Abstract
This paper reports on a pilot study of a course enhancements program at Lincoln University, New Zealand, designed to enhance learner success for all students, but particularly those from minority groups. The pilot study includes two phases, each of six-months duration – course redevelopment and course delivery. During the first phase, 10 academics were selected to engage in self-reflection, complete a four-week online asynchronous course, develop an action plan for course redevelopment, attend a two-day in-person workshop to implement the action plan, and meet several times with an academic development facilitator. This blended approach resulted in academics experiencing a variety of in-person and online learning activities and approaches that could be used in their own courses, and the opportunity to collaborate and share their course redevelopment journey with other academics. This paper highlights the approach taken in the pilot study and the strategies used to bring academics on the journey.
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