Curriculum Development Principles and Practices

243 Pages·2016·11.33 MB·English

Curriculum Development
Principles and Practices
Enzo Archer
Curriculum Development: Principles and
Practices

Curriculum Development:
Principles and Practices
Edited by Enzo Archer
College Publishing House,
5 Penn Plaza,
19th Floor,
New York, NY 10001, USA
Copyright © 2017 College Publishing House
This book contains information obtained from authentic and highly regarded sources. Copyright for all
individual chapters remain with the respective authors as indicated. All chapters are published with
permission under the Creative Commons Attribution License or equivalent. A wide variety of references
are listed. Permission and sources are indicated; for detailed attributions, please refer to the permissions
page and list of contributors. Reasonable efforts have been made to publish reliable data and information,
but the authors, editors and publisher cannot assume any responsibility for the validity of all materials or
the consequences of their use.
Copyright of this ebook is with College Publishing House, rights acquired from the original print publisher,
Clanrye International.
Trademark Notice: Registered trademark of products or corporate names are used only for explanation
and identification without intent to infringe.
ISBN: 978-1-9789-2243-3
Cataloging-in-Publication Data
Curriculum development : principles and practices / edited by Enzo Archer.
p.cm.
Includes bibliographical references and index.
ISBN 978-1-9789-2243-3
1.Curriculum planning. 2. Education--Curricula. 3. Universities and colleges--Curricula.
4.Education, Higher. I. Archer, Enzo.
LB2806.15 .C87 2017
375.001--dc23
Contents
Preface ...................................................................................................................................VII
Chapter 1 Planning sustainable peer learning programs: An application
and reflection............................................................................................................................1
Andrea Adam, Jane Skalicky, Natalie Brown
Chapter 2 Beyond demographics: Predicting student attrition within
the Bachelor of Arts degree .................................................................................................14
Andrew Harvey and Michael Luckman
Chapter 3 Obtaining learning independence and academic success through
self-assessment and referral to a Mathematics Learning Centre. ................................25
Nadine Adams, Clinton Hayes, Antony Dekkers, Sherie Elliott,
Jinx Atherton
Chapter 4 Designing and evaluating an empowering online pedagogy for
commencing students...........................................................................................................37
Jill Lawrence
Chapter 5 Embedding academic socialisation within a language support
program...................................................................................................................................50
Shelley Beatty, Ashok Collins^, Maureen Buckingham
Chapter 6 A participative evaluation model to refine academic support
for first year Indigenous higher education students ......................................................60
Bronwyn Rossingh, Terry Dunbar
Chapter 7 A fourth generation approach to transition in the first year in higher
education: First year in higher education community of
practice (FYHECoP)...............................................................................................................73
Sorrel Penn-Edwards, Sharn Donnison
Chapter 8 Exploring the disconnections: Student interaction with support
services upon commencement of distance education....................................................84
Mark Brown, Mike Keppell, Helen Hughes, Natasha Hard, Liz Smith
Chapter 9 Transition Pedagogy for an undergraduate, case-based learning
medical program....................................................................................................................96
Lynne Raw, Anne Tonkin, Ray Peterson, Alison Jones
Chapter 10 Focusing on first year assessment: Surface or deep approaches
to learning?...........................................................................................................................108
Sharn Donnison, Sorrel Penn-Edwards
__________________WORLD TECHNOLOGIES__________________
VI Contents
Chapter 11 MAPs to Success: Improving the First Year Experience of
alternative entry mature age students.............................................................................119
Liana Christensen, Sarah Evamy
Chapter 12 First year students negotiating professional and academic
identities...............................................................................................................................132
Kate Wilson, Linda Devereux, Paul Tranter
Chapter 13 What is student-centredness and is it enough?.............................................................143
Janet Taylor
Chapter 14 Institution-wide peer mentoring: Benefits for mentors...............................................153
Susan Beltman, Marcel Schaeben
Chapter 15 The hero’s journey: Stories of women returning to education ..................................165
Sarah O’ Shea, Cathy Stone
Chapter 16 First year mathematics at a regional university: Does it cater to
student diversity?................................................................................................................178
Robert Whannell, Bill Allen
Chapter 17 Increasing student performance by changing the assessment
practices within an academic writing unit in an Enabling Program.........................190
Keith McNaught, Sophie Benson
Chapter 18 Inclusive pedagogy in Australian universities: A review of
current policies and professional development activities..........................................205
Danielle Hitch, Susie Macfarlane, Claire Nihill
Chapter 19 Engaging, supporting and retaining academic at-risk students
in a Bachelor of Nursing: Setting risk markers, interventions
and outcomes.......................................................................................................................216
Marion Tower, Rachel Walker, Keithia Wilson, Bernadette Watson,
Glenyss Tronoff
Permissions
List of Contributors
Index
__________________WORLD TECHNOLOGIES__________________
Preface
This book on curriculum development discusses topics related to the design and development
of student educational processes and material. Curriculum development consists of various
categories such as prescribed courses and syllabus as well as extra-curricular activities and
added material. Syllabus development practices seek to emphasize student experiences in
learning and the role of cognition in learning. The book studies, analyses and uphold the
pillars of curriculum development and its utmost significance in modern times. It strives
to provide a fair idea about this discipline and to help develop a better understanding of
the latest advances within this field. This book is appropriate for students seeking detailed
information in this area as well as for experts.
Various studies have approached the subject by analyzing it with a single perspective,
but the present book provides diverse methodologies and techniques to address this field.
This book contains theories and applications needed for understanding the subject from
different perspectives. The aim is to keep the readers informed about the progress in the
field; therefore, the contributions were carefully examined to compile novel researches by
specialists from across the globe.
Indeed, the job of the editor is the most crucial and challenging in compiling all chapters
into a single book. In the end, I would extend my sincere thanks to the chapter authors
for their profound work. I am also thankful for the support provided by my family and
colleagues during the compilation of this book.
Editor
__________________WORLD TECHNOLOGIES__________________
__________________WORLD TECHNOLOGIES__________________
1

Planning sustainable peer learning
programs: An application and reflection
Andrea Adam, Jane Skalicky and Natalie Brown
University of Tasmania

Abstract

A Peer Learning Framework was proposed at the University of Tasmania (UTAS) to foster a
coherent approach to peer learning programs and to guide the effective design and planning
of new initiatives (Skalicky & Brown, 2009). A planning tool was constructed within a
theoretical framework underpinned by a community of practice model (Lave & Wenger,
1991). The framework is examined through its application to a program which offers
student-facilitated drop-in learning skills support. The framework’s community of practice
perspective on peer learning provided insights into the UTAS Student Learning Mentor
program. A reflection on the usefulness of the Peer Learning Framework and on the process
of application is presented. Questions to facilitate deeper consideration of design for peer
learning are proposed for addition to the framework.

__________________WORLD TECHNOLOGIES__________________