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Faculty of Engineering, Computer & Mathematical Sciences

The following information outlines the process undertaken and the resources developed in the Faculty of Engineering, Computer and Mathematical Sciences for curriculum renewal in the target program, the Bachelor of Engineering (Hons) (Electrical and Electronic). The approach is still being developed and so the documents provided here are in draft form.

  • Overview of the Faculty Project

    Curriculum Renewal Process

    A strategic approach needs to underpin the curriculum renewal process. The following steps should be undertaken in the context of the Discipline / School / Faculty / University strategic plan. This process is informed by the principles and purpose of curriculum renewal. Before you get started make a plan.

    Features of effective curriculum renewal

    The curriculum renewal process is done inclusively and collaboratively when:

    • a shared vision is developed,
    • a variety of perspectives are shared and taken into account, and
    • decision making and planning are open to broad engagement.

    To ensure success the process needs:

    • leadership,
    • effective and ongoing communication,
    • to be planned,
    • to be resourced and supported,
    • to be monitored, and
    • to be evaluated.

    Curriculum renewal questions

    Throughout this process three key questions are asked.

    Why?
    • to validate decisions and actions
    • to engage stakeholders
    • to provide a context for decision making, goal setting and evaluation.
    How?
    • to determine the process
    • to develop agreed criteria for success for review and evaluation.
    What?
    • What is the intent and purpose of the program?
    • What skills and knowledge do students need to develop:
      • in the program?
      • in the major?
      • in the specialisation?
      • in the course?
    • What courses will be needed (core) and which can help (electives) to achieve the intent and purpose of the program?
    • What will students do to develop the expected knowledge, skills and application (learning activities)?
    • What will students need to do to demonstrate they have achieved program and course learning outcomes (assessment)?

    Many of these questions will be answered through the curriculum mapping process.
    Of these, Why is the most important … you can't design and build something that is 'fit for purpose' if you don't know what that purpose is!

    The process

    Curriculum renewal is a four stage process. 1

    Stage 1: Map the current curriculum

    This Stage establishes the starting point by mapping and interpreting the alignment of programs2 and/or courses to the various elements that inform curriculum intent.

    This Stage is led by Course Coordinators and Discipline Leaders.

    Stage 2: Agree on preferred curriculum

    This is the Stage where decisions are made about what needs to be done, based on interpretation of the information gathered through the curriculum mapping process (Stage 1).

    The purpose of this stage is to determine:

    • priorities
    • themes
    • graduate outcomes
    • program purpose
    • program structure.

    This Stage is led by Course Coordinators and Discipline leaders.

    Stage 3: Make changes

    This is the Stage where any required changes, identified in Stages 1 and 2, are made. This will include writing/revising courses and course learning outcomes, assessment tasks and learning activities.

    When revising or redeveloping courses/programs or developing new courses/programs ensure:

    • alignment of learning outcomes, assessment, and teaching and learning activities,
    • alignment with program/major intent, and
    • progressive development of complexity and sophistication of application of knowledge and skills.

    This Stage is led by Course Coordinators.

    Stage 4: Document changes; gain approval; plan implementation

    This is the Stage where documentation is finalised, approval is sought and plans for implementation are finalised.

    In practice this Stage may run concurrently with Stage 3. As decisions and actions are finalised, the related components of the approval process can be started. Planning for implementation does not need to wait for all components of the approval process to be finalised before it can be started.

    Ensure all the documentation is:

    • complete and accurately reflects practice,
    • compliant with University policy, and
    • submitted through University, Faculty and School approval processes.

    This Stage is led by Course Coordinators and Discipline leaders, and involves professional staff.
     

    1. MIT Engineering department, for example, used a similar approach to develop the CDIO curriculum.

    2. In this guide program is used to indicate program, degree, stream, discipline or major, whichever is more relevant to your context.

  • Discipline Context
  • Curriculum Renewal Process
  • Proformas & Templates
  • Worked Examples
  • Project-Generated Faculty Resources
  • Relevant Resources & References
Division of Academic and Student Engagement
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The University of Adelaide
South Australia 5005
Australia

Street Address

Level 7, Wills Building
North Terrace Campus
THE UNIVERSITY OF ADELAIDE
SA 5005 AUSTRALIA

Contact

T +61 8 8313 5901
F +61 8 8313 8333

dvca@adelaide.edu.au