THE DYNAMIC CURRICULUM: SHARED EXPERIENCES OF ONGOING CURRICULAR CHANGE IN HIGHER EDUCATION
It is over a decade since the Bologna Accord was signed in 1999 and a discourse of how to transform, reform and renew the higher education curriculum continues to take centre stage in strategy and policy discussions at the institutional and national level in Ireland. However, while the discourse of higher education curriculum may have a presence at the policy level, there are few scholarly works that discuss or document the process of higher education curriculum development, or even what is meant by ‘curriculum’ in higher education. Of course the Bologna Accord is not the only driver of curriculum reform; widening participation, flexible and online learning, quality assurance, massification, and internationalisation of higher education also factor into the discourse and indeed take centre stage in some chapters within this book. This edited compilation, “The Dynamic Curriculum: Shared Experiences of Ongoing Curricular Change in Higher Education”, adds to and widens the scope of scholarly work written by those who are on the ground enacting higher education curriculum reform. The “Dynamic Curriculum” compiles and documents the different experiences of seven Irish higher education institutions in the area of curriculum reform and while the seven institutions are all Dublin based, they range from the country’s smallest higher education institution to the its largest, thus a broad scope is represented.
Chapter 1
Curriculum change: achieving institutional cohesion while maintaining individual autonomy
Jean Hughes and Morag Munro, Response by Sarah Moore
Chapter 2
Modularisation and the ‘Crowded Curriculum’
Kevin O’Rourke, Jen Harvey and Noirin Hayes, Response by Kelly Coate
Chapter 3
Purposeful pessimism in the integration of technology: a case study in IADT
Marion Palmer, Response by Pat Server
Chapter 4
Student engagement and assessment: the first year experience
Elizabeth Noonan and Geraldine O’Neill, Response by Helena Lenizan
Chapter 5
The place of the university teacher in a dynamic studentcentred curriculum: a snap shot of practice at NUI Ma ynooth
Alison Farrell and Claire McAvinia, Response by Sally Brown
Chapter 6
Trinity Inclusive Curriculum: A Ca se Study on the Development of an Inclusive Curriculum Strategy
Michelle Garvey and Brian Foley, Response by Gerald Craddock
Chapter 7
Strategic Planning and Curriculum Design – Strange Bedfellows?
Larry McNutt, Respo
