School of Education. Me as a Learner. compulsory 20 credits development of undergraduate competences supports transition to university for all students promotes personal development and PDP
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School of Education
Personal Development Planning
Communication and presentation skills
Working as part of a team
97 of 109 respondents (89% of those responding) had used skills covered in this part of the module during their school placement. 5 respondents (5% of those responding) did not make use of skills covered in this part of the module. 7 participants (6%) had not responded to this question.
“ Did not seem daunting, I had done this in MaaL.”
“ Very good teaching in MaaL helped this.”
“ The skills I have are mainly from previous experience but MaaL
taught me more about myself as a learner.”
“ My skills were more effective due to the practice in the tutorial.”
Students cannot develop graduate attributes without first having a
robust set of undergraduate competences that are refined and
honed over the course of their degree programme.
Campbell, F., Beasley, L., Eland, J. and Rumpus, A. (2007) Hearing the Student Voice – promoting
and encouraging the effective use of the student voice to enhance professional development in
learning, teaching and assessment. Edinburgh: Napier University.
Campbell, F., L., Eland, J., Rumpus, A.and Shacklock, R.(2009) Hearing the Student Voice
involving students in curriculum and delivery. Final report. Edinburgh: Napier University.
Eland, J. (2010, April 20). Hearing the Student Voice.Powerpoint presentation, Higher Education
Academy Seminar, London. Retrieved June 20, 2010 from
Lines, D. (2005). The first-year learning experience. In The Quality Assurance Agency for Higher
Education, Responding to Student Needs: Student evaluation and feedback toolkit. Gloucester: The
Quality Assurance Agency for Higher Education.
Morrison, K.A. (2009). Making Teacher Education More Democratic: Incorporating Student Voice
and Choice, Part Two. Educational Horizons. 87:2, 102-115. Winter 2009.