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Implementing Systematic Curriculum Renewal

Implementing Systematic Curriculum Renewal

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Implementing Systematic Curriculum Renewal

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  1. Implementing Systematic Curriculum Renewal Professor Jeff Giddings Griffith Law School Brisbane Australia

  2. Introduction Systematic Curriculum Renewal • The process is important but … • Implementation is the hardest part • What to expect • Reflections

  3. Griffith Curriculum Review – Process • Conducted over 18 months • Substantial committee – choose carefully • Consultative approach • Focus on limiting workloads where possible

  4. Griffith Curriculum Review – Process • Consultations with students • Consultations with members of the profession

  5. Implementing the Review 4 year process plus evaluation • ‘How did you get your colleagues to agree?’ • Genuine consultation, feedback opportunities • Public support of the Dean is critical • Facilitation & mediation experience very helpful

  6. Implementing the Review 4 year process plus evaluation • Creating & maintaining momentum – reaching the tipping point • University endorsement • Professional accreditation • You need to keep your Committee going

  7. Implementing the Review 4 year process plus evaluation • Transition arrangements • Multi-cohort courses – there will be bumps • Get with the program! • Every team needs a pedant & an obsessive • University support & resources

  8. Implementing the Review 4 year process plus evaluation • Evaluation strategy – see Implementation Report 2007 on your Conference USB • Vertical subject assessment • The hardest part of the process

  9. Reflecting on Curriculum Renewal • Expect the unexpected • Need leadership continuity • Dean • Committee • Administrative staff

  10. Reflecting on Curriculum Renewal • Share the credit around – acknowledge supportive colleagues wherever possible • Build on & nurture what’s already working well

  11. Reflecting on Curriculum Renewal • Respond to all feedback • Work to persuade the sceptics • Focus on the home front -

  12. Reflecting on Curriculum Renewal • Plan on ‘Hitting the Wall’ • Value in staying ahead of the field • Accept it wont all be perfect on Day One

  13. Reflecting on Curriculum Renewal • University valuing innovation but also moving on to other priorities • Change is uncomfortable • Forced change likely to be much worse

  14. Reflecting on Curriculum Renewal • Relationship of core & elective programs • Sequencing is very important • Assessment issues • Overassessment concerns – both students & staff • Student numbers

  15. Reflecting on Curriculum Renewal • Skills teaching - a key issue to address • Likely area of staff resistance • Need academic staff with expertise – often law schools don’t value such staff • Time-consuming but very important • A loose fit rather than a straight-jacket

  16. Systematic Curriculum Review An ongoing process • Life sentence or life cycle? • We are happy to talk further • Professor Jeff Giddings • J.Giddings@griffith.edu.au