Academic curriculum

Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing

by Stanislav Roudavski

Cite as: Roudavski, Stanislav (2012). 'Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing', in Beyond Codes and Pixels: Proceedings of the 17th International Conference on Computer-Aided Architectural Design Research in Asia, ed. by Thomas Fischer, et al. (Chennai, India: CAADRIA), pp. 659–668

This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital... more This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital revolution. Design is changing in dramatic ways and architecture is changing with it but a well-defined body of knowledge that can serve as a foundation for digital architectural design has – as yet – not been established. Relevant concepts, methods and precedents originate in many fields that are typically well beyond the scope of reading suggested to (or encountered by) students of architecture. This material is highly dynamic, often contradictory and, typically, of varying quality. Presenting this developing body of knowledge to students is a difficult challenge. A suitable pedagogical approach ought to reflect the heterogeneous and volatile nature of the contemporary design discourse enabling critical analysis of existing design practices, evidenced defence of one’s own creative work and successful communication with many heterogeneous stakeholders.

Keywords: critical pedagogy; digital architectural design; architectural theory; architectural education.

'Tristan chords and random scores': exploring undergraduate student experiences of music in higher education through the lens of Bourdieu

by Gwen Moore

Within a theoretical framework drawn from Bourdieu, this article explores the relationship between undergraduate... more Within a theoretical framework drawn from Bourdieu, this article explores the relationship between undergraduate students' experiences of music in higher education and their musical backgrounds and prior music education experiences. More critically, this study aims to discover whether ideologies surrounding musical value impact on the student experience in higher education. A survey of undergraduate students of music (N=60) at a higher education music department in the Republic of Ireland was conducted. Preliminary data suggest that students' musical habitus and cultural capital impact on their experience of music within the field of higher education. Implications of findings from this study suggest a reappraisal of curricula and assessment at secondary level and of musical value and curriculum content in Irish higher education.

CV O. Vega (2)

by Oscar Vega

The Headspace Project: Computer-Assisted Fabrication as an Introduction to Digital Architectural Design

by Stanislav Roudavski

WITH PRESENTATION SLIDES. Cite as: Roudavski, Stanislav and Anne-Marie Walsh (2011). 'The Headspace Project: Computer-Assisted Fabrication as an Introduction to Digital Architectural Design', in Circuit Bending, Breaking and Mending: Proceedings of the 16th International Conference on Computer-Aided Architectural Design Research in Asia, ed. by Christiane M. Herr, Ning Gu, Marc Aurel Schnabel and Stanislav Roudavski, pp. 579-588

Written for architectural educators, this paper discusses whether digital fabrication can be usefully employed in... more Written for architectural educators, this paper discusses whether digital fabrication can be usefully employed in early architectural education. The paper uses examples from a course that aims to introduce the fundamentals of digital architectural design to first-year students. To achieve this, the course integrates digital fabrication as the core element of the production workflow. Challenging but rewarding, early adoption of digital fabrication exposes students to the process- and material-based thinking of contemporary architecture at a time when they form lasting attitudes to designing.

Curriculum (re)development ‘on the job’ in higher education: benefits of a collaborative and iterative framework supporting educational innovation

by Chris Trevitt

This paper concerns curriculum development for online learning in a commercial law course using a process of sustained... more This paper concerns curriculum development for online learning in a commercial law course using a process of sustained action-research. We
identify and discuss four main characteristics in this process:
• a need to respond to an external requirement for change (i.e. going online)
• one or two key guiding teaching and learning principles
• an incremental, flexible timeline over three consecutive iterations
• a collaborative, supportive partnership between educators and educational
consultants.
There were two levels of action: learning what was required for curriculum redevelopment and learning about the process of supporting educational development itself. Substantive outcomes included the:
• sustained adoption of the practices of active learning and curriculum
alignment
• conceptual development of discussion as a learning tool
• acceptance of the fundamental value and practical

“Unleashing individualization. Challenges for personalization in tertiary education”

by Liviu Andreescu

co-authored with A. Curaj & R. Gheorghiu, in Proceedings of the 7th International Conference on the Management of Technological Changes, ed. C. Rusu, Greece, Alexandroupoli: Democritus University of Thrace, 2011

DISABILITY STUDIES IN AUSTRALIAN UNIVERSITIES AN AUDIT OF SUBJECTS AND PROGRAMS THAT INCLUDE THE SOCIAL DIMENSIONS OF DISABILITY

by Helen Meekosha

Partizipation von NachwuchswissenschaftlerInnen an österreichischen wissenschaftlichen Universitäten

by Thomas Koenig

Co-authored with Veronika Schwediauer, Wolfgang Eppenschwandtner

Queensland teachers' conceptions of teaching, learning, curriculum and assessment: Comparisons with New Zealand teachers

by Gavin Brown

Acknowledgements: Funding for this research came from the Department of
Education, Assessment and New Basics Branch, Queensland and from The University of Auckland Research Office. The opinions expressed here are those of the authors only.

citation:
Brown, G. T. L., & Lake, R. (2006, November). Queensland teachers' conceptions of teaching, learning, curriculum and assessment: Comparisons with New Zealand teachers. Paper presented at the Annual Conference of the Australian Association for Research in Education (AARE), Adelaide, Australia. Available: http://www.aare.edu.au/06pap/bro06198.pdf

In 2003, Education Queensland conducted a survey of over 1500 primary and secondary teachers into their conceptions of... more In 2003, Education Queensland conducted a survey of over 1500 primary and secondary teachers into their conceptions of teaching, learning, curriculum, and assessment. Four different inventories were used (Pratt’s Teaching Perspectives Inventory, Entwistle, Tait, & Velda’s Approaches to Learning, Cheung’s Conceptions of Curriculum, and Brown’s Conceptions of Assessment) and the fit of each inventory to the data was established with confirmatory factor analysis. The relationship of the conceptions to each other was determined using multi-battery factor analysis and validated with confirmatory factor analysis. Initial analyses suggest that the teachers had four major conceptions: (a) surface learning is transmitted and accountability assessments measure it validly, (b) invalid assessment is ignored, (c) deep humanistic, nurturing learning is assessed for improvement, and (d) curriculum and teaching is about social change. Small but statistically significant differences were found between primary and secondary teachers. This paper will report these findings and compare them to similar data collected in 2001 in New Zealand and reported by Brown in 2003 at the AARE/NZARE conference in Auckland.

From Technician to Engineer: A Teacher Narrative of Resisting School Structures with a Custom Curriculum.

by Raymond Falcon

This study will examine the narrative of a teacher who, with the researcher, became an engineer of creating custom... more This study will examine the narrative of a teacher who, with the researcher, became an engineer of creating custom scope and sequences from being a novice technician.  This teacher historically increases high stakes testing scores of low performing students annually.  This narrative will illuminate the participant’s story as well as my own on how we converted ourselves from teacher-technicians to teacher-engineers.  Five themes are introduced in the study.  The themes are poor preparation in the first years, useless scope and sequence, pre-assessments, creating curriculum, and resistance to school structures. In this sense, we continue to fight off state and district mandated scope and sequences to develop an authentic curriculum to meet the classroom needs of students.

The Reformation of Business Education: Purposes and Objectives.

by Robert Shaw

Robert Keith Shaw (2011) The Reformation of Business Education: Purposes and Objectives. In Proceedings of the New Zealand Applied Business Education Conference, Nelson, New Zealand, 11 October, 2011.

Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in... more Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised economy. The tension is between those who insist that the degree is to serve modernity and those who hope that it may contribute to a new era of justice and harmony with nature. One critical battle ground for the business curriculum is the subject Business Ethics. The business ethics curriculum often indicates the intention of the business ethics degree itself. Kant's distinction between heteronomy (rule following) and autonomy (making your own decisions) provides us with a means to judge the purposes of business ethics courses: there are courses which seek to produce reliable and compliant (heteronomous) employees, and there are those which seek to produce independent creative (autonomous) human beings. The question for this conference is: what do we as business educators see as our task?

Manipulating Media: using collaborative social media projects to build academic literacy in undergraduate Media Studies students

by Marcus Leaning

Details a course develped to improve academic literacy through the use of social media

This case study details a module developed to enhance the core academic literacy skills of analysis, argument,... more This case study details a module developed to enhance the core academic literacy skills of analysis, argument, critical thinking, information literacy, presenting, basic project management, referencing, research and writing in undergraduate Media Studies students. The lack of academic literacy in undergraduate students is a noted problem. However, courses that explicitly seek to develop these skills are notoriously unpopular with students. This case study details a course where an alternative approach has been successfully used. Students taking the course work upon a number of ‘live’ team briefs which present problems that require the use of academic literacy. The projects make extensive use of collaborative online learning and social media.

Teaching Research by Doing Research: Win/Win through ‘Giving the On-Line Tools Away’

by Daniel Martin

A modified version of this paper was published in: Business Education Forum, October 2010

Teaching MBA research methodology classes can be a challenge. Students lack previous exposure to research methodology... more Teaching MBA research methodology classes can be a challenge. Students lack previous exposure to research methodology and statistics, and do not recognize growing labor needs for knowledge workers that the courses offer. Given industry demand for students prepared for high complexity positions and the growing demand for business professors to produce high-quality research, this article presents the results of a project-based pedagogy for graduate MBA research methods course that has been used to meet four goals; 1) provide high-quality instruction of research methods and statistics, 2) production of high-quality academic publications that provide options for students and professors to present the research for professional conferences and publication, 3) offering students the ability to answer intrinsically relevant (and interesting) research questions, and 4) giving students the required software to execute future research projects.

Revisiting the impact of formative assessment opportunities on student learning

by Marcia Devlin

Pendidikan Pancasila Perspektif Pedagogi Kritis

by edi subkhan

An Academic Matrix Model for Acquiring Managerial Competences in Construction

by Víctor Yepes

Efthyvoulou, G. (2008). Alphabet Economics: The link between names and reputation. The Journal of Socio- Economics, 37(3), 1266-1285.

by Georgios Efthyvoulou

In economics, most coauthored papers have all coauthors in alphabetical order. It is sometimes argued that this... more In economics, most coauthored papers have all coauthors in alphabetical order. It is sometimes argued that this conveys advantages to people whose names start with letters that come early in the alphabet. This paper examines whether the alphabetical ranking of names affects someone's reputation. Overall, we find that faculty members with earlier last name initials are more likely to get employment at high standard research departments. Furthermore, we show that the relationship between alphabetical placement and academic success remains significant if we use as an alternative measure of reputation the number of people showing an interest in the papers of a particular academic. This paper also investigates whether the reported alphabetical effect creates differential incentives for coauthoring. It is found that the reputational advantage of first-authorship motivates people to manipulate their names so as to obtain a more beneficial alphabetical position within the majority of articles.

Changing perceptions underpinning graduate attributes: A pilot study

by Agnes Bosanquet

Co-authored with Theresa Winchester-Seeto and Anna Rowe

The research discussed in this paper presents the preliminary findings of a comparative analysis of graduate... more The research discussed in this paper presents the preliminary findings of a comparative analysis of graduate attributes statements across Australian universities. Specifically, it addresses the change over fifteen years through a thematic and word frequency analysis of institutional definitions of and justifications for graduate attributes. An analysis of the
scholarship around graduate attributes demonstrates four broad conceptions of their purpose: employability; lifelong learning; preparing for an uncertain future; and acting for the social good. Our findings reveal the emergence of a further three conceptions in the last five years: adapting to change, promoting change and community leadership. This is aligned with a shift in emphasis towards community and participation. This research demonstrates a number of assumptions embedded in attribute statements concerning the primacy of the individual, the future of work and life, and the privileging of particular moral and ideological perspectives or values.

Web 2.0 matters: An analysis of implementing Web 2.0 in the classroom

by Patricia Sendall

Will students notice the difference?: embedding graduate capabilities in the curriculum

by Agnes Bosanquet

Co-authored with Theresa Winchester-Seeto

This paper describes the way in which Macquarie University is implementing graduate capabilities in the curriculum. It... more This paper describes the way in which Macquarie University is implementing graduate capabilities in the curriculum. It asks: What potential is there for graduate capabilities defined at an institutional level to improve student experience? In embedding graduate capabilities in the curriculum, is it possible to move beyond rhetoric and enact positive changes for learning and teaching? Without academic and student engagement, any changes are likely to have a limited impact. There are three key challenges involved: interpreting the guiding principles and graduate capabilities in terms that are meaningful and relevant to different disciplines; embedding graduate capabilities in the curriculum at unit and program level through constructive alignment; and demonstrating that units and programs provide students with opportunities to develop the desired capabilities. Three case studies – from Chiropractic, Health Studies and Accounting – are presented to demonstrate the importance of a discipline or program specific approach in the implementation phase to ensure that students notice the difference.