A connected curriculum for higher education / Dilly Fung.

Online resource; title from PDF title page (EBSCO, viewed September 8, 2017).

Foreword: Energising an institution / Ronald Barnett -- Introduction -- 1. Introducing the Connected Curriculum framework -- 2. Learning through research and enquiry -- 3. Enabling students to connect with researchers and research -- 4. Connected programme design -- 5. Connecting across disciplines and out to the world -- 6. Connecting academic learning with workplace learning -- 7. Outward-facing student assessments -- 8. Connecting students with one another and with alumni -- 9. A connected curriculum at UCL -- 10. Moving forward.

Half Title; Series Information; Title Page; Copyright Page; Foreword: Energising an Institution; Acknowledgements; Contents; List of figures; List of tables; Introduction; 1 Introducing the Connected Curriculum framework; 1 The Connected Curriculum framework: an overview; The six dimensions of the framework: an overview; 2 The purpose of the framework; 3 Universities in a changing world; 4 Audit cultures: tensions and opportunities; 5 Revisiting core principles: the unity of research and teaching; 6 Higher education curriculum revisited; 2 Learning through research and enquiry.

1 Research-based education in diverse disciplines2 Scholarly perspectives from academic literature; Conceptual and theoretical framings; 3 Empirical evidence for 'effectiveness'; 4 Global perspectives and cultural specificity; 3 Enabling students to connect with researchers and research; 1 Introduction; 2 Revisiting learning design; 3 Practical options for connecting students with research and researchers; 4 Meet the Researcher: a flexible student activity; 5 'Only connect': why connecting with research and researchers matters; Teaching-led research; 6 Conclusions; 7 Vignettes of practice.

4 Connected programme design1 Introduction; 2 Practical approaches to creating a connected 'throughline' of enquiry; 3 Undergraduate and postgraduate programmes: similarities and differences; 4 Key questions for departments and programme teams; 5 Learning as a coherent personal narrative of enquiry; 6 Vignettes of practice; 5 Connecting across disciplines and out to the world; 1 Introduction; 2 Enriching current programmes through connecting with other disciplines; 3 Developing new interdisciplinary programmes; Bachelors of Arts and Sciences.

An interdisciplinary professional programme: the Integrated Engineering Programme4 Why is connecting across disciplines important?; University disciplines and their cultures; Developments in interdisciplinary research; 5 Making a difference in the world; 6 Conclusions; 7 Vignettes of practice; 6 Connecting academic learning with workplace learning; 1 Academic learning and work; 2 The challenge of 'employability'; 3 Practical approaches for curriculum design; 4 Critiquing the connection between academic learning and workplace learning; 5 Vignettes of practice.

7 Outward-facing student assessments1 Revisiting student assessments; 2 Towards authentic assessment; 3 Possibilities for practice; Outputs; Audiences and partners; Collation and curation of outputs: the Showcase Portfolio; Orchestrating assessment and feedback; 4 Challenges for departments; 5 Vignettes of practice; 8 Connecting students with one another and with alumni; 1 Connecting with others; 2 Practical approaches; 3 Collaborative learning and groups assessments; 4 Connecting beyond the curriculum; 5 Working with alumni; 6 The value and values of human connections in education.

Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and 'real world' communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Educationis, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue about educational values, both within and across existing research groups, teaching departments and learning communities. Drawing on vignettes of practice from around the world, she argues that developing the synergies between research and education can empower faculty members and students from all backgrounds to contribute to the global common good.

Includes bibliographical references (pages 157-164) and index.

English.

JSTOR Books at JSTOR Open Access