- Title
- Conceptualising an epistemically diverse curriculum for a course for academic developers
- Creator
- Quinn, Lynn
- Creator
- Vorster, Jo-Anne
- Date Issued
- 2016
- Date
- 2016
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/66601
- Identifier
- vital:28970
- Identifier
- https://dx.doi.org/10.20853/30-6-717
- Description
- Pre-print
- Description
- In this conceptual article we use Luckett’s model for an epistemically diverse curriculum, Kitchener’s levels of cognition and Maton’s concepts of knowledge and knowers to analyse a curriculum of a postgraduate diploma in higher education specifically for academic developers. We describe three meta-level frameworks which we offer to our participants to make explicit the pedagogy of the course. Our main argument is that a course which prepares participants to practise in the complex contemporary higher education context requires them to engage with specific kinds of knowledge, ways of thinking and ways of being so that they can contribute towards addressing the numerous and vexing teaching and learning challenges in their institutional contexts. We argue that analyses such as these help to make explicit the organising principles of a curriculum to the curriculum designers themselves who are then able to use the insights to strengthen the design, pedagogy and assessment of their courses. Keywords: academic development, pedagogy.
- Format
- Format
- 15 pages
- Publisher
- South African Journal of Higher Education
- Language
- English
- Relation
- South African Journal of Higher Education
- Relation
- Quinn, L., Vorster, J-A. (2016) Conceptualising an epistemically diverse curriculum for a course for academic developers. South African Journal of Higher Education, 30 (6), p. 24-38, https://dx.doi.org/10.20853/30-6-717
- Relation
- South African Journal of Higher Education volume 30 number 6 24 38 2016 1753-5913
- Rights
- Copyright held by the authors
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) License (https://creativecommons.org/licenses/by/4.0/
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Quinn, Lynn (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
Vorster, Jo-Anne (Prof)
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