Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/932755
- Aligning intellectual development with curriculum, instruction and assessment
Cantwell, Robert H.;
Scevak, Jill J.;
Parkes, Robert J.
- The University of Newcastle. Faculty of Education & Arts, School of Education
- University curriculum is complex and abstract - indeed, it becomes increasingly more complex and abstract as students progress through their degree programs. Third year is, or should be, more abstract and complex than first year. What kinds of intellectual demands typify academic learning, and how do these change over time? In understanding these demands, we are better able to align both our curricula and our teaching to the needs of our students at different stages of their learning.
- An Academic Life: A Handbook for New Academics p. 16-24
- ACER Press
- Resource Type
- book chapter