标题：Three perspectives on a collaborative, whole-of-program process of curriculum change: Aligning a Creative Arts program with Threshold Learning Outcomes
期刊名称：Journal of Teaching and Learning for Graduate Employability
电子版ISSN：1838-3815
出版年度：2014
卷号：5
期号：1
页码：47-62
DOI：10.21153/jtlge2014vol5no1art567
语种：English
出版社：Deakin University
摘要：In this paper we reflect on a collaborative, process developed in an Australian university to support whole-of-program curriculum change. The aim of the change process is to enhance employment outcomes of Creative Arts students by aligning the curriculum with disciplinary Threshold Learning Outcomes. In this qualitative, case study the author-participants evaluate an emerging four-stage process of support for curriculum change and use reflective data from three perspectives: that of the academic developer, the head of program, and the discipline leader, to assess the usefulness of each stage and reflect about what each of us has learned. We conclude that key features of our process, such as its collaborative approach, have resulted in positive outcomes for participants. These include opportunities for situated learning, genuine ownership and deep engagement with the curriculum change process, including desired program outcomes, as well as reflective practice and a greater shared understanding.
