The UCL Connected Curriculum symbolises a shift in how we think about student education and its relationship to research. It aims to provide new opportunities for teams of colleagues who teach to take a fresh look at the ways in which whole programmes of study, not undergraduate and postgraduate, are designed.
The framework is values-based; it promotes education which is intellectually demanding, and which enables all students to become part of an inclusive learning and research community. It focuses not just on individual modules of study but on the coherence of the whole student journey through their programme, from their first experience at UCL to the opportunities provided for alumni. Is that journey characterised by critical dialogue and enquiry, collaboration, and the production of work relevant to complex cultural and global challenges?
