10 years of curriculum change viewed through the lens of student workload

Haxton, Katherine J

Abstract

The past decade has seen significant changes to the Chemistry course at Keele including two curriculum reviews, the COVID-19 pandemic, and a more gradual evolution of how we teach, particularly including flipped classroom methods. Student workload provides a means of quantifying the impact of these changes and is also a valuable tool in ensuring that all learning and teaching activities have sufficient and equitable access to time. The longer-term impact of changes to curricula has not been studied significantly, and there are limited examples of workload models that incorporate flipped classroom methods in physical science subjects. The purpose of this study is to review 10 years of semester 1 level 6 chemistry modules through the perspective of objective workload (timetabled sessions and deadlines) and more closely through changes in one block of taught content. Workload has been selected as a metric because objective workload is within the control of teaching staff and links to attendance, engagement, and achievement. Assessment timetables and timetables were analysed and workload week maps and credit per week map visualisations devised to represent the data. A workload model was proposed. A series of recommendations are made for the use of these visualisation to both support student learning and ensure equity across modules. Further work is required to investigate this complex issue, particularly to incorporate the student voice and perceived workload.

• Journal Article Type: Article
• Acceptance Date: Dec 1, 2023
• Publication Date: Dec 15, 2023
• Deposit Date: Jan 29, 2024
• Publicly Available Date: Jan 29, 2024
• Journal: Journal of Academic Development and Education
• Print ISSN: 2051-3593
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.21252/4czv-h521
• Keywords: Curriculum Design; Assessment; Workload; Flipped Teaching
• Publisher URL: https://doi.org/10.21252/4czv-h521