Reflections on Curriculum Development, Pedagogy and Assessment by a New Academic
Don Webber ()
International Review of Economic Education, 2005, vol. 4, issue 1, 58-73
New members of academic teaching staff will encounter any number of issues and problems in their first year and many will not know how to teach. This paper discusses the naivety of a new academic, issues encountered in the first year of a lecturing post and the efforts put into writing and compiling a new, core, final year, undergraduate module. Experiences of curriculum development, pedagogy and assessment are explored and reflections based on the knowledge accumulated from attendance on a Professional Development Programme are presented. Emphasis rests on the design and implementation of the module, with specific focus on intentions, content, assessment and delivery.
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