From the first year to the final year experience: Embedding reflection for work integrated learning in a holistic curriculum framework. A Practice Report

Abstract

Transition pedagogies relate not only to transition into higher education, but also transition out -and into the workplace. This paper explores the way in which a suite of new capstone work integrated learning subjects at James Cook University's Faculty of Law Business and Creative Arts forms part of a deliberately designed program inculcating reflective skills at introductory and developmental levels, in preparation for this final transition. It highlights the importance of integrating first year experience, including content and skill development, with the whole degree.

Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance

“…Traditionally, opportunities for students to undertake WIL are presented in the form of compulsory capstone courses in the final semester of university degrees, with limited opportunities presented to students during the early stages of study. Recently, researchers (Shircore, Galloway, Corbett-Jarvis, & Daniel, 2013) have identified the need for WIL opportunities to be provided to students during the foundational and developmental years of study when students are transitioning in and through their degrees. This need is founded largely on the changing employment climate and the emphasis being placed on both preparing students for their future careers and increasing academic standards from the beginning of their degrees as opposed to the end (Shircore et al., 2013).…”

Using A Reflective Court Report To Integrate And Assess Reflective Practice In Law

“…Kift (2002) recommended that formative feedback should be given greater attention and that law students should receive it routinely. Shircore et al (2013) shared an approach that was consistent with the Kift's (2002) recommendation to embed formative assessment into a first year law experience, and as a result, their students received feedback on a weekly basis.…”

“…In Evidence, the scaffolding included a discussion in a lecture about where the courts were located; how to read the daily law list to find out what trials were on; court etiquette; examples of court reports completed by past students with feedback; a detailed explanation of the criterion-referenced assessment rubric with examples of how to meet the performance standards, including how to demonstrate reflection; and a weekly tutorial program that developed an understanding of the rules of Evidence and a traditional approach to legal reasoning, which is discussed below. The weekly tutorial program also served as formative assessment, whereby the law students routinely received feedback on their work and could identify gaps in their understanding (Kift, 2000;Nichol & MacFarlane-Dick, 2010;Shircore, Galloway, Corbett-Jarvis & Ryan, 2013;Stuckey et al, 2007;Sullivan, et al, 2007). In the future, law students could be given the opportunity critique past students' examples of the reflective court report against the criterion-referenced assessment rubric.…”

Preparing student midwives for professional practice: Evaluation of a student e-portfolio assessment item

“…79 Durel (1993) describes the capstone experience as "a rite of passage, … an experience through 80 which undergraduate students both look back over their undergraduate curriculum to make 81 sense of that experience, and look forward to a life by building on that experience" (p. 223). 82 Therefore, the aim of the capstone experience is to provide an opportunity for students to 83 consolidate and apply previous learning, with a view to strengthening professional identity and 84 professional socialisation (Shircore et al, 2013). McNamara et al (2011) identified five key 85 features of a capstone experience including; provision of an opportunity for students to enhance 86 their professional skills and competencies and develop lifelong learning skills, and provision 87 of an opportunity to engage in career development and planning.…”