Curriculum analytics: application of social network analysis for improving strategic curriculum decision-making in a research-intensive university
Date
2014
Authors
Dawson, S.P.
Hubball, H.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Teaching & Learning Inquiry: The ISSOTL Journal, 2014; 2(2):59-74
Statement of Responsibility
Conference Name
Abstract
This paper provides insight into the use of curriculum analytics to enhance learning-centred curricula in diverse higher education contexts. Engagement in evidence-based practice to evaluate and monitor curricula is vital to the success and sustainability of efforts to reform undergraduate and graduate programs.Emerging technology-enabled inquiry methods have enormous potential to inform evidence-based practice in complex curriculum settings. For example, curriculum analytics, including data from student learning outcomes, graduate qualities,course selection and assessment activities, can be mined from various student learning systems and analysed to inform curriculum renewal strategies and demonstrate impact at both the program and course level. Curriculum analytics can serve to foster a culture of inquiry and scholarship regarding program improvements that is characterised by information sharing within and across disciplinary borders. This paper presents an innovative technology that draws on social network methodologies for assessing and visualising the integration and linkages across individual courses that ultimately form a student’s complete program of study. Insights are grounded in the literature and curriculum leadership experiences in a Canadian research-intensive university setting
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2014 The International Society for the Scholarship of Teaching and Learning