Curriculum scholars: Embedding learning and teaching scholarship in first year academic identities. A Practice Report

  • Peter Jones James Cook University
  • Kate Galloway James Cook University

Abstract

This practice report details an institutional innovation designed to enhance academic capacities for curriculum development, with a particular focus on the first year experience (FYE). The authors discuss the appointment of “Curriculum Scholars” in each of the faculties at James Cook University. This innovation can be seen as an example of third generation responses to the challenges of the first year in higher education (FYHE) (Kift, Nelson & Clarke, 2010). The report  discusses the question of academic identity and the tension between a discipline-specific identity and identification with the scholarship of teaching and learning. The authors argue that this tension may have significant implications for the success of third generation approaches to the FYE. This tension is the focus of a multi-method research project being developed by the authors. The autoethnographical dimension of this project is described, inviting participants to reflect on their own journeys as academics engaged in learning and teaching.

Published
Jul 30, 2011
How to Cite
JONES, Peter; GALLOWAY, Kate. Curriculum scholars: Embedding learning and teaching scholarship in first year academic identities. A Practice Report. The International Journal of the First Year in Higher Education, [S.l.], v. 2, n. 2, p. 77-82, july 2011. ISSN 1838-2959. Available at: <https://fyhejournal.com/article/view/86>. Date accessed: 18 aug. 2018. doi: https://doi.org/10.5204/intjfyhe.v2i2.86.
Section
Practice Reports

Keywords

curriculum, first year experience, legal education, curriculum scholars
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