Davies, JP; Fung, D; (2018) The context of the Connected Curriculum. In: Davies, JP and Pachler, N, (eds.) Teaching and Learning in Higher Education Perspectives from UCL. (pp. 3-20). UCL IoE Press: London, UK.

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Abstract

This opening chapter sets a broad perspective on some of the issues facing higher education in general: what kinds of pedagogical problems are we trying to solve, and why? After introducing the key UCL strategy of the Connected Curriculum and research-based education, it touches on a number of overarching themes about learning. These include the ways that educators construct environments for students to learn in, how their engagement is critical (and can be squandered) and the way that in recent years, higher education has rethought the curriculum in an attempt to move its focus from the teacher to the learner. As soon as we start to think along these lines, other questions emerge that might loosely be called ‘identity-related’ as we realize that one way or another, we are shaping our graduates’ whole perspectives in far more ways than might initially have been expected. The chapter gives an overview of some of the key approaches that characterize modern university education, and sets the scene for the chapters that follow. In particular, it seeks to show how we have reached a point where research-based education is not just plausible and achievable, but in fact desirable, as a way of bringing a set of strands together that have hitherto rarely been coherently woven.

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