ACU's Distinctive Approach to Teaching

Overview

• ACU’s distinctive approach to curriculum design and teaching is student-focused and based on the fundamentals of adult learning theory.
• From an andragogical perspective, learning and teaching should build bridges between new knowledge and past experience (Knowles, 1990).
• Transition Pedagogy is a framework that attempts to optimise the first-year experience and student success.
• Vision 2033 (ACU, 2024) outlines six focus areas, which underpin ACU's distinctive approach to teaching and curriculum design.

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ACU's Distinctive Approach

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.

Traditional v Andragogical Perspective

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).

Transition pedagogy

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).

1. Transition - curriculum and its delivery should be designed to be consistent and explicit in assisting students’ transition from their previous educational experience to learning in higher education.
2. Diversity – appreciation of individuality and diversity means caring about and relating to each student in a class (Scott, 2003). Students at risk of attrition report lower perceptions of belonging, support and engagement (Naylor, Baik & Arkoudis, 2018) and appreciation of diversity promotes better mental health (Baik et al, 2017).
3. Engagement – learning, teaching, and assessment approaches should enact an engaging and involving curriculum and enable active and collaborative learning. Smaller classes and personalised engagement can assist in facilitating greater collaboration.
4. Design – blended learning design promotes an active student-centred style of learning.
5. Assessment – early formative assessment of students’ work is critical, to aid learning and to provide information to both students and staff on achievement. Some evidence indicates that students prefer essay and other more ‘qualitative’ approaches to assessment as exams encouraged cramming (Scott, 2003).
6. Evaluation and monitoring - active strategies embedded to monitor student engagement with learning and identify and intervene in a timely way with students at risk are critical to addressing issues which may lead to attrition.

Alignment to Strategic Direction

ACU's Vision 2033 outlines six focus areas which underpin the university's distinctive approach to teaching and curriculum design:

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