This resource provides you with an understanding of the strategic priorities and key theoretical perspectives that underpin ACU’s distinctive approach to teaching, including adult learning principles and transition pedagogy.
ACU has a distinctive approach to curriculum design and teaching, which is student-focused and based on the fundamentals of adult learning theory. This approach puts the student experience at the centre. The model is predicated by the success of blended learning models adopted in response to COVID-19 and underpinned by sound andragogy and transition pedagogy.
Innovation usually comes from those setting out to serve the needs of new and diverse students and the realization that traditional means of program design are inadequate (Swenson, 2003). It is difficult to trace the origins of the dominant instructional model of lecture and semester in university teaching, which arose from reasons other than student learning (Swenson, 2003). Regardless, over time such models have become entrenched in university systems as a culture and tradition, as opposed to sound andragogy (Scott, 2003; Swenson, 2003).
From an andragogical perspective, learning and teaching should build bridges between new knowledge and past experience (Knowles, 1990). It should also be underpinned by the premise that learning should be centred on solving problems, not memorising content (Knowles, 1990) through facilitating an active process of learning for adults (Kolb, 1981). As such, students construct their own understanding by asking questions, active involvement in class activities, reflecting on their personal experiences and relating the new knowledge to what they already know (Biggs & Tang, 2011).
Andragogy is founded on six key principles (Knowles, 1984)
Transition Pedagogy is a framework that attempts to optimise the first-year experience and student success. It is focused on first year curriculum design that carefully scaffolds, mediates, and supports learning (Kift, 2008; Kift & Field, 2009; Nelson & Kift, 2005; Nelson, Kift, Humphreys, & Harper, 2006). Whilst it is commonly accepted that the first-year experience is critical to retention, the issue is not exclusive to this cohort. Students are always in a state of transition within a program.
Transition pedagogy literature identifies the curriculum as the fulcrum of effective transition practice. It exposes six fundamental principles (Kift, 2009).
ACU's Vision 2033 outlines six focus areas which underpin the university's distinctive approach to teaching and curriculum design:
We will equip our learners with the knowledge, skills and confidence to thrive in an interconnected and changing world.
1.1 Provide a personalised, supportive, flexible and accessible learning experience.
1.2 Diversify and grow our course offer and student cohort.
1.3 Enhance our Core Curriculum and expand our student leadership and community engagement programs.
1.4 Foster a sense of global responsibility.
With a dynamic and forward-thinking curriculum, we will prepare students for the opportunities and challenges of tomorrow.
2.1 Develop curricular, co-curricular and extra-curricular activities to prepare students for the challenges of tomorrow.
2.2 Expand offerings in our areas of strength and introduce new offerings in areas related to STEMM.
2.3 Provide students with industry-relevant experiences across education, research and research training.
2.4 Design and deliver tailored learning and professional development programs that meet Australia's future workforce needs.
Our approach to community engagement is informed by the principle of subsidiarity. We will support local autonomy and decision making and empower communities to determine their own futures.
3.1 Co-create workforce participation initiatives for underrepresented groups.
3.2 Facilitate collaborative research and research training projects between communities, industry and government.
3.3 Engage in community-based research collaborations.
3.4 Promote reconciliation and champion Aboriginal and Torres Strait Islander knowledges, cultures and leadership.
We will make practical contributions towards addressing the social challenges facing Australia and engage in mission-aligned programs of work that benefit Australia and its people.
4.1 Develop workforce capacity and capability solutions in national areas of critical need.
4.2 Translate research into applied and practical impact.
4.3 Partner with government and industry to find solutions to pressing national issues.
4.4 Engage in policy development and make recommendations to government on areas of university expertise.
We will fulfil our mission commitment to upholding the inherent worth of every individual and advocating for a just and harmonious world.
5.1 Strengthen our contribution to the Asia-Pacific region and beyond.
5.2 Form international collaborations to address global challenges.
5.3 Promote the importance of ethical practice in all aspects of life and work.
5.4 Critically evaluate the effects of global progress and change on individuals, communities and environments.
To facilitate the sustained success and growth of ACU, we will consistently work to strengthen our institutional foundations.
6.1 Implement internal initiatives that advance our mission, build organisational culture, provide staff development, increase efficiency and promote innovation.
6.2 Diversify and grow ACU's sources of revenue.
6.3 Demonstrate environmental, social and governance excellence.
6.4 Transform ACU campuses into precincts focused on innovation and co-location with Catholic partners, industry and community.
Explore key elements of blended learning, common approaches, and factors to consider when selecting technology for your unit.
Learn moreResources are available to all staff to support ongoing learning. Access training resources including short tutorial videos or book an upcoming workshop.
Access resourcesDiscover the full range of learning technologies available at ACU and access dedicated support and training.
Find out moreVisit Service Central to access Corporate Services.
