Abstract
Innovation in higher education must create authentic and engaging learning environments to develop both hard and soft career skills, ensuring graduates are career-ready. However, simulating the dynamic and unpredictable nature of the professional world in a classroom setting is challenging. How do we expose students to the unpredictable in a controlled environment?
In partnership with students, an authentic assessment activity was implemented. Scaffolded across year levels, third-year undergraduates designed and led peer focus groups to gather data on second-year student wellbeing. They were given the autonomy and responsibility to deliver their focus groups in small teams within the classroom environment. Students reported feeling empowered by the unique and at times unpredictable activity, and were required to manage risk and apply problem solving skills in real-time.
In partnership with students, an authentic assessment activity was implemented. Scaffolded across year levels, third-year undergraduates designed and led peer focus groups to gather data on second-year student wellbeing. They were given the autonomy and responsibility to deliver their focus groups in small teams within the classroom environment. Students reported feeling empowered by the unique and at times unpredictable activity, and were required to manage risk and apply problem solving skills in real-time.
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 24 Jun 2024 |
| Event | CAPHIA Teaching and Learning Forum 2024 - Meanjin, Brisbane, Australia Duration: 26 Sept 2024 → 27 Sept 2024 https://caphia.com.au/ https://caphia.my.canva.site/2024-teaching-learning-forum (Program with links to some of the abstracts) |
Conference
| Conference | CAPHIA Teaching and Learning Forum 2024 |
|---|---|
| Abbreviated title | CAPHIA 2024 |
| Country/Territory | Australia |
| City | Brisbane |
| Period | 26/09/24 → 27/09/24 |
| Internet address |
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