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Strategies for leading academics to rethink humanities and social sciences curricula in the context of discipline standards
Citation
Thomas, T and Wallace, J and Allen, PM and Clark, J and Jones, A and Lawrence, J and Cole, B and Sheridan Burns, L, Strategies for leading academics to rethink humanities and social sciences curricula in the context of discipline standards, International Journal for Academic Development, 22, (2) pp. 120-133. ISSN 1360-144X (2017) [Refereed Article]
Copyright Statement
Copyright 2017 Informa UK Limited, trading as Taylor & Francis Group
DOI: doi:10.1080/1360144X.2017.1285239
Abstract
The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics’ engagement with discipline standards and their implication for first-year curricula. The model supports discipline-focussed professional development that integrates consideration of discipline threshold learning outcomes, first-year pedagogy principles, and discipline threshold concepts. The model is demonstrated using strategies that were applied, tested, and shown to be effective in workshops across five disciplines in the humanities and social sciences.
Item Details
Item Type: | Refereed Article |
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Keywords: | change management, first-year curriculum, discipline threshold concepts, decoding the disciplines |
Research Division: | Education |
Research Group: | Education systems |
Research Field: | Higher education |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Assessment, development and evaluation of curriculum |
UTAS Author: | Allen, PM (Associate Professor Pamela Allen) |
ID Code: | 114659 |
Year Published: | 2017 |
Web of Science® Times Cited: | 2 |
Deposited By: | Office of the School of Humanities |
Deposited On: | 2017-02-23 |
Last Modified: | 2018-04-27 |
Downloads: | 0 |
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