Greg Auhl,* Denise Wood, and Sally McCarthy, Division of Learning & Teaching, Charles Sturt University, Australia
Abstract
Developing quality
programs in higher education, across international jurisdictions, is becoming
more challenging as a variety of stakeholders demand greater input into
curriculum development processes. These multiple stakeholders include
professional bodies, governments, ‘consumers’ of higher education qualifications
and institutional requirements themselves. This paper will examine what
constitutes quality in program design and how integrating standards can drive
quality program development. It will further describe a process to drive what
the authors describe as both internal (within course/subject) and external
(within program) alignment to intentionally design programs that meet both
quality markers and the requirements of stakeholders.
Keywords:
Quality course design; integrated standards;
internal/external alignment; intentional design
*Corresponding author. Email: gauhl@csu.edu.au
(NB: In preparing this paper, every attempt has been made to use
internationally recognised terminology. At the authors’ home institution in
Australia, a “course” is a “program/qualification.” Individual units are
designated as “subjects,” which equate in many institutions to “courses,” “units,”
or “modules”).
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The Development of Quality Programs in Higher Education
/in 2019 ProceedingsGreg Auhl,* Denise Wood, and Sally McCarthy, Division of Learning & Teaching, Charles Sturt University, Australia
Abstract
Developing quality programs in higher education, across international jurisdictions, is becoming more challenging as a variety of stakeholders demand greater input into curriculum development processes. These multiple stakeholders include professional bodies, governments, ‘consumers’ of higher education qualifications and institutional requirements themselves. This paper will examine what constitutes quality in program design and how integrating standards can drive quality program development. It will further describe a process to drive what the authors describe as both internal (within course/subject) and external (within program) alignment to intentionally design programs that meet both quality markers and the requirements of stakeholders.
Keywords: Quality course design; integrated standards; internal/external alignment; intentional design
*Corresponding author. Email: gauhl@csu.edu.au
(NB: In preparing this paper, every attempt has been made to use internationally recognised terminology. At the authors’ home institution in Australia, a “course” is a “program/qualification.” Individual units are designated as “subjects,” which equate in many institutions to “courses,” “units,” or “modules”).
Read moreTransforming Minds — Interactive Craft Education in India
/in 2019 ProceedingsSaroj Bala* and Lisha Malhotra, Pearl Academy, India
Abstract
There is a danger of traditional crafts losing their value as the technology occupies more space in the Indian education system. How can traditional crafts be taught in innovative ways to make them attractive to the young generation? After all, this is the generation which has to take forward the rich craft heritage of India. The paper will explore various avenues of bringing younger students into contact with that heritage, including the hand-painted “kalamkari” pictures and narration of stories, keeping in view the “essence” and “fragrance” of craft. Craft education at an early age can stimulate creative thinking and contemporary application. It deserves and requires our support if it is to survive.
Key Words : artisans, kalamkari, education, heritage, crafts
*Corresponding author. Email: saroj.bala@pearlacademy.com
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