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"Teaching is a key reason for being an academic - encounters with inquiring, intelligent students keep you fresh."
Andrea Sella, Department of Chemistry
Framework for development
Based upon A Conceptual Framework Indicating Influences on Student Learning (Entwistle, 2003), these pages pose questions and suggest practice consistent with a pedagogic approach that encourages internationalisation.
UCL employs academics and learning support staff from a range of cultural backgrounds. How do their differing perceptions of teaching and learning influence student learning? How can course designers use this diversity to develop curricula?
What is the context of the course or module? And why is the international and intercultural dimension relevant to it?
What kind of assessment methods and techniques for teaching and learning are helpful? Here are some ways in which members of the UCL teaching community have approached this question.
Who are your students? Why is the international/intercultural dimension relevant to them? What is their role in the development of curriculum? How do you encourage active participation in learning?
How do you know if your curriculum is internationalised? What techniques are available?
To find out more about internationalising the curriculum at UCL, contact a CALT schools-facing teaching fellow.
Page last modified on 22 aug 12 11:10
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