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'The university didn't actually tell us this is what you have to do': Social inclusion through embedding of academic skills in first year professional courses
journal contribution
posted on 2014-03-01, 00:00 authored by Sophie GoldingaySophie Goldingay, Danielle HitchDanielle Hitch, Juliana Ryan, Dennis FarrugiaDennis Farrugia, Norah Hosken, Greer Lamaro HaintzGreer Lamaro Haintz, Claire Nihill, Susie MacfarlaneSusie MacfarlaneThis paper presents findings from a mixed methods project investigating first year social work students' perceived role in academic skills and thier development. Students expressed the perception that academic skill requirements and how they would be assessed should be made explicit, and idenfied a stigma associated with accessing study support services. The aper concluses that an intentional design strategy, such as embedding academic skills into the curriculum, helps bridge the different expectations between academics and students and hence constitutes a socially inclusive strategy to teaching professional courses sucha s social work, within higher education. Recommendations to enhance the succes and sustainability of such an initiative in the current higher educacion environment are offered.
History
Journal
International Journal of the First Year in Higher EducationVolume
5Issue
1Pagination
43 - 53Publisher
Queensland University of TechnologyLocation
Brisbane, Qld.ISSN
1838-2959Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2014, Queensland University of TechnologyUsage metrics
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