2005 pedagogical orientation program in the School of Architecture and Built Environment: a case study

Alderman, Lyn ORCID: https://orcid.org/0000-0001-6863-5633 (2005) 2005 pedagogical orientation program in the School of Architecture and Built Environment: a case study. In: 2005 Enhancing Student Success Conference, 11 Apr 2005, Newcastle, Australia.

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Abstract

The University of Newcastle (UoN) offers various access and support programs for a range of students through the English Language and Foundation Studies Centre and a University orientation for students. At UoN, students are required to engage in a learning experience, meet program outcomes and demonstrate the core attributes of the University at each graduation point. For a University with a strong focus on access is there a missing facet to the access programs where students are required to study within a teaching delivery style which may be vastly different to their previous educational experience? This paper will describe a pedagogical orientation program currently delivered at UoN School of Architecture and Built Environment in 2005 to assist in the transition of students from different cultural and pedagogical backgrounds into 'Problem Based Learning' as delivered by this School. Furthermore the paper will analyse how this program has enabled students from diverse backgrounds to understand and successfully embrace the new learning opportunities.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: No
Item Status: Live Archive
Additional Information: There are no files associated with this item.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 04 Aug 2022 00:06
Last Modified: 04 Aug 2022 00:06
Uncontrolled Keywords: University of Newcastle; pedagogy; problem based learning; student support
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/43295

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