Learning and Teaching Forum 3 March 2011

1. Learning and Teaching Forum3 March 2011 Curriculum Enhancement Project

2. Purpose of today • A reminder of why we’re reviewing our curriculum • Provide an update on the project • Share the outcome of the consultations on the core threads and discuss next steps • Discuss models for broadening within and outside the Leeds curriculum • A chance for you to input into thinking about what a Leeds curriculum will look like

3. Project rationale • Changing HE landscape • Need to build on and articulate existing strengths in an increasingly competitive market • Greater consistency of student experience • Creating a common Leeds identity and reputation through our curriculum • Developing more rounded graduates to compete more effectively in the workplace

4. Vision for 2013 curriculum • A curriculum which • demonstrates the integration of research and teaching in all programmes • integrates employability, ethics and responsibility and global and cultural insight through all its programmes • offers all students the opportunity to broaden their education • encourages deeper learning • provides all students with the opportunity for placement learning and/or study abroad

5. Vision for 2013 curriculum • Leading to graduates who • are capable of articulating the benefits of a research-led University of Leeds education • understand how this education prepares them to compete successfully in the employment market

6. Project update • Core threads for all Leeds UG programmes – employability, ethics and responsibility and global and cultural insight – endorsed by TSEB • A variety of broadening models developed for discussion at today’s forum • Preliminary Project Board discussions of options for structure of academic year

7. Project update • Consultation ongoing with current and prospective students, staff and employers in relation to threads and broadening • Curriculum Innovation Network: global network of universities engaged in institution-wide curriculum innovation

8. Core threads • Research led teaching (RLT) • Healey matrix provides framework for RLT • Schools to demonstrate how programmes move students from research-led teaching to research-based learning • Core Programme Threads • awareness of a small number of topics, ‘Core Programme Threads’, would be of significant benefit to all our graduates. • Ethics & Responsibility, Employability, Global & Cultural Insight

9. Core threads

10. Core threads • Ethics and Responsibility: an understanding of the ethical issues of the discipline and of how, more generally, to behave responsibly (professionally). • A student/graduate should be: • Ethically aware • Self-aware • Reflective and critical • A considered decision maker

11. Core threads • Employability: programmes must enable the development of skills that will make the graduating student employable. • A student/graduate should be: • Aware of the skills they need to be employable • Able to articulate his/her skills in a range of circumstances (academic and employment) • Ready to compete in the workplace • A lifelong learner who is effective in a work environment

12. Core threads • Global and Cultural Insight: an awareness that there are many perspectives to any issue, and an understanding of the key issues in their discipline. • A student/graduate should: • Think about things from an international or a global perspective • Engage with the international issues that affect the discipline • Considers things in a global context • Consider the international development of the subject

13. Broadening – aims and rationale • To allow students to adapt/apply knowledge from their core discipline in different ways and contexts • To give students the opportunity to undertake subjects, develop skills and explore topics beyond their main discipline • Employers are looking for individuals with broad academic horizons and the confidence/flexibility to question received wisdom – not just specialist knowledge of a single subject area (Graduate Talent Conference 2010)

14. Broadening – current limitations • ‘Pick and mix’ elective system • Unequal access to broadening opportunities

15. Broadening – potential advances • Reformat electives as coherent strands of related modules • Ensure that strands offer students the opportunity to pursue an interest across more than one level of study • Ensure more equal opportunities for students to pursue broadening strands within their degree programme

16. Types/functions of broadening strands • An exploration of a conventionally defined academic area beyond the degree discipline • A means of developing additional skills and competences – with academic and/or vocational relevance • A means of gaining enhanced understanding of external commercial/institutional environments and/or enterprise • A means of exploring important issues/debates from a diversity of disciplinary perspectives

17. A model which emphasises student choice Locating broadening Semester 1 Semester 2 Year 1 Broadening Gateway Module (20 Crds) Core/Optional Modules 100 Crds (to include broadening within the curriculum) Year 2 Broadening Choice (20 Crds min available) Core/Optional Modules 100/120 Crds (to include broadening within the curriculum) Broadening Choice (20 Crds min available) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Year 3 Core/Optional Modules 100/120 Crds (to include broadening within the curriculum) Year 4 Broadening Choice (20 Crds min available) Core/Optional Modules 100/120 Crds (to include broadening within the curriculum)

18. Innovation elsewhere • Melbourne/Aberdeen – ‘flexible compulsion’ • students must choose modules from menu of bespoke ‘breadth’ modules - accounts for up to 25% of level/programme; • some flexibility in timing within an individual’s programme; • bar on choosing modules akin to home degree subject. • LSE – a universal ‘rite/right of passage’ • institution-wide module for all L1 students – themes reflect key global issues and institutional research excellence • emphasis on acquisition of skills in critical thinking, analysis, presentation, debate and interaction appropriate for higher level study.

19. Broadening at Leeds – flexible opportunity? • Enhance/render explicit broadening elements within primary disciplinary content • Facilitate/enhance co-curricular broadening opportunities, external/research placements etc. • Coordinate/enhance broadening electives as component of most programmes – with local discretion on timing • Organised strands over two or more levels – student choice of extent of participation (up to max 40C during total degree study?)

20. Discussion groups • Core threads • How might the threads - employability, ethics and responsibility and global and cultural insight – look in your discipline? • How do you think these threads might be assessed, particularly near the end of the programme?

21. Discussion groups • Broadening • Can all programmes accommodate ‘flexible opportunity’? Is this a better option than either ‘flexible compulsion’ or complete equality of student choice? • Does it matter where, and at what level(s), broadening opportunities are located within specific programmes? • Are the basic criteria for defining the functions of broadening strands appropriate? • How are students best introduced to the potential of broadening?

22. Discussion groups • Broadening • How can we best encourage/co-ordinate the development of an imaginative range of broadening strands? • Should be wary of offering too many strands/too much choice? And how much is too much? • Can we accommodate student choice to migrate between strands – as well as to opt out (and back in)?