In my first full-time academic role at Bond University in January 2010, I was motivated to understand the student experience and identify teaching practices. This could motivate students to seek out knowledge, to make meaning from what they learn, to ask questions, extract knowledge, and apply it in a new, communication-industry context. Over six semesters (2010 to 2012), I incorporated active learning techniques into 'passive' lectures based on three teaching principles: ensure learning is relevant and applied through using real life and current, local and international examples; challenge students' current beliefs, and identify and correct their misconceptions of fundamental concepts; and actively engage students throughout the learning experience through dialogue and discussion (Kember & McNaught, 2007)
|Title of host publication||Scholarship of Teaching and Learning @ Bond|
|Editors||K Wood, D Knight, S Kinash|
|Place of Publication||Robina|
|Number of pages||8|
|ISBN (Print)||978-1-922183-02-6, 978-1-922183-03-3|
|Publication status||Published - 2012|
Clark, M. (2012). Sustained development of participatory curricula and resources, merging theory with relevant industry practice, to engage communication students in deeper learning. In K. Wood, D. Knight, & S. Kinash (Eds.), Scholarship of Teaching and Learning @ Bond (2nd ed., Vol. 2, pp. 168-175). Robina: Bond University.