Putting transition at the centre of whole-of-curriculum transformation

Anne Melano,Eeva Leinonen,Marcus O'Donnell,Margaret Wallace,Romy Lawson

doi:10.5204/ssj.v6i2.295

Abstract

This paper describes the development of a model for institution-wide curriculum transformation at the University of Wollongong (UOW). Transition – a curriculum-integrated approach that enables a smooth, supported shift into and through higher education and a successful transition from the university to the world of work and lifelong learning – is one of three key principles at the heart of the UOW Curriculum Model. This paper focuses on transition as a whole-of-curriculum design principle and the way this principle informs the other elements of the UOW Curriculum Model. It aims to extend the concept of “transition pedagogy” developed by Kift and colleagues and to show how it has been used to inform our larger project of curriculum renewal.

Highlights

This paper describes the development of a model for institution-wide curriculum transformation at the University of Wollongong (UOW)
Recognises the interconnected nature of today’s global challenges and the value multidisciplinary teams bring to the modern workplace. These principles link to the four curriculum themes that characterise the UOW student learning experience as one that is intellectually challenging, research/inquiry led, technology enriched with a real world focus
At the heart of the UOW Curriculum Model are the three curriculum design principles: Transition: a supported shift into higher education and a successful transition from UOW to the world of work and lifelong learning;   Synthesis: opportunities for students to share, synthesise and integrate their learning; and Broadening: a curriculum-integrated approach that compels a breadth of focus for learning beyond the student’s primary area of study and 74 | Student Success, 6(2) August, 2015 face, online and blended learning opportunities; and a capstone experience for every course

Summary

Abstract*

This paper describes the development of a model for institution-wide curriculum transformation at the University of Wollongong (UOW). Recognises the interconnected nature of today’s global challenges and the value multidisciplinary teams bring to the modern workplace These principles link to the four curriculum themes that characterise the UOW student learning experience as one that is intellectually challenging, research/inquiry led, technology enriched with a real world focus. This paper focuses on a whole-of-curriculum design approach (Lawson 2013) and the way transition as a design principle informs all elements of the UOW Curriculum Model It aims to extend the concept of “transition pedagogy” developed by Kift and colleagues (e.g.,Kift, Nelson, & Clarke, 2010) and to show how it has been used to inform our larger project of curriculum renewal.

Narratives of Purpose

Reflection

Assessment literacy

Capacity Building