Search

Curriculum review is challenging, although if carried out strategically can be less so. The adoption of a theory of change approach for reviewing a chemical engineering curriculum at a research-intensive university in the UK is discussed. The curriculum review was undertaken as part of an institutional drive to modularise the curricula and align the number of contact and independent study hours for all undergraduate students in the institution. At the heart of our curriculum review is the student experience, which is often ignored in favour of the views of institutional management. The curriculum has been redesigned using a theory of change approach, which has enabled us to establish short and long-term plans based on our efforts to create a less burdensome, student-centred curriculum that incorporates our institutional learning and teaching strategy. As part of the process, assumptions needed to be surfaced, meaningful evidence collated, and a central end-goal identified These plans are evidence-based and include: the provision of a departmental wellbeing advisor, the application and development of interactive pedagogies, appropriate mechanisms that support slow learning through formative assessment and less of an assessment burden, and nurturing links with industry-based partners ensuring a greater emphasis on students' professional development and their exposure to chemical engineering industries. • Novel use was made of a theory of change approach to review an undergraduate chemical engineering curriculum. • Meaningful evidence from students was collated to ensure they were valued consultants throughout the process. • Short-term and long term changes were systematically identified through effective use of this framework for evaluation going forward. [ABSTRACT FROM AUTHOR]

In this paper, we aim to explore students' experiences of support mechanisms that support their wellbeing on an engineering degree programme at a research-intensive higher education institution and understand how theory relates to practice. This study was conducted using a mixed-methods approach involving student survey responses (N = 173), interviews with 16 students and focus groups. Kahu and Nelson's conceptual framework was used as a lens through which to explore student support mechanisms. Preliminary data analysis indicates that the intense workload adversely affects students as do some of the interactions they have with personal tutors and their peers. Our findings suggest that workload needs to be reduced, personal tutors need to fill gaps in their skills set, especially associated with student support, and institutional and departmental protocols be continually updated to support student wellbeing. Additionally, student wellbeing officers and professional, dedicated wellbeing advisors could be part of a long-term solution. [ABSTRACT FROM AUTHOR]