Curriculum development and educational research: the barriers to good practice and what to do about them

Paper

Jolly, Lesley, Brodie, Lyn, Prpic, Juliana Kaya, Crosthwaite, Caroline, Kavanagh, Lydia and Buys, Laurie. 2012. "Curriculum development and educational research: the barriers to good practice and what to do about them." Mann, Llewellyn and Daniel, Scott (ed.) 23rd Annual Conference of the Australasian Association for Engineering Education (AAEE 2012). Melbourne, Australia 03 - 05 Dec 2012 Melbourne, Australia.
Paper/Presentation Title

Curriculum development and educational research: the barriers to good practice and what to do about them

Presentation TypePaper
AuthorsJolly, Lesley (Author), Brodie, Lyn (Author), Prpic, Juliana Kaya (Author), Crosthwaite, Caroline (Author), Kavanagh, Lydia (Author) and Buys, Laurie (Author)
EditorsMann, Llewellyn and Daniel, Scott
Journal or Proceedings TitleProceedings of the 23rd Annual Conference of the Australasian Association for Engineering Education (AaeE 2012)
Number of Pages9
Year2012
Place of PublicationMelbourne, Australia
ISBN9780987177230
Web Address (URL) of Paperhttp://www.aaee.com.au/conference/2012
Conference/Event23rd Annual Conference of the Australasian Association for Engineering Education (AAEE 2012)
Event Details
Rank
B
B
B
Event Details
23rd Annual Conference of the Australasian Association for Engineering Education (AAEE 2012)
Parent
Annual Conference of the Australasian Association for Engineering Education (AAEE)
Event Date
03 to end of 05 Dec 2012
Event Location
Melbourne, Australia
Abstract

Curriculum change is acknowledged to be a difficult process to initiate and maintain (Graham 2012). Over the last two years we conducted an ALTC-funded evaluation of the use of the Engineers Without Borders (EWB) Challenge projects in first-year engineering. We asked the question 'what works for whom under what circumstances' in recognition of the complexity of curriculum development, and given that different aspects of the process play out differently in different settings. Phase 2 of the project involved three University participants' trialling implementation recommendations resulting from the earlier stage of the evaluation. Results indicate that knowledge of best practice methods does not always directly relate to successful implementation. Thus, consideration needs to be given regarding how knowledge is translated into practice.

Keywordscurriculum change; evaluation; embedding best practice; higher education research
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
390113. Science, technology and engineering curriculum and pedagogy
390402. Education assessment and evaluation
Public Notes

© 2012 Jolly, L., Brodie, L., Prpic, J.K., Crosthwaite, C., Kavanagh, L., Buys, L. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source. Any other usage is prohibited without the express permission of the authors.

Byline AffiliationsUniversity of Queensland
Engineering Education Research Group
University of Melbourne
Queensland University of Technology
Institution of OriginUniversity of Southern Queensland
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