A Framework to Embed Communication Skills across the Curriculum: A Design-Based Research ApproachReport as inadecuate




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Journal of University Teaching and Learning Practice, v12 n4 Article 6 2015

There is widespread recognition that universities are now delivering higher education to diverse student populations with very different needs and aspirations from the more traditional cohorts of the past. In order to prepare students for a broad range of employment opportunities, universities are also fostering the development of "graduate attributes" or "essential learning outcomes," in addition to content knowledge and disciplinary expertise. This paper reports on a project to develop a university-wide "Framework" to embed the teaching, learning and assessment of communication skills in curricula at Murdoch University. The Framework, which was developed by academic and professional staff at the Centre for University Teaching and Learning (CUTL), aims to support both staff and students through an integrated set of services and resources intended to develop communication skills within discipline-based courses. The project follows a design-based research approach, and has deliberately built on initiatives at other universities and best practice reported in the literature. This paper reports on work in progress, following the first two stages of design-based research: analysis and exploration, and design and construction. The project has generated design principles that can be applied at other universities.

Descriptors: Foreign Countries, Communication Skills, Higher Education, Student Characteristics, College Graduates, Curriculum Development, Research Methodology, Instructional Design, Educational Research, Universities, Academic Support Services

University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp[at]uow.edu.au; Web site: http://ro.uow.edu.au/jutlp





Author: Johnson, Steve; Veitch, Sarah; Dewiyanti, Silvia

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=367&id=EJ1063842







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