A framework for first year curriculum design and pedagogy: intersecting the Threshold Learning Outcomes, disciplinary knowledge and the first year pedagogy principles

Paper

Lawrence, Jill, Allen, Pamela, Thomas, Theda, Wallace, Joy, Clark, Jennifer, Jones, Adrian, Cole, Bronwyn and Sheridan-Burns, Lynette. 2016. "A framework for first year curriculum design and pedagogy: intersecting the Threshold Learning Outcomes, disciplinary knowledge and the first year pedagogy principles." Students Transitions Achievement Retention & Success (STARS) Conference 2016. Perth, Australia 29 Jun - 02 Jul 2016 Australia.
Paper/Presentation Title

A framework for first year curriculum design and pedagogy: intersecting the Threshold Learning Outcomes, disciplinary knowledge and the first year pedagogy principles

Presentation TypePaper
AuthorsLawrence, Jill (Author), Allen, Pamela (Author), Thomas, Theda (Author), Wallace, Joy (Author), Clark, Jennifer (Author), Jones, Adrian (Author), Cole, Bronwyn (Author) and Sheridan-Burns, Lynette (Author)
Journal or Proceedings TitleSTARS Conference Proceedings 2016
Number of Pages1
Year2016
Place of PublicationAustralia
Web Address (URL) of Paperhttp://unistars.org/papers/STARS2016.pdf
Conference/EventStudents Transitions Achievement Retention & Success (STARS) Conference 2016
Event Details
Students Transitions Achievement Retention & Success (STARS) Conference 2016
Event Date
29 Jun 2016 to end of 02 Jul 2016
Event Location
Perth, Australia
Abstract

The intersections between disciplinary knowledge, Threshold Learning Outcomes (TLOs) and first year pedagogy principles remain largely unexplored in the Australian context. This paper reviews how these perspectives developed,
their implications for quality assurance and the ways they can be integrated to facilitate students’ learning. The paper introduces a project funded by the Australian Government Office of Learning and Teaching (OLT): Renewing first year curriculum for social sciences and humanities. The project investigated what students need to learn in their disciplines in first year so that, upon
graduation, they are able to demonstrate their discipline TLOs. The framework developed by the project positions and visualises the connections between the three perspectives and how they can be linked to assist academics to design
curricula that not only enable first year students to engage with the changed ways of thinking and studying at university but also with their discipline knowledge and requirements.

KeywordsThreshold Learning Outcomes; disciplinary knowledge; first year pedagogy principles
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Public Notes

Copyright retained by authors.

Byline AffiliationsSchool of Arts and Communication
University of Tasmania
Australian Catholic University
Charles Sturt University
University of Adelaide
La Trobe University
University of Western Sydney
Institution of OriginUniversity of Southern Queensland
Funding source
Grant ID
Australian Government Office of Learning and Teaching (OLT)
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