Criteria for the learning environment at curriculum level

The learning environment  (LE) combines everything a faculty and the university offers students to enable them to achieve their aims of the students and the curriculum chosen by the students. The educational research offers a number of concepts which determine the quality of the learning environment (=curriculum????). You have to design how the concepts should be elaborated in a specific curriculum. In the evaluation the realized effect of the ‘ concepts’ will be as expected.

Quality criteria/features/attributes which have to be  elaborated properly. What should be

1. Transition form secondary education to higher education
2. Matching the aims of the curriculum and the student needs.
3. Consistency (accumulation and structure, learninmg lines))
4. Motivation, relevancy to the students (valued and well liked)????
5. Effectively and efficiently: nominal study ???? see 1,2,3,4????, learning difficult/complex  competencies at the level of higher education (EU>>>), difficult theory.
6. Practical feasibility
7. Transparency for the students and the teachers: clear aims and objectives.
8. Progress and final assessment(testing, etc) in relation with the aims
9. Possibilities for personal development (electives, internship, …., ……..)
10. Social and academic interaction
11. Students evaluation during and by the completion of the program
12. The program of the curriculum should engage the students (or is this already part of the point 1-11? check JN)

Considerations:

1. Students differ in their interests, entry level, study methods, etc.
2. The criteria will be elaborated differently as a consequence of  different visions (PGO, project, traditional, modules/block, question oriented, …) on how to organize  higher education and as a consequence of different aims and subject matter in different disciplines or theme’s (beta, medicine, history, …)
3. There are separate quality criteria for a course, module, etc (deep learining, professional attitude of the students: active, pro active, curious.
4. Important sets of criteria are the criteria of the EU for Higher Education (Bologna), NVAO and of the specific educational institute and/or faculty.