Programme Design @ NU
Transcript of Programme Design @ NU
Program Design Process
developed by the Office of the Provost
NU Academic Quality Framework
Factors to consider in the Program Design Process
Program Design
International Context
Institutional Context
National Context
School Context
International Context
Accreditation Requirements• Take note of professional body requirements• Also any statutory and/or regulatory frameworks
Strategic Partner• Consultation on program development: advice;
benchmarking; external review
International context
Bologna Process*
Bologna Cycle*
FHEQ*
ECTS*
Dublin descriptors
*
Cycle 1. Bachelor
Cycle 2. Masters
Cycle 3. Doctoral
Level 6: Bachelor
Level 7: Masters
Level 8: Doctoral
1 ECTS credit = 25-30 hours of student workload;1 academic year = 60 ECTS;Bachelor Degree = 180-240 ECTS;Masters Degree = 90-120 ECTS (note absolute min. 60 – but not at NU);Doctoral = ECTS not defined
Broadly define expectations for each cycle (outcomes-based)
Learning outcomes- based
*hyperlink
Industry and employers
National frameworks and
requirements
Students’ academic and
cultural background
Consider market needs and potential employability in design of the
learning outcomes (e.g. state priority qualifications list, etc.)
Consider as and where appropriate (e.g. National General Education
Standards)
Consider cultural context and students’ academic background in
terms of knowledge, skills, attributes and prior learning styles.
National Context
NU Academic Quality Framework
NU Teaching and Learning Strategy
Instructional Technology Strategy
Admissions Regulations and
Templates
Available at my.nu.edu.kz
See ‘Program Approval
Guidelines’
Liaise with Undergraduate/
Graduate Admissions Office
Use appropriate template
Consult relevant NU strategies and enhancement
themes
Align programs and courses
Resources (Library, IT, Facilities)
Institutional Context
School Teaching and Learning Strategy informs
program design
Program Director and Program Delivery Team
develop program
Program Justification
andSpecification
External review
Program Approval through the School Teaching and Learning Committee and
Dean
Academic Quality Committee (review & recommendation)
and Academic Council (approval)
School Context
Program Specification
Define the major thrust of the program (typically 2-4).
Define specific expectations (typically 5-7) of the program and are appropriate to the level of delivery; what students know, and what they will be able to do, on successful completion of the program. Use action verbs from Bloom’s taxonomy.
Benchmark the program content, contextualize it to national settings and align with the NU Strategy and NU graduate attributes
Apply a variety of innovative teaching methods, aligned with NU Teaching and Learning Strategy, and effective in achieving the program aims and learning outcomes.
Develop an assessment strategy which is aligned with teaching and learning methods and the achievement of the learning outcomes
Program Aims
Program Content
Teaching and Learning Methods
Assessment Strategy
Program Learning Outcomes
NU Strategy*
NU Graduate attributes*
School Learning and Teaching Strategy
*hyperlink
• Programs and courses should contribute to the delivery of the NU graduate attributes.
• Programs and courses should be benchmarked in terms of delivery level and content.
• Program and course learning outcomes should be appropriate to the delivery level, and be aligned with the graduate attributes.
• Teaching, learning and assessment methods should be aligned with course and program learning outcomes.
• Appropriate and effective use should be made of instructional technologies
• Where possible and appropriate, research and teaching should be integrated.
• Assessment should contain both summative and formative components, and should be criterion-referenced, valid, reliable, fair and transparent.
Summary
Program Design - Useful Links
Consult and employ appropriate level descriptors
http://exchange.ac.uk/learning-and-teaching-theory-guide/levels-module-descriptions.html
http://ecahe.eu/w/index.php/European_Qualifications_Framework#Level_5
http://www.ehea.info/Uploads/QF/Bologna_Framework_and_Certification_revised_29_02_08.pdf
Develop module aims http://www.seec.org.uk/wp-content/uploads/2013/seec-files/SEEC%20Level%20Descriptors%202010.pdf
Write learning outcomes https://www.heacademy.ac.uk/sites/default/files/writing_learning_outcomes.pdf
Develop ALIGNED assessment criteria and methods
http://www.reading.ac.uk/engageinassessment/assessment-design/eia-constructive-alignment-in-assessment-design.aspx
Develop an ALIGNED teaching and learning strategy to enable students to reach learning outcomes and assessment criteria
https://www.heacademy.ac.uk/sites/default/files/resources/id477_aligning_teaching_for_constructing_learning.pdf
Claus Brabrand (2006): ‘Teaching Teaching & Understanding Understanding’ - 19-minute award-winning short-film on Constructive Alignmenthttp://www.daimi.au.dk/~brabrand/short-film
Implementation Support
Academic Quality Enhancement Team:
AQE website: http://my.nu.edu.kz/