Diversifying the History Curriculum Introduction The project considered the introduction of 15 CATS modules to vary the History curriculum and: To provide new and exciting learning and teaching experiences to the curriculum. To introduce a new assessment strategy which emphasises key transferable skills such as group work, the creation of digital objects, public exhibition work, field work, research skills and oral communication. To encourage interdisciplinarity by offering students greater opportunities to study modules from other departments alongside their History courses. To enable visiting students to take whole modules if they only attend for one term. The project team surveyed staff and students to find out whether there was a demand for the proposed changes. Assessment A key element of the pedagogic impetus behind the discussion of 15 CATS modules is the desire to vary the assessment strategy, particularly in Year 2, to move away from essays and exams as the only formal means of module assessment. This element was popular with students and many cited mental health concerns which were exacerbated by the assessment burden. The favoured forms of assessment are ranked in order of popularity below. Forms of Assessment Students Staff Portfolio of shorter pieces Presentations Reviews Exhibition work Journals Digital Objects Research Skills Group Work Oral Communication Field Work Favourable Responses Students (91% in favour) Staff (92% in favour) Variety and choice To diversify the curriculum and assessment Smaller modules reduce the impact of a poor mark Early introduction of particular approaches to the study of history Require less unassessed work Flexibility with teaching Diversifying degree to include subjects from other departments Narrower, in-depth modules offer unique and varied student experience Variety of assessment Facilitate students to take modules in other departments Spreads assessment throughout the year There was more consensus between students and staff on assessment with both groups favouring ‘real world’ tasks assessing transferable skills. Of course, not all staff and students were in favour. A small minority wanted to keep compulsory 30 CAT modules. Reasons given included the lack of time for students to understand and appreciate the module and concerns about quality. Teaching Methods Students and staff were asked how the new modules should be taught and their responses are ranked in order of popularity. Favoured Teaching Methods Students Staff Seminars Lectures Field work Workshops/labs Study groups Online teaching Online Teaching Students and staff have differing views on the lecture as a method of teaching 15 CAT modules Figure 3: Your caption to go here Quisque viverra lectus ac lectus What Might a 15 CATS Module Look Like? The word cloud above shows the sheer variety of topics considered suitable for the modules by staff. Most offer something very different from the standard 30 CATS model. Next Steps The report has been considered by the Department’s teaching and learning committee (which consists of staff and students). Proposals for the introduction of the new modules are being drawn up and will be put forward to a staff meeting later in the Autumn Term with a view to introducing the modules in 2017-18. The process of involving students in curriculum innovation and design has been a success and provides a model for future student engagement. Project Team Student members: Finn Halligan, Jo Karlstrom, Halimah Manan Staff members: Beat Kümin, Christoph Mick, Sarah Richardson