Enhancing higher education transitions through negotiated engagements of learning experiences: lessons from a pre-undergraduate preparatory program language education course

Willans, Julie and Harreveld, R. E. (Bobby) and Danaher, Patrick Alan (2003) Enhancing higher education transitions through negotiated engagements of learning experiences: lessons from a pre-undergraduate preparatory program language education course. Queensland Journal of Educational Research, 19 (1). pp. 42-50. ISSN 1329-0703

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Abstract

McInnis (2001) has identified three key challenges for universities in maximising student engagement with the undergraduate experience: curriculum, learning community, and infrastructure and support. This paper demonstrates how the curriculum challenge is being addressed in the Language and Learning course in the STEPS pre-undergraduate preparatory program at Central Queensland University. The paper pays particular attention to the language education curriculum – with its focus on learning styles, brain-based learning, critical awareness and skill development – as it equips students to engage with ‘university speak’, critical self-reflection and negotiation of individual and institutional expectations of university.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited with blanket permission of publisher.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 16 May 2008 03:00
Last Modified: 02 Jul 2013 22:50
Uncontrolled Keywords: Australia, Central Queensland University, higher education transitions, language education course, learning experiences, pre-undergraduate programs, preparatory programs, STEPS
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/3271

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