Teaching Matters

11 - Anna Carew

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Teaching Matters 2016 | Presentation Details | 7 DecemberDec 2016

Title

Synergies and innovation for staff and students in the development and delivery of a Fermented Food and Drink breadth unit


Author(s)

Anna Carew*, School of Land and Food, Faculty of Science, Engineering and Technology
Simon James, School of Land and Food, Faculty of Science, Engineering and Technology
Gemma Lewis, Tasmanian School of Business and Economics (TSBE)
Simone Bingham*, Tasmanian School of Business and Economics (TSBE)
Kim Backhouse, Tasmanian School of Business and Economics (TSBE)
Jo Jones, School of Land and Food, Faculty of Science, Engineering and Technology
Rachel Phegan, Tasmanian Institute of Learning and Teaching (TILT), Curriculum & Quality, Division of the DVC (Students and Education)


Subtheme

Breadth Units and Inter-disciplinerity


Presentation Type

Spotlight on Practice


Room

Meeting Room


Time

11.30-12.30


Abstract

The multi-disciplinary team who coalesced around development of the 200-level breadth unit XBR20X Fermented Food and Drink had limited insight into the wide-ranging learning that would result from our iterative, integrative approach to developing teaching materials and a teaching approach that was new for all of us. In this paper, the authors share insights (tips and pitfalls) into a multiplicity of learning-through-doing in curriculum development:
* Breadth unit development as a catalyst for teaching-research nexus (GL/AC)
* Effective team selection (GL/SB/AC/RP)
* Effective team processes (GL/SB/JJ)
* Upside down unit design (RP/SJ/KB)
* Global and local unit focus, and Work Integrated Learning (SB/AC/SJ)
* Students as partners/entrepreneurs (SJ/AC)
* Supervision as pedagogy in f-2-f teaching blocks (SJ/JJ)
While the primary intention of UTAS breadth units is to build UTAS graduate’s generic attributes (e.g. global focus, interdisciplinary integration, working with diversity), the experiences of this teaching team demonstrate that co-development of interdisciplinary teaching offerings that have social purpose may be a ‘wicked solution’ to multiple Higher Education challenges, including the need to build effective cross-faculty teams for interdisciplinary teaching and research, finding synergies for efficiency across teaching and research activity, and learning new approaches to curriculum design through doing.

Resource

Download presentation (requires University of Tasmania login) (PDF)

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