Abstract
Enabling education, a widening participation strategy for university access, has seen significant growth across Australia following the Bradley Review in 2008. Not only has there been enhanced uptake of students, particularly those from non-traditional and equity backgrounds, but the number of program offerings nationally has grown considerably. Currently, enabling education is not governed by the Tertiary Education Quality and Standards Agency’s (TEQSA) requirements, allowing differences in these programs both within and between institutions regarding content, duration, structure, and modes of delivery. Recently, it has been argued that all Australian enabling programs should have the same learning outcomes since the endpoint is the same: preparation of students for successful participation in undergraduate study. Extensive research has shown that enabling students arrive with a diversity of learning needs, aspirations, motivations, and past educational/life experiences, often influenced by geographical, community, and contextual factors. Within University Preparation Pathways (UPP) at Murdoch University, we have offered five different enabling programs across regional and metropolitan campuses over recent years, each designed to meet the specific needs of a different target cohort. In this chapter, we elucidate not only the value of common learning outcomes, but as informed by our second-generation enabling transition pedagogy (Jones et al. 2022), also recognize the need for common curriculum design principles that underpin enabling programs, in order to foster socio-emotional learning, accessibility, belonging, and engagement. Although our learning outcomes are consistent across our programs and with other programs nationally, we argue that there is a need to retain diversity and flexibility in approaches to enabling curricula across the sector to “do justice” to the learning needs of distinct student cohorts. Examples from our suite of enabling programs demonstrate how we apply these curriculum design principles to meet the targeted learning needs of our differing cohorts.
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Lisciandro, J.G., Jones, A., Monteith, D., Geerlings, P., Briggs, B., Bateman, B. (2023). It’s the Principle that Counts: Designing Curriculum for Diverse Enabling Student Cohorts. In: Padró, F.F., Green, J.H., Bull, D. (eds) Widening Participation in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-19-9553-8_10-2
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It’s the Principle that Counts: Designing Curriculum for Diverse Enabling Student Cohorts- Published:
- 18 September 2023
DOI: https://doi.org/10.1007/978-981-19-9553-8_10-2
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It’s the Principle that Counts: Designing Curriculum for Diverse Enabling Student Cohorts- Published:
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DOI: https://doi.org/10.1007/978-981-19-9553-8_10-1