This module is designed to equip participants with the skills to assess, organize, and conduct higher education courses/modules in a way that is both inclusive and professional. It delves into the intricate landscape of higher education, scrutinizing curriculum design and quality assurance mechanisms. The module explores the interplay between teaching, learning, and assessment, linking curriculum matters to broader trends of consistency and transformation within the higher education sector. It assists participants in planning, assessing, and executing curricular modifications in higher education settings. Furthermore, the module enhances the ability of faculty members to engage in thoughtful scholarly inquiry within their immediate professional teaching environments. It fosters critical examination of a range of elements that currently support the educational mandates of higher education institutions, including curriculum theory, policy discussions, and pioneering approaches to teaching and learning, alongside advances in educational research.

Learning Objectives:

• Identify and critically reflect on key aspects of inclusive practice to develop pedagogical strategies responding to curriculum needs in a specific subject area or discipline. 
• Critically integrate a range of concepts and theories to inform selected aspects of practice authoritatively.
• To demonstrate appropriate research skills in developing a relevant small-scale study applying selected research-informed strategies within their own teaching context or subject area. 
• To evidence critical reflections, around research, development of practice and curriculum evaluation that can be applied to other aspects of own continuing professional development.

This module can contribute to the following programme(s)

5966: Postgraduate Certificate in Teaching and Learning in Higher Education