Curriculum Re-Design: Don’t just Survive, Thrive

Curriculum Re-Design: Don’t just Survive, Thrive Norm Wilkinson Worcester Polytechnic Institute & Dr Pam Parker City University London

Session Outcomes • Share best practices for engaging stakeholders in the re-design process • Discuss Barriers to successful re-design and how to overcome them • Learn from peers’ successes and mistakes

Worcester Polytechnic Institute • Founded in 1865; 3rd oldest technological university in U.S. • USN&WR - #64 “Best National Universities” • Forbes - #9 “Top Colleges for Getting Rich” • 4,544 students (3,391 UG) total • B-School: 343 Grad; 184 UG

WPI School of Business • 4 UG Majors: • Industrial Engineering • Management • Management Engineering • Management Information Systems • 4 Grad Programs: • MBA • MS, Information Technology • MS, Marketing & Technological Innovation • MS, Operations Design & Leadership

WPI School of Business • Both UG & Grad curriculums re-designed for fall ‘10 launch • 3 year process • Used timing of AACSB re-accreditation to establish deadlines • Wanted 2 assessment cycles under new curriculums

WPI School of Business • “Process” key • Used a respected, externally developed process • Understanding by Design, Wiggins & McTighe • Removed a lot of potential ammunition • Transparent; not imposed • Design backwards • Desired results • Acceptable evidence (assessments) • Content & delivery

WPI School of Business • Cross-disciplinary design teams (UG & G) • 3 faculty, 1 administrator, 1 student on each • Blank canvas creates faculty champions • Some utility in doing both together • Had all disciplines represented on a design team • Commonality of UG core & G foundation • Clarity re resources – no surprises

WPI School of Business • Other stakeholder buy-in • Involvement in process • Regular opportunities for review & input • “Continuous Improvement” • Celebrate improvements • Transition planning • Change must not disadvantage current stakeholders • Individual transition plans for each student

WPI School of Business • Graphic presentation • http://biz.wpi.edu/mba

City University London Founded in 1894 as the Northampton Institute and gained full university status in 1966 The University has close links with the City of London and plays an active role in the business and professional life of the capital Focus on education for the business and professions We have 23,835 students from 156 countries Seven Schools although some Schools now conjoint

City University London CASS Business School • MBA that is recognised globally as a market leader • The widest portfolio of Specialist Masters programmes (MSc) in Europe • Undergraduate School is one of the best in the UK. Being ranked in the UK’s top 10 business and management research schools means we attract leading PhD students.

City University London Range of Business Programs • One international foundation program • Seven Undergraduate programs covering: Accounting and Finance, Actuarial Science, Banking and International Finance, Business Studies, Investment and Financial Risk Management, Management and Real Estate Finance and Investment • Twenty three Postgraduate programs covering: Finance, Quantitative Analysis, Real Estate, Actuarial, Insurance and Risk Management, Shipping supply chain and energy, charity and the MBA • PhD program • Range of other courses such as executive education

City University London • Schools have devolved processes • Some concern about diversity across the University • No clear model or process used • 2009/10 across University review of Undergraduate education • Those involved included students, employer feedback, staff • Need to have clearer graduate qualities, credit approach, assessment tools, student community across the University and organisation of programs

City University London Range of approaches used for re-design at City • Enhancing student experience is the emphasis • Working with the program teams • Mentoring Program teams • Curriculum and Technology Enabled Academic Practice Module on MA Academic Practice Program • Implementation of new Virtual Learning Environment • Learning Development Projects • Learning Development Associates

Barriers to Re-Design • Time • Lack of confidence • Lack of support • Feel change imposed • Bureaucracy of process

Best Practice - Engaging Stakeholders Key is for stakeholders to want to undertake this rather than it be an imposed activity Stakeholders have to be able to see a gain for them Stakeholders have to have ownership of the process

Approaches to Engagement Individual • Individuals seeking help to change an aspect of their programme such as an assessment • Individuals who have evaluated their module and wish to respond to suggestions Teams • Mentors given to programme teams who are re-designing • Two day intensive workshops provided for whole programme team • Working with team to develop blended learning materials for new virtual environment

Approaches to Engagement Continuing Professional Development • Seminars • Modules on MA Programme Institutional • Strategic Priority on learning and teaching strategy • Introducing New Virtual Learning Environment

Learn From Peers You have heard about our approaches but what would work for you in your institution and what are your barriers? In groups of 4 share some experiences and identify two key barriers and two successes to share with us all

Conclusion Other questions? Thank you Norm Wilkinson nwilkins@wpi.edu Pam Parker P.M.Parker@city.ac.uk

Curriculum Re-Design: Don’t just Survive, Thrive