Imperial College London
Alternate

Prof Klaus Hellgardt

Faculty of Engineering, Department of Chemical Engineering

Professor of Chemical Engineering
 
 
 
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Contact

 

+44 (0)20 7594 5577k.hellgardt

 
 
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Location

 

417AACE ExtensionSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@article{Chadha:2022:10.1016/j.ece.2021.10.001,
author = {Chadha, D and Campbell, J and Maraj, M and Brechtelsbauer, C and Kogelbauer, A and Shah, U and Hale, C and Hellgardt, K},
doi = {10.1016/j.ece.2021.10.001},
journal = {Education for Chemical Engineers},
pages = {14--21},
title = {Engaging students to shape their own learning: driving curriculum re-design using a Theory of Change approach},
url = {http://dx.doi.org/10.1016/j.ece.2021.10.001},
volume = {38},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - Curriculum review is challenging, although if carried out strategically can be less so. The adoption of a theory of change approach for reviewing a chemical engineering curriculum at a research-intensive university in the UK is discussed. The curriculum review was undertaken as part of an institutional drive to modularise the curricula and align the number of contact and independent study hours for all undergraduate students in the institution. At the heart of our curriculum review is the student experience, which is often ignored in favour of the views of institutional management. The curriculum has been redesigned using a theory of change approach, which has enabled us to establish short and long-term plans based on our efforts to create a less burdensome, student-centred curriculum that incorporates our institutional learning and teaching strategy. As part of the process, assumptions needed to be surfaced, meaningful evidence collated, and a central end-goal identified These plans are evidence-based and include: the provision of a departmental wellbeing advisor, the application and development of interactive pedagogies, appropriate mechanisms that support slow learning through formative assessment and less of an assessment burden, and nurturing links with industry-based partners ensuring a greater emphasis on students’ professional development and their exposure to chemical engineering industries.
AU  - Chadha,D
AU  - Campbell,J
AU  - Maraj,M
AU  - Brechtelsbauer,C
AU  - Kogelbauer,A
AU  - Shah,U
AU  - Hale,C
AU  - Hellgardt,K
DO  - 10.1016/j.ece.2021.10.001
EP  - 21
PY  - 2022///
SN  - 1749-7728
SP  - 14
TI  - Engaging students to shape their own learning: driving curriculum re-design using a Theory of Change approach
T2  - Education for Chemical Engineers
UR  - http://dx.doi.org/10.1016/j.ece.2021.10.001
UR  - https://www.sciencedirect.com/science/article/pii/S1749772821000476?via%3Dihub
UR  - http://hdl.handle.net/10044/1/92140
VL  - 38
ER  -
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