Thomas, T., Wallace, J., Allen, P., Clark, J., Jones, A., Lawrence, J., Cole, B. & Burns, LS. (2017). Strategies for leading academics to rethink humanities and social sciences curricula in the context of discipline standards. International Journal for Academic Development,22(2), 120-133. United Kingdom: Routledge. Retrieved from https://doi.org/10.1080/1360144X.2017.1285239
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.
School of Arts
Access may be restricted.