The Bologna Process, Faculty, Curriculum and Teaching

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Transcript The Bologna Process, Faculty, Curriculum and Teaching

The Bologna Process:
A quick review
• The Bologna Process is primarily designed to
construct a European Higher Education Area, thereby
promoting the mobility of students, staff and
• In order to promote mobility across the EHEA, there
needs to be shared quality assurance methods, credit
and degree cycle systems, and communication
• Key documents to this communication include:
– Diploma supplements
– Learning agreements (degree plans)
What we discussed previously
• Credit system: ECTS (European Credit Transfer and Accumulation
System )
• Need for institutions to have autonomy to define and control content
and methods of operation
• Need for institutions to have internal and external quality assurance
• Purpose of diploma supplement
• Role of mission statements
• Purpose of course descriptions
• Purpose of syllabi
• Degree programs may consist of required and elective courses
• At our last session, I asked you to work on
two things as homework:
– Mission statements
– Curriculum development -> What process can
ensure quality and faculty involvement in
curriculum development?
• Let’s discuss your work
This week’s agenda
• Gain better understanding of curriculum development
process and learning agreements
How is curriculum constructed?
What is the role of these learning agreements?
What information should they include?
How should they be constructed?
What role should teaching faculty play?
• Construct model (example) learning agreements for
departments that detail
– What students will learn
– The courses by which students will learn this knowledge
– The distribution of credits relevant to these courses
Getting started
• Examples:
– 1st cycle degree in Agricultural Systems
– 1st cycle degree in Environmental Chemistry
• Elements of both
– Major areas of knowledge
– Minor areas of knowledge
– Corresponding required and elective courses