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dc.contributor.authorPu, Jaan H.*
dc.date.accessioned2017-07-12T11:34:14Z
dc.date.available2017-07-12T11:34:14Z
dc.date.issued2017-07
dc.identifier.citationPu JH (2017) Inclusive curriculum design: application to open channel hydraulics module. International Journal for Excogitation Education and Research. 1(1): 1-10.en_US
dc.identifier.urihttp://hdl.handle.net/10454/12540
dc.descriptionNoen_US
dc.description.abstractThis study investigates an inclusive curriculum design based on student-centred approach. This proposed design approach has been applied to Open Channel Hydraulics module (CSE6008-A) at School of Engineering, University of Bradford, United Kingdom. This paper will introduce in step-by-step manner the full curriculum design and how the student-centred approach is being adapted in each step of the design. The required criteria will be designed based on learning outcomes design, curriculum organization, assessment strategies and student achievement evaluation. Besides, a key discussion will also be allocated for the inclusive practice that allows the vastly diverse student group to benefit from this approach, and a separate section will also be utilized to fully discuss this inclusive approach in the proposed curriculum design. This paper proposes a useful student-centred curriculum design concept, which is adaptable for different engineering modules.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttp://ijeer.net/portal/article_detail/5.jspen_US
dc.subjectInclusive curriculum design; Open channel hydraulics; Learning outcomes; Curriculum organization; Assessment; Student evaluationen_US
dc.titleInclusive curriculum design: application to open channel hydraulics moduleen_US
dc.status.refereedYesen_US
dc.date.Accepted2017-07-07
dc.date.application2017-07-07
dc.typeArticleen_US
dc.type.versionAccepted Manuscripten_US


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