The following principles guide the ongoing review, development, and delivery of our UG and PGT courses:
Enthuse students for the subjects they choose to study and the university life they seek to lead, but also demonstrate clearly the ways in which the University of Bath develops and facilitates their learning experience and post-graduation experiences.
Build on existing success
Promote the known benefits of the University community and its wider networks, to include (but not be restricted to) the impact of Bath research and the application of knowledge to real-world settings; employability through distinctive placement experiences; learning and developing in a World Heritage City and the South West region; and a distinctive educational ethos.
Articulate a course-wide approach to learning
Design delivery and assessment from a coherent set of course-wide learning outcomes. Use viable, engaging and inspiring methods across the course’s delivery and assessment to enable students to achieve those outcomes. Pay particular attention to the impact of design on transition into the first year of our undergraduate courses and into postgraduate study.
Embrace assessment for learning
Recognise that assessment motivates and develops individual knowledge and skills as well as validating student achievement. Plan assessment strategically so that it supports the achievement of overall course goals and makes the most of the resources we have across the institution.
Design inclusive curricula so that all students can develop a sense of belonging, purpose, and identity. Recognise the differing needs of students at all levels, particularly those who represent communities that may have been marginalised or historically under-represented in the discipline. Promote student integration into the learning community through supportive approaches to content and assessment.
Engage with research
Create opportunities for students to engage actively with, and contribute to, research communities in the University. Build cultures of research and inquiry within the curriculum from the outset, so that students become genuine partners in the production of knowledge rather than being passive consumers.
Embed citizenship and sustainability
Recognise the challenges presented by the changes to our broader physical and social environment. Consider how our curriculum might empower students to the roles they will play during their lives as global citizens. Develop mechanisms in the curricula and/or co-curricular realms to prepare them for these challenges.
Build on meaningful partnerships
Develop strategies that maximise the potential contributions of internal and external stakeholders, including those from industry and the professions. Work towards establishing students as full partners in the curriculum, co-creating delivery and assessment. Enable students to support their peers in innovative and mutually beneficial ways. Listen actively to partner organisations and find ways to engage them in education, including the development of practice-focused pathways.
Integrate professional and transferable skills
Embed opportunities for acquisition of discipline-specific, professional and transferable skills, encouraging critical, creative thinking in the curriculum. Enable students to capture their personal development through curriculum-embedded employability provision, helping them develop a clearer sense of their own skills, strengths and attributes. Strong partnerships with external stakeholders, such as employers and industry, to develop and shape our provision.