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UTL40200

Academic Year 2026/2027

Designing Curricula (UTL40200)

Subject:
University Teaching & Learning
College:
Academic Affairs
School:
Teaching & Learning
Level:
4 (Masters)
Credits:
7.5
Module Coordinator:
Dr Sheena Hyland
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Pass/Fail (GPA Neutral)

Curricular information is subject to change.

Module Purpose

This module is designed to help faculty in curriculum design. It provides knowledge and tools to create engaging, effective, and inclusive modules and programmes. Participants will explore research-informed approaches to curriculum design, as well as strategies for teaching, learning and assessment to support curriculum coherence and the enhancement of learning.

About this Module

Learning Outcomes:

On completion of this module students should be able to:

1. Critically review existing modules to identify areas for change.
2. Design engaging, effective and inclusive modules and programmes
using research-informed approaches to practice.
3. Apply new curriculum ideas to the design of modules and programmes.
4. Evaluate your modules and programmes for coherence and
effectiveness

Indicative Module Content:

Key Topics Covered

* Needs Analysis/Defining Curriculum Challenge/Priority
* Models of curriculum design
* Problem-based and inquiry-based learning
* Curriculum alignment
* Inclusive teaching, learning and assessment
* Threshold concepts
* Research-based teaching

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Reduce inequality within and among countries 1

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

80
Autonomous Student Learning

75
Seminar (or Webinar)

15
Online Learning

10
Total

180

Approaches to Teaching and Learning:
The teaching and learning approach in this module includes active learning, group work, peer review, and discussion-led learning. Throughout and after the sessions, students will develop and refine an action plan for their curriculum design project.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
:
-

Incompatibles:
UTL40210 - Problem-based learning

Additional Information:
none


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Participation in Learning Activities: Students participate in an Online Discussion Forum throughout a three-week period Week 2, Week 3, Week 4 Pass/Fail Grade Scale Yes
20
 Yes
Participation in Learning Activities: Students produce a (re)design of a module or programme Week 14 Pass/Fail Grade Scale Yes
80
 Yes

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students will receive individual feedback on their contributions to the Online Discussion Forum. They will participate in formative peer review of their (re)design project prior to the summative submission. Individual feedback is available to each student post-assessment.

Name Role
Dr John Egan Lecturer / Co-Lecturer
Mr David Jennings Lecturer / Co-Lecturer
Dr Leigh Wolf Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 2, 4, 6, 10, 12 Fri 10:00 - 12:50
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