Curriculum transformation : creating an alternative pathway in first year chemistry

With increasing numbers and diversity amongst student cohorts and no additional resources, we have had to look at ways to develop out curriculum so it can better meet the needs of all students and teaching staff. Over the past 10 years we have transformed the first year chemistry curriculum to a dual-stream pathway featuring hybrid learning, collaborative learning environments and embedded assessment literacy. These changes have been based on proven pedagogy and a student-centred approach, with an action research cycle where each iteration has built upon he previous. The transformed curriculum is the culmination of several major and minor projects over a decade of Scholarship of Teaching and Learning. The new curriculum takes into account growing student numbers, but delivers distinctiveness, coherence and clarity of purpose; addressed equity and diversity; and has a positive influence on student learning and student engagement.