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| 2007 | D'Agostino, Fred (2007). Closing the Gap in Curriculum Development Leadership. |
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Closing the gap in curriculum development leadership is a Carrick-funded University of Queensland project which is designed to address two related gaps in current knowledge and in
existing professional development programs for academic staff. The first gap is in our knowledge of curriculum and pedagogical issues as they arise in relation to multi-year sequences of study,
such as majors in generalist degrees, or core programs in more structured degrees. While there is considerable knowledge of curriculum and pedagogy at the course or individual unit of study level
(e.g. Philosophy I), there is very little properly conceptualised, empirically informed knowledge about student learning (and teaching) over, say, a three-year major sequence in a traditional Arts
or Sciences subject. The Carrick-funded project aims to (begin to) fill this gap through bottom-up curriculum development projects across the range of UQs offerings. The second gap is in our
professional development programs and, indeed, in our recognition and support for the people who are in charge of such multi-year sequences of study. The major convener or program coordinator is
not as well supported, in Australian and overseas professional development programs, as the lecturer in charge of a single course (or unit of study). Nor is her work likely to be taken account of
in workload calculations or for the purposes of promotion and career advancement more generally. The Carrick-funded project aims to fill this gap by developing, in consultation with crucial
stakeholders, amendments to existing university policies and practices. The attached documents provide a useful introduction to the project. For more information, please contact Fred DAgostino at
f.dagostino@uq.edu.au.
| |  Professor Fred D'Agostino | | eSpace Record: |
http://espace.library.uq.edu.au/view/UQ:23760
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| Keywords: | curriculum development, leadership, professional development, pedagogy, multi-year study, multi-year teaching, student learning | | |
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