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A Case Study of Curriculum Development in Engineering: Insights Gained over Two Decades
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Author(s): Duncan Fraser (University of Cape Town, South Africa)
Copyright: 2012
Pages: 23
Source title:
Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices
Source Author(s)/Editor(s): Khairiyah Mohd Yusof (Universiti Teknologi Malaysia, Malaysia), Naziha Ahmad Azli (Universiti Teknologi Malaysia, Malaysia), Azlina Mohd Kosnin (Universiti Teknologi Malaysia, Malaysia), Sharifah Kamilah Syed Yusof (Universiti Teknologi Malaysia, Malaysia)and Yudariah Mohammad Yusof (Universiti Teknologi Malaysia, Malaysia)
DOI: 10.4018/978-1-4666-1809-1.ch002
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Abstract
This chapter draws on two decades of curriculum development to advance a series of insights into curriculum development, covering the scope of curriculum development, the processes involved in curriculum development, the people needed for effective curriculum development, the basis on which curriculum development should be built, and warnings to be heeded when undertaking curriculum development. To set the scene for these insights, the chapter starts with an outline of the curriculum development undertaken in the Department of Chemical Engineering at UCT over the past twenty years. This is followed by a discussion of the main motivations for curriculum development in our context, these being student overload, changing student demographics, new insights into student learning, the requirements of accreditation, and the changing chemical engineering workplace and profession. After that, the insights gained are discussed in detail, and then conclusions are drawn.
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