Asia-Pacific journal of cooperative education, 2014
This paper describes the implementation of an innovative approach to work-integrated learning usi... more This paper describes the implementation of an innovative approach to work-integrated learning using interdisciplinary projects within a university Faculty of Business. Further, it discusses the implementation of integrated and authentic assessments involving academic units in the marketing, urban planning and business communication disciplines. The authors reflect on issues involved with the introduction of interdisciplinary teaching and learning strategies, representing a shift from traditional silo approaches in tertiary education. The paper considers how a student-centered learning approach can support innovation in higher education. It highlights the importance of providing students with an integrated, in situ approach to learning within the context of their own learning institution. The paper concludes by asserting that universities can provide business students with authentic and relevant business problems, the opportunity to access the resources of the university and engage w...
Journal of University Teaching and Learning Practice, 2014
In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer... more In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reas...
Recent reviews identified the need for development of new skills and qualities in graduating plan... more Recent reviews identified the need for development of new skills and qualities in graduating planners in Australia, including collaboration, communication, critical thinking and understanding complexity (Gurran et al. 2008; Jones et al. 2009). Students can construct such knowledge, skills and values by means of direct experience in a real world context, through a purposeful process of engaged, active learning known as ‘experiential learning’ (EL) (Kassem 2007, p2). Learning in an EL context is dependent on a meaningful interaction between quality experiences and personal reflection of those experiences (Fowler 2008; Harvey et al. 2010). To date, the criteria used by the Planning Institute of Australia (PIA), the national accrediting body, to assess planning schools, has not given adequate weight to the contribution made by EL in student learning and development of graduate attributes. This paper reports on a multi-university project with two main goals: to document and improve EL pr...
This paper reports on the development of an online toolkit of resources to support the use and as... more This paper reports on the development of an online toolkit of resources to support the use and assessment of experiential learning (EL) across planning programs. Planning graduates face diverse workplace demands with expectations to address the local and regional implications of global trends, integrate technological advances with existing planning processes, as well as interpret and integrate changing legislative and institutional arrangements. Planning education is about educators, practitioners and students coming together. Equipping students for increasing complexity and change requires planning educators to design programs that facilitate the learning of personal and professional skills and both broad and specialised planning knowledge. Planning practitioners, in partnership with educators, make further valuable contributions by providing a range of ‘real world’ learning experiences where students can directly develop new skills, knowledge and qualities. Experiential learning a...
Asia-Pacific journal of cooperative education, 2014
This paper describes the implementation of an innovative approach to work-integrated learning usi... more This paper describes the implementation of an innovative approach to work-integrated learning using interdisciplinary projects within a university Faculty of Business. Further, it discusses the implementation of integrated and authentic assessments involving academic units in the marketing, urban planning and business communication disciplines. The authors reflect on issues involved with the introduction of interdisciplinary teaching and learning strategies, representing a shift from traditional silo approaches in tertiary education. The paper considers how a student-centered learning approach can support innovation in higher education. It highlights the importance of providing students with an integrated, in situ approach to learning within the context of their own learning institution. The paper concludes by asserting that universities can provide business students with authentic and relevant business problems, the opportunity to access the resources of the university and engage w...
Journal of University Teaching and Learning Practice, 2014
In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer... more In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reas...
Recent reviews identified the need for development of new skills and qualities in graduating plan... more Recent reviews identified the need for development of new skills and qualities in graduating planners in Australia, including collaboration, communication, critical thinking and understanding complexity (Gurran et al. 2008; Jones et al. 2009). Students can construct such knowledge, skills and values by means of direct experience in a real world context, through a purposeful process of engaged, active learning known as ‘experiential learning’ (EL) (Kassem 2007, p2). Learning in an EL context is dependent on a meaningful interaction between quality experiences and personal reflection of those experiences (Fowler 2008; Harvey et al. 2010). To date, the criteria used by the Planning Institute of Australia (PIA), the national accrediting body, to assess planning schools, has not given adequate weight to the contribution made by EL in student learning and development of graduate attributes. This paper reports on a multi-university project with two main goals: to document and improve EL pr...
This paper reports on the development of an online toolkit of resources to support the use and as... more This paper reports on the development of an online toolkit of resources to support the use and assessment of experiential learning (EL) across planning programs. Planning graduates face diverse workplace demands with expectations to address the local and regional implications of global trends, integrate technological advances with existing planning processes, as well as interpret and integrate changing legislative and institutional arrangements. Planning education is about educators, practitioners and students coming together. Equipping students for increasing complexity and change requires planning educators to design programs that facilitate the learning of personal and professional skills and both broad and specialised planning knowledge. Planning practitioners, in partnership with educators, make further valuable contributions by providing a range of ‘real world’ learning experiences where students can directly develop new skills, knowledge and qualities. Experiential learning a...
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Papers by Tim Perkins