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Download full textRebecca Turner; Debby R. E. Cotton; Emily Danvers; David Morrison; Pauline E. Kneale – Journal of University Teaching and Learning Practice, 2024
This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students' transition to university. Adopting…
Descriptors: Foreign Countries, College Faculty, Teacher Attitudes, Block Scheduling
Keeling, Kellie; Phalen, Zoë; Rifenburg, Michael J. – Journal of University Teaching and Learning Practice, 2021
This collaborative essay between undergraduate students and a faculty member illustrates the importance of partnerships between students and faculty when redesigning courses. We ground this partnering in Students as Partner (SaP) praxis. SaP reinvigorates the faculty and student relationship as one in which both students and faculty serve as…
Descriptors: Curriculum Development, Sustainability, English Curriculum, Capstone Experiences
Sumer, Murat; Douglas, Tracy; Sim, Kwong Nui – Journal of University Teaching and Learning Practice, 2021
Distance or online learning is more than simply uploading and delivering learning resources to learners but in fact, it is a process that provides learners with autonomy, responsibility, flexibility and choice. This can be a challenge for many academic teachers. In 2020, as universities globally shifted to online learning, in response to the…
Descriptors: Distance Education, COVID-19, Curriculum Development, Adjustment (to Environment)
