Like many international pathways providers, Monash College must negotiate some significant tensions to deliver on its mission, including the challenge of ensuring its programs align with destination university courses while also catering for the particular learning needs of its diverse student population. In 2016, the college embarked on a program review to identify areas for improvement in its engineering diploma.
This e-poster focuses on the process of negotiating the sometimes competing demands of alignment, diversity and outcome, which involved a mix of best practice and innovation. This included embedding communication skills and cultural competency in the curriculum, increasing collaborative peer activities, and moving to a tailored flipped classroom model. The result was a significant improvement in student academic performance and the development of learning materials subsequently used to supplement teaching at Monash University.
This e-poster aims to demonstrate:
* development and implementation of curriculum planning, design and practice in international education
* learning design principles for developing curriculum for international students at tertiary and pre-tertiary levels
* transitional needs of international students
* cross-divisional collaboration
* blended learning models at Monash College.