Curriculum Development & Renewal

Since joining academia in 2006, I have always been appointed in positions where new course material and/or degree programmes had to be developed.  All of which resulted in me being to this day a task team member for several Communities of Practice (CoP) for SAQA and the SETAs as well as an academic board member for the South African College of Applied Psychology (SACAP).  Additionally I am involved in the professionalization of Community Development (CD) in S.A. and as a result I am a member of the professionalization task team and committee chair for the: i) CD RPL process committee and ii) the CD programme accreditation application and curriculum content development committee which support TVETs & HEIs that are or will offer the CD qualifications. Additionally, please see the Engaged Service Impact section of my portfolio for short courses and creative commons training material that I developed.

The courses and programmes table further below is an extract of some of the more recent curriculum development that I have done followed by three examples of course guides: two for the BCD programme (CHS), and one collaboratively developed and offered in the Information Systems Department (EMS).  I am fortunate that my research foci aligns with what I teach and therefore contributes tremendously to my curriculum content but also my teaching philosophy and approaches. 

In my role as CD professionalization task team member as well as the Bachelor of Community Development (BCD) programme coordinator, I am responsible for training academics in curriculum development and transformation.  I have made mentioning of the pedagogies, theories and strategies that I deploy in the Teaching Philosophy & Approaches section of my portfolio.  The following section presents the principles of transformation that I apply for curriculum renewal, linked to a transformational philosophy (influenced by Freire and Mezirow) and aligned to the pedagogies, approaches and strategies which are the foundation of all curriculum and degree programmes that I develop. I also train academic staff, learning and teaching committees and quality assurance bodies at several TVETs and HEIs in the aforementioned as well as the application of logic models and the logical framework tool when designing curriculum because it integrates very well with Bloom's taxonomy.

Benjamin Bloom's work on educational taxonomy is relevant across various pedagogical approaches. Jack Mezirow's transformative learning theory has strong connections with critical pedagogy. Here's how Bloom's Taxonomy and Mezirow's transformative learning theory intersects and align with the mentioned pedagogies:

• Universal Design for Learning (UDL):

Bloom's Taxonomy can be used to guide the design of UDL materials by ensuring that multiple levels of cognitive complexity are addressed. It helps in creating diverse opportunities for students to engage with content at different levels, aligning with the principles of UDL.

Mezirow's transformative learning theory aligns with UDL in the sense that both emphasize the importance of accommodating diverse learner needs. UDL aims to create inclusive environments, and Mezirow's theory, with its emphasis on perspective transformation, encourages educators to consider the diverse experiences and backgrounds of learners. 

• Culturally Relevant Pedagogy (CRP):

Bloom's Taxonomy can be applied in CRP by allowing educators to incorporate culturally relevant content and activities that span various cognitive levels. This ensures that learning experiences are not only culturally responsive but also intellectually rigorous.

Mezirow's transformative learning theory and CRP share common ground in recognizing the significance of cultural context. Both highlight the importance of acknowledging and valuing diverse perspectives, with Mezirow emphasizing the transformative potential of critically reflecting on one's own assumptions and beliefs. 

• Active Learning:

Active learning strategies often involve activities that align with different levels of Bloom's Taxonomy. From basic recall to higher-order thinking skills like analysis and synthesis, active learning encourages students to engage with content at various cognitive levels.

Transformative learning often involves active engagement and reflection. Active learning strategies can be used to facilitate the type of experiential learning and critical reflection that Mezirow's theory advocates. Through activities that prompt students to question assumptions and perspectives, transformative learning can take place.

• Critical Pedagogy:

Bloom's Taxonomy can be a tool for designing critical pedagogy activities that stimulate higher-order thinking. It supports educators in developing learning experiences that prompt students to critically analyze, evaluate, and create, fostering a deeper understanding of social issues.

Mezirow's transformative learning theory is closely linked to critical pedagogy. Both emphasize critical reflection and questioning of assumptions as fundamental to the learning process. Mezirow's focus on perspective transformation aligns with critical pedagogy's goal of empowering learners to critically analyze and challenge societal norms and structures.

• Assessment for Learning (AfL):

Bloom's Taxonomy is commonly used in the design of assessments, especially in the context of formative assessment. It helps educators create assessments that align with specific learning objectives, allowing for targeted feedback and improvement. 

Mezirow's theory encourages educators to incorporate reflective assessments that prompt learners to critically examine their assumptions and perspectives. Assessment for learning practices, aligned with Mezirow's principles, can provide valuable feedback to learners as they navigate transformative experiences.

In essence, Bloom's Taxonomy serves as a versatile tool that complements these pedagogies by providing a structured framework for setting learning objectives, designing activities, and assessing student understanding across various cognitive domains.  All the same, Mezirow's transformative learning theory complements these pedagogies by emphasizing the importance of critical reflection, perspective transformation, and inclusivity in the learning process. Its principles can be integrated into various pedagogical approaches to enhance the depth and transformative potential of educational experiences.

Curriculum Transformation Principles

I applied eight Curriculum Transformation Principles,  grounded in the Transformative Learning Theory of Mezirow, for the BCD that I had to design for UWC. Below is a list of these principles with some indicators to assess their application in the curriculum.

1. Embedded graduate attributes in the curriculum: Integrated essential skills and attributes seamlessly into the curriculum to ensure students are well-prepared for the professional world of work. (e.g. Lesson plans & assessments explicitly incorporates and showcase the graduate attributes, SDGs & issues of decoloniality)

2. Building stronger partnerships: Fostered meaningful collaborations with external stakeholders, creating a dynamic network that enhances educational experiences and opportunities for students (e.g. QAAC: Quality Assurance Assessment Committee for the BCD).

3. Embrace Diversity: Cultivated an inclusive learning environment that celebrates and leverages the richness of diversity, promoting a global perspective among students. (e.g. students develop individual diversity statements as well as international online guest lectures and student engagements).

4. Integrate Theory and Professional Practice. Developed a curriculum that seamlessly integrates theoretical knowledge with real-world applications, providing students with a comprehensive and practical education. (e.g. WIL practicum modules of the BCD programme as well as the research of students that are part of a research partnership with government)

5. Develop Transformational Leadership Competencies in Students. Nurtured leadership skills in students, empowering them to become transformative leaders capable of driving positive change in their field of community development practice.  (e.g. class discussions and seminars about citizenry, activism as well as a professional orientation module and supervision that forms part of the BCD programme curriculum).

6. Articulate interdisciplinary Course Articulation and Learning. Established a framework for interdisciplinary learning, encouraging students to explore connections between diverse subjects and develop a holistic understanding of their field. (e.g. the BCD programme has eight service level modules across three faculties at UWC).

7. Embrace transformative principles of assessment for learning. Implemented innovative assessment strategies that focus on student growth and development, aligning with transformative learning principles. (e.g. reflective journals, project portfolios, and peer evaluations, designed to focus on students' personal and intellectual growth rather than solely on grades, aligning with the principles of transformative learning)

8. Engage Research & Innovation with “local relevance, regional impact and global recognition”. Fostered a culture of research and innovation with a focus on local relevance, regional impact, and global recognition, ensuring that students are at the forefront of cutting-edge developments in their field. (e.g. Established research-oriented coursework, encouraged staff-student collaborations on research projects, and facilitated participation in conferences, ensuring students are exposed to the latest advancements and are actively involved in contributing to the knowledge base of community development).

Curriculum Renewal & Transformation

I routinely invest effort in keeping the course outlines for the modules I teach current and relevant. This practice involves a reflective examination of my classroom experiences and a benchmarking assessment that extends to how similar modules are delivered at other institutions. The insights gathered from moderators' reports for my modules and my moderator reports to other institutions play a crucial role in this process, offering an independent evaluation of the overall quality of the modules for which I am responsible.

Internal feedback from students, collected through the module evaluation process (see evaluation results in the  Evaluation: L&T section of my portfolio), is extremely important and valuable, but only if those evaluation results are shared with the students followed by verbal engagement with the students (student voice) so that we collectively agree and plan for the improvements of the module's next offering.

Furthermore, the process of course renewal is informed by staying abreast of developments in the field. I incorporate insights from recent publications, including books, book chapters, and journal articles, to enhance or elaborate on specific sections and introduce new content that reflects current and emerging phenomena. This approach ensures that the courses I teach remain dynamic, informed by the latest knowledge and responsive to the evolving landscape of the subject matter.  I specifically aim to use local content in combination with international content as part of the Africanization and decolonization of the curriculum and to instill a critical reflective debate regarding literature amongst students.

A teaching philosophy that emphasizes Equity, Inclusion, and Diversity involves designing a curriculum that not only recognizes the diversity of students but actively celebrates it. The curriculum should reflect a commitment to equity by incorporating materials that represent a variety of voices and perspectives. Inclusive practices should be embedded in both content and teaching methodologies to ensure a welcoming environment for all students. This is translated as follows in relation to the pedagogical approaches of my teaching philosophy:

• Universal Design for Learning (UDL): Curriculum transformation under UDL includes creating a curriculum that provides multiple means of representation, engagement, and expression. It should be flexible and accessible, accommodating diverse learning styles and needs.

• Culturally Relevant Pedagogy (CRP): The transformed curriculum actively integrates culturally relevant content, authors, and examples. It goes beyond surface-level representation, aiming to make the curriculum resonate with the cultural backgrounds and experiences of the students.

• Active Learning: The curriculum transformation emphasizes the inclusion of active learning strategies that foster critical thinking, collaboration, and student engagement. This involves project-based activities, group discussions, and real-world applications.

• Critical Pedagogy: The curriculum, in alignment with critical pedagogy, is transformed to challenge students to think critically about societal structures, power dynamics, and social justice issues. It includes content that encourages students to question assumptions and engage in meaningful discussions.

• Assessment for Learning (AfL): Curriculum transformation incorporates assessment practices that align with the principles of AfL. Assessments are designed not only to evaluate performance but also to provide constructive feedback and promote continuous improvement.