Academic literature on the topic 'Curriculum change Victoria Melbourne'
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Journal articles on the topic "Curriculum change Victoria Melbourne"
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Symes, Peter, and Clare Hart. "The Climate Change Alliance: botanic garden horticulturists as agents for change." Sibbaldia: the International Journal of Botanic Garden Horticulture, no. 20 (June 4, 2021): 95–122. http://dx.doi.org/10.24823/sibbaldia.2021.352.
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In 2016, the publication of the pioneering Landscape Succession Strategy heralded a horticultural response by Royal Botanic Gardens Victoria to climate change risks faced by their living collections. This initiative led to the botanical world’s first Climate Change Summit in 2018 and the subsequent establishment of the Climate Change Alliance for Botanic Gardens. This article describes some of the anticipated climatic changes facing the Melbourne Gardens site, the strategic management of collections when considering these challenges, and how other botanical organisations can benefit from this approach through collaboration and sharing of expertise.
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Smellie, John L., and Sergio Rocchi. "Chapter 5.1a Northern Victoria Land: volcanology." Geological Society, London, Memoirs 55, no. 1 (2021): 347–81. http://dx.doi.org/10.1144/m55-2018-60.
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AbstractNeogene volcanism is widespread in northern Victoria Land, and is part of the McMurdo Volcanic Group. It is characterized by multiple coalesced shield volcanoes but includes a few relatively small stratovolcanoes. Two volcanic provinces are defined (Hallett and Melbourne), with nine constituent volcanic fields. Multitudes of tiny monogenetic volcanic centres (mainly scoria cones) are also scattered across the region and are called the Northern Local Suite. The volcanism extends in age between middle Miocene (c.15 Ma) and present but most is <10 Ma. Two centres may still be active (Mount Melbourne and Mount Rittmann). It is alkaline, varying between basalt (basanite) and trachyte/rhyolite. There are also associated, geographically restricted, alkaline gabbro to granite plutons and dykes (Meander Intrusive Group) with mainly Eocene–Oligocene ages (52–18 Ma). The isotopic compositions of the plutons have been used to infer overall cooling of climate during the Eocene–Oligocene. The volcanic sequences are overwhelmingly glaciovolcanic and are dominated by ‘a‘ā lava-fed deltas, the first to be described anywhere. They have been a major source of information on Mio-Pliocene glacial conditions and were used to establish that the thermal regime during glacial periods was polythermal, thus necessitating a change in the prevailing paradigm for ice-sheet evolution.
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GAMBINO, SALVATORE. "Air and permafrost temperatures at Mount Melbourne (1989–98)." Antarctic Science 17, no. 1 (February 28, 2005): 151–52. http://dx.doi.org/10.1017/s095410200500249x.
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Recent meteorological studies suggest a mixed pattern of climate change in Antarctica: a general cooling of the interior continent and warming in the Antarctic Peninsula over the past several decades (e.g. Comiso 2000, Doran et al. 2002, Vaughan et al. 2003). This note presents 10 years of continuous recording of air and permafrost temperature at Mount Melbourne (74°21′S, 164°42′E) in Northern Victoria Land. Mount Melbourne is a quiescent volcano belonging to a wide-spread volcanic belt which has developed since the Oligocene along the western margin of the Ross Sea, parallel to the Transantarctic Mountains (Fig. 1a). In 1988 a tilt network composed of five continuous recording sensors each equipped with four temperature sensors (Fig. 1b) was installed within the framework of Italian PRNA between the end of 1988 and the beginning of 1989 (Bonaccorso et al. 1995).
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Entwisle, Timothy J., Chris Cole, and Peter Symes. "Adapting the botanical landscape of Melbourne Gardens (Royal Botanic Gardens Victoria) in response to climate change." Plant Diversity 39, no. 6 (December 2017): 338–47. http://dx.doi.org/10.1016/j.pld.2017.11.001.
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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.
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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.
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Cooke, B. D. "Swamp wallaby (Wallabia bicolor) distribution has dramatically increased following sustained biological control of rabbits." Australian Mammalogy 42, no. 3 (2020): 321. http://dx.doi.org/10.1071/am19037.
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Swamp wallabies have dramatically extended their distribution through western Victoria and south-eastern South Australia over the last 40 years. Newspaper reports from 1875 onwards show that on European settlement, wallaby populations were confined to eastern Victoria, including the ranges around Melbourne, the Otway Ranges and Portland District of south-western Victoria, and a tiny part of south-eastern South Australia. Populations contracted further with intense hunting for the fur trade until the 1930s. In the late 1970s, however, wallabies began spreading into drier habitats than those initially recorded. Possible causes underlying this change in distribution are discussed; some seem unlikely but, because wallabies began spreading soon after the introduction of European rabbit fleas as vectors of myxomatosis, the cumulative effects of releases of biological agents to control rabbits appear important. A caution is given on assuming that thick vegetation in high-rainfall areas provides the only habitat suitable for swamp wallabies, but, most importantly, the study shows how native mammals may benefit if rabbit abundance is reduced.
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King, Meredith A., and Jaclyn Yoong. "Palliative care nursing during the COVID-19 pandemic: reflections from Melbourne, Australia." International Journal of Palliative Nursing 29, no. 1 (January 2, 2023): 43–47. http://dx.doi.org/10.12968/ijpn.2023.29.1.43.
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Background: Nurses played a critical role in providing care for patients throughout the COVID-19 pandemic. Aim: This study aimed to explore perspectives of Australian palliative care nurses regarding the impact of COVID-19 on the provision of care for patients with advanced illness, or at the end of life. Methods: The authors conducted a survey of palliative care nurses in ward- and consultation-based roles at a metropolitan health service in Victoria, Australia. Findings: A total of 24 out of 39 nurses completed the survey. Responses included strong themes of fear of COVID-19 and sadness about separating dying patients from their families. Conclusion: Delivery of palliative care changed at an individual and service level. Importantly, there were strong themes of adapting to change and ‘soldiering on’ with the core business of palliative care.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Maher, Michelle, and Emer Campbell. "Demonstrating environmental water needs in a climate of change." Proceedings of the Royal Society of Victoria 122, no. 2 (2010): 70. http://dx.doi.org/10.1071/rs10016.
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Efficient and accountable management of water resources in Northern Victoria has become a critical issue for the future of irrigation, communities and the environment, both north and south of the Great Dividing Range. To increase efficiencies and enhance accountability for water resource use, the Victorian Government is investing $1 billion through the Northern Victoria Irrigation Renewal Project (NVIRP) to upgrade ageing irrigation infrastructure across the Goulburn-Murray Irrigation District. The upgrade is expected to generate an additional 225 GL of water that will be distributed equally between irrigators, the environment and Melbourne. Whilst there are significant potential benefits for the environment as a whole from the water savings initiatives, there may also be adverse impacts from altering the hydrology of the diverse array of wetlands and rivers which are directly linked to the irrigation delivery network. The NVIRP Environmental Referrals process has investigated these potential impacts and identified ten wetlands and four rivers of high environmental value that require the development of environmental watering plans. These plans are the primary means by which the NVIRP commitment to ‘no net environmental loss’ will be achieved and assets of high environmental value will be protected. Three Environmental Watering Plans (EWPs) were completed prior to the operation of NVIRP works in the 2009-2010 irrigation season. These are for Johnson Swamp, Lake Elizabeth and Lake Murphy. The paper will describe the development of the Lake Elizabeth EWPs by the North Central Catchment Management Authority (NCCMA), within the context of uncertain climatic conditions, the recent long drought and the need to demonstrate accountability and efficiency in the use of a scarce and finite resource.
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Brooker, Abi, and Lydia Woodyatt. "2019 Special Issue: Psychological Wellbeing and Distress in Higher Education." Student Success 10, no. 3 (December 16, 2019): i—vi. http://dx.doi.org/10.5204/ssj.v10i3.1419.
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Many universities around the world have now initiated wellbeing strategies that encompass psychological wellbeing. These resources can be leveraged for change to better support students. Associate Professor Lydia Woodyatt from Flinders University, Adelaide and Dr Abi Brooker from the University of Melbourne are guest editors for this very special issue which includes a collection of articles from scholars and practitioners in Australia, Canada, the US, UK and Germany addressing student (and staff) psychological wellbeing in higher education. Broadly, articles discuss the scope of mental wellbeing and psychological distress, identify specific cohorts (including international students and refugees), profile targeted means of support (via the curriculum, the co-curriculum and strategic policy and planning initiatives) and also identify the need for ‘psychological literacy’ via leadership.
Dissertations / Theses on the topic "Curriculum change Victoria Melbourne"
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Buchanan, Michael T., and res cand@acu edu au. "Management of Curriculum Change: An analysis of religious education coordinators’ perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne." Australian Catholic University. School of Religious Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp131.17052007.
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This thesis aimed to study the perspectives of religious education coordinators’ in secondary schools in the Archdiocese of Melbourne regarding their management of a particular curriculum change in religious education. The change in question involved a “top down” (Morris, 1995) change to a “text-based curriculum” (Pell, 2001) directed by the Archbishop of Melbourne, who is responsible for religious education in Catholic schools throughout the Archdiocese. Situated within a qualitative paradigm this research utilised grounded theory as a means to identify and analyse the theory generated from interviews with religious education coordinators who were responsible for managing the change. The emergent categories were used to generate new theory in relation to how religious education coordinators managed the curriculum change. Key theories generated from this study included factors that impeded the change such as an inability to understand the theoretical position underpinning the curriculum innovation, and inadequate qualifications to teach religious education. It also generated theory about factors that assisted the management of this change such as time to reflect on practice, and support from school leadership teams. The theory generated was analysed against the existing knowledge about curriculum change in education, textbook use and leadership in religious education. A distinguishing aspect of this research is that it linked the general literature on educational change as it applies to curriculum change, with curriculum change in religious education.The study also proposed some recommendations for future directions and practices concerning the management of curriculum change in religious education in Catholic schools.
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Buchanan, Michael T. "Management of curriculum change: An analysis of religious education coordinator's perspectives on the management of a particular curriculum change in Catholic secondary schools in the Archdiocese of Melbourne." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/1ef83abfdc608e7cb750a6e12844d923604ab371a0aa693e09e93b4fef312fdd/1404471/64805_downloaded_stream_30.pdf.
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This thesis aimed to study the perspectives of religious education coordinators' in secondary schools in the Archdiocese of Melbourne regarding their management of a particular curriculum change in religious education. The change in question involved a 'top down' (Morris, 1995) change to a 'text-based curriculum' (Pell, 2001) directed by the Archbishop of Melbourne, who is responsible for religious education in Catholic schools throughout the Archdiocese. Situated within a qualitative paradigm this research utilised grounded theory as a means to identify and analyse the theory generated from interviews with religious education coordinators who were responsible for managing the change. The emergent categories were used to generate new theory in relation to how religious education coordinators managed the curriculum change. Key theories generated from this study included factors that impeded the change such as an inability to understand the theoretical position underpinning the curriculum innovation, and inadequate qualifications to teach religious education. It also generated theory about factors that assisted the management of this change such as time to reflect on practice, and support from school leadership teams. The theory generated was analysed against the existing knowledge about curriculum change in education, textbook use and leadership in religious education. A distinguishing aspect of this research is that it linked the general literature on educational change as it applies to curriculum change, with curriculum change in religious education.The study also proposed some recommendations for future directions and practices concerning the management of curriculum change in religious education in Catholic schools.
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Ottaviano, Michael Edward, and mikeottaviano@hotmail com. "Assessing and improving the enablers of innovation the development of an innovation capability assessment instrument." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20050707.162428.
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The ability to successfully innovate on a sustained basis is critical in today�s �hyper-competitive� environment characterised by increasingly rapid technological change and shortening product life cycles, and where competitors quickly imitate sources of competitive advantage. At the same time, organisations find managing innovation difficult; both larger firms who fight to avoid being outplayed by smaller, more nimble competitors, and smaller firms struggling to compete against the resources and reach of larger, global competitors.
This research develops an assessment instrument designed to assist organisations to improve their ability to innovate. An inductive, case-based methodology is adopted utilising action research techniques to develop the Innovation Capability Assessment instrument. The starting point of the research was an extensive analysis of the corporate entrepreneurship and innovation literature. The literature provided a basis for understanding what question areas might need to be included in such an instrument and led to the development of an initial theoretical framework and a preliminary assessment instrument.
The preliminary assessment instrument was further developed and refined via five exploratory case studies. Three subsequent confirmatory case studies were used to validate the instrument�s effectiveness. The case studies were carried out at Australian organisations operating within a variety of industries and of varying sizes, all of whom were looking to improve their innovation performance. Data was collected through interviews with key members of each organisation and through assessment and action planning workshops involving participants from a cross-section of each organisation. The case studies led to additional assessment questions being added to the instrument, and the rationalisation of others.
This research identifies the enablers of organisational innovation and finds that these are common to all the case organisations involved in the fieldwork. The innovation enablers form the basis of the Innovation Capability Assessment instrument that measures innovation performance against 21 questions within three key assessment areas: strategic management of innovation, the internal environment, and a series of innovation competencies. The relative importance of each innovation enabler to the organisation is also assessed.
The Innovation Capability Assessment instrument is shown to be very relevant across a variety of organisation types and sizes. In addition, it is useful for an organisation to identify and prioritise weaknesses, and develop actions for improving their innovation capability.
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Agostino, Joseph, and jag@fmrecycling com au. "Workplace identity." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050805.134042.
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There have been a limited number of studies carried out on employee workplace identity. There have been many studies carried out on organizational change; however, they have been carried out mostly from an instrumentalist perspective where the topic of organizational change has been treated in isolation from other aspects of organization. The question of how a relationship exists between employee workplace identity and organizational change has been left unanswered. This thesis applies narrative theory as a conceptual bridge across identity and change. By considering how employees derive a sense of workplace identity from the workplace narratives, and organizational change as the destruction of existing workplace narratives and adoption of new workplace narratives, it is possible to gain new understandings of these concepts. A theory is developed which explains how narrative theory creates a relationship between identity and change. This new theory is further developed to explain how narrative theory creates a relationship between organizational identity, culture, leadership, conflict, and change. The new extended theory is applied to a narrative presentation of empirical data, which offers a powerful explanatory lens for understanding the relationship between these chosen aspects of organization.
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Smith, Reid J. "Alignment of intended learning outcomes, curriculum and assessment in a middle school science program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/489.
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This study focused on the intended learning outcomes, curriculum and assessment in the science curriculum offered at a regional independent Middle School in the state of Victoria, Australia. In-school assessment has indicated that the current science curriculum of this Middle School may not develop students' skills in scientific literacy as effectively as intended. One hypothesis to explain this deficit is that there is a misalignment of intended outcomes, curriculum materials and assessment. This study aimed to determine the extent to which the intended curriculum and assessment in this Victorian middle years' science program is aligned to its stated goals and objectives and to design, implement and evaluate a model for assessing the degree of alignment of intended outcomes, curriculum and assessment.
Participants in the study were asked to analyse curriculum materials and assessment tasks from two different science courses at the case study school. These curriculum materials and assessments were scored against a series of instruments adapted from curriculum evaluation models used in previous research. The reviewers scored the material to determine the degree of alignment between the intended outcomes, curriculum materials and assessment tasks. The data provided an insight into both the degree of alignment of the curriculum as well as the features of strongly aligned curriculum materials. The effectiveness of the evaluation model was determined by analysis of the scoring data and semi-structured interviews with the participants.
The current investigation established that the case study Middle School science program had some degree of alignment, but there were a number of materials and tasks which were not adequately aligned. The features of the curriculum materials and assessment tasks generally matched those identified in the literature, and provided the basis for potential reform to increase the degree of alignment in intended curriculum and assessment in science courses designed to address scientific literacy.
The study also demonstrated that the model of curriculum evaluation was effective in establishing the alignment of curriculum materials and assessment with intended goals, particularly when enacted by teachers and administrators within the school context who had been trained. The curriculum analysis can highlight areas of the science curriculum which are not aligned and hence focus curriculum reform efforts.
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Ingleby, Julie. "Participation, action research and the politics of change in working class schools: a view from the inside." Thesis, 1985. https://vuir.vu.edu.au/18181/.
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Fundamental educational change is necessarily an
outcome of authentic participation confirmed in
community struggle against defined forms of oppression:
this is the proposition explored in the course of the
three case study experiences presented here.
Similarly, the contexts, conditions and terms of
participation are considered with regard to defining
the character of authentic 'political' success.
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Leskova, Zuzana. "International Marketing Communication in Higher Education: An Interpretive Communication Audit of Victoria University in Melbourne, Australia." Thesis, 2016. https://vuir.vu.edu.au/32633/.
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This research regards universities as highly influential entities. Aside from producing and disseminating knowledge, one of the purposes of higher education is to contribute to the intellectual development of a society. In addition to this original purpose universities also have unique characteristics which, when recognised, can help them with designing new and creative approaches to marketing communication strategies. To identify these distinctive qualities, this study implemented an interpretive communication audit that focuses on the specifics and characteristics of international communication activities at Victoria University (VU).
Specifically, this study set out three key research objectives: to identify specifics and characteristics of a university that can serve as a valuable source for designing new approaches to university marketing; to explore the creative potential of students to actively contribute to the development of university marketing and to test the viability of an interpretive communication audit within the university framework, while using the subjective insight and experience of a researcher.
Emphasising the interpretive approach, this thesis analysed the interpretations of the University’s communication given by the international and domestic students of VU. In particular, focus groups and action groups, in which 29 VU students participated, served as specific methods for collecting these individual opinions and understandings. Following the philosophical and methodological practice of an interpretive communication audit, this thesis used students’ as well as the researcher’s own interpretations for developing creative feedforward that gives concrete recommendations on how to work with the University’s communication activities. The outcome of this mainly reveals how a university can benefit from cooperating with students on developing marketing strategies. Additionally, the last chapter of this thesis sets out specific ideas Victoria University can use for preparing new communication activities.
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Williams, Vivienne J. "Why do students choose to study traditional Chinese medicine at Victoria University? : an analysis of the course in TCM and its students." Thesis, 2002. https://vuir.vu.edu.au/33027/.
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Wright, Shane. "The impact of change on corporate service staff in a public safety agency." Thesis, 1997. https://vuir.vu.edu.au/18227/.
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The Metropolitan Fire Brigade (MFB) Melbourne, is at the crossroads. Change is
sweeping the economic and political environment within which international fire
services operate. The MFB is not insulated from this change. Unless alternative
productivity strategies can be achieved, the emergency response sector of the Brigade
will suffer the same fate as the corporate sector of the MFB and other statutory
authorities. Downsizing within this sector has been occurring in response to the above
conditions over the past four years.
This study investigates the impact of change upon public safety agencies in general,
then compares data gathered on the MFB against this to:
• Identify the level of organisational commitment that currently exists;
• Develop an understanding of the impact of downsizing upon public sector
employees.
This study reviews the body of literature concerned with culture and change,
downsizing and outsourcing and examines and builds upon the framework of previous
research, particularly in the area of downsizing and its impact upon survivors.
The study was designed as a one shot correlational study. A questionnaire was designed
and administered to the population. Responses were analysed and discussed in context
with the referenced literature.
This study extends previous research in that it compares those findings with current
findings. Low morale, job insecurity, poor communication and negativity have been
identified as consistent with that of previous research (Brockner 1992; Brockner, Grover
and Blonder 1988; Cascio 1993). In other areas the findings vary from previous
research, in that organisational commitment remains high, contrary to the literature.
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Hurley, Kathleen. "The Melbourne story: an analysis of the city’s economy over the 2000s." Thesis, 2015. https://vuir.vu.edu.au/32278/.
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This thesis examines economic growth and change across the city of Melbourne over the 2000s. In the late 1970s to early 1980s, and again in the early 1990s, Melbourne was seen as having a bleak future, as a consequence of the deindustrialisation occurring in the city throughout the late twentieth century. However, Melbourne grew rapidly at the start of the twenty-first century, renewing its profile globally and attracting population.
This thesis examines the factors behind the rise of Greater Melbourne over the 2000s, and specifically the rapid revival of the central city area of Melbourne. The study assesses the relevance of economic geography theories (the Global Cities hypothesis, the World City Network (WCN) and agglomeration economies) in relation to Melbourne’s economic growth. Globalisation related theories concerning knowledge cities and workers are also considered.
Books on the topic "Curriculum change Victoria Melbourne"
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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.
Find full textBook chapters on the topic "Curriculum change Victoria Melbourne"
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"Case study: The whole-of-institution curriculum renewal undertaken by the University of Melbourne, 2005–2011." In Strategic Curriculum Change in Universities, 157–72. Routledge, 2012. http://dx.doi.org/10.4324/9780203111628-19.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Daver, Fugen, and Roger Hadgraft. "Linking Materials Science and Engineering Curriculum to Design and Manufacturing Challenges of the Automotive Industry." In Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education, 46–66. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8183-5.ch003.
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Materials engineering applications are becoming more widespread, varied and sophisticated due to advances in science and increasing interdisciplinary cooperation. To be able to impart engineering graduates with the required technical background, educators need to update the course syllabus and the program curriculum continuously. Most importantly, in a world of constant change, educators need to develop the right graduate capabilities in engineering students. This calls for new, innovative teaching approaches to materials education. This chapter demonstrates the authors' teaching approach through the design and development of an Automotive Materials course at postgraduate level in an ‘International Automotive Engineering' program at RMIT University in Melbourne, Australia. To elucidate this teaching approach to materials education, the authors discuss in detail the need to impart an up-to-date understanding of new, alternative materials, the development of graduate capabilities, interdisciplinary systems thinking towards materials education, and the environmental sustainability of engineering materials.
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Daver, Fugen, and Roger Hadgraft. "Linking Materials Science and Engineering Curriculum to Design and Manufacturing Challenges of the Automotive Industry." In Materials Science and Engineering, 1636–58. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1798-6.ch067.
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Materials engineering applications are becoming more widespread, varied and sophisticated due to advances in science and increasing interdisciplinary cooperation. To be able to impart engineering graduates with the required technical background, educators need to update the course syllabus and the program curriculum continuously. Most importantly, in a world of constant change, educators need to develop the right graduate capabilities in engineering students. This calls for new, innovative teaching approaches to materials education. This chapter demonstrates the authors' teaching approach through the design and development of an Automotive Materials course at postgraduate level in an ‘International Automotive Engineering' program at RMIT University in Melbourne, Australia. To elucidate this teaching approach to materials education, the authors discuss in detail the need to impart an up-to-date understanding of new, alternative materials, the development of graduate capabilities, interdisciplinary systems thinking towards materials education, and the environmental sustainability of engineering materials.
Conference papers on the topic "Curriculum change Victoria Melbourne"
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Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.
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Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.
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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.
Full textAbstract:
Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.