Abstract
Transition pedagogies relate not only to transition into higher education, but also transition out – and into the workplace. This paper explores the way in which a suite of new capstone work integrated learning subjects at James Cook University’s Faculty of Law Business and Creative Arts forms part of a deliberately designed program inculcating reflective skills at introductory and developmental levels, in preparation for this final transition. It highlights the importance of integrating first year experience, including content and skill development, with the whole degree.
Highlights
Work Integrated Learning (WIL) is emerging as one of the key drivers in 21st century tertiary education
A focus of the project has required consolidation of existing activities into a comprehensive WIL program incorporating both horizontal and vertical alignment from first year to final year and that carefully situates best practice capstone design principles (Armstrong & McNamara, 2011). This Practice Report, using the School of Law with its recognised best practice First Year Experience program as an exemplar, explains how reflective skills are carefully and deliberately introduced to students at the foundational and developmental levels to prepare them for the final capstone experience
The three subject options are professional internship, multi-disciplinary industry/community project or independent project. While variations of these subjects have previously been offered in a number of the degrees, the new program has redesigned the learning outcomes, teaching settings and assessment items in line with best practice capstone principles, course learning outcomes, threshold learning outcomes, graduate attributes and Australian Qualifications Framework (AQF) guidelines
Summary
Work Integrated Learning (WIL) is emerging as one of the key drivers in 21st century tertiary education. A focus of the project has required consolidation of existing activities into a comprehensive WIL program incorporating both horizontal and vertical alignment from first year to final year and that carefully situates best practice capstone design principles (Armstrong & McNamara, 2011). This Practice Report, using the School of Law with its recognised best practice First Year Experience program as an exemplar, explains how reflective skills (an integral component of both WIL and capstone experiences) are carefully and deliberately introduced to students at the foundational and developmental levels to prepare them for the final capstone experience
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