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
researchers.
• In order to promote mobility across the EHEA, there
needs to be shared quality assurance methods, credit
and degree cycle systems, and communication
methods
• 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
methods
• Purpose of diploma supplement
• Role of mission statements
• Purpose of course descriptions
• Purpose of syllabi
• Degree programs may consist of required and elective courses
Homework
• 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
Management
– 1st cycle degree in Environmental Chemistry
• Elements of both
– Major areas of knowledge
– Minor areas of knowledge
– Corresponding required and elective courses