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First Year Curriculum Principles

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Brooke Rosser

on 15 November 2012

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Transcript of First Year Curriculum Principles

Engagement Transition Diversity Design In students' backgrounds, experiences and preparedness Is student-focused, explicit and relevant Is academic and social Should be explicitly assisted Is a pathway from students' previous educational experience To higher education, a new discipline and life long learning Provides a foundation Provides scaffolding for learning success Presents a coherent, integrated whole More Information http://www.fyhe.qut.edu.au/transitionpedagogy/firstyearcur/ Six Organising Principles for Curriculum Design Should be embraced and supported Evaluation & Monitoring Author:

Dr Sharon Cooper
Lecturer, Academic Development - Centre for Teaching and Learning Assessment For transition into higher education Should be varied Provides early feedback (to students and staff) Increases in complexity as time goes on Provides evidence Allows for planned and just-in-time intervention for students at risk Informs curriculum design Through innovation, activity and collaboration Through involving student-centered pedagogy Contact the Centre for Teaching and Learning at ctl@newcastle.edu.au or Speaker:

Dr Rachel Buchanan
Lecturer, Education -
School of Education Designer:

Brooke Rosser
Student, Education -
School of Education This presentation proudly brought to you by the Seahorse Project
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