The processes of reviewing, (re)designing and developing courses and subjects within tertiary settings provide a unique opportunity to embed both knowledge and skills within courses, hence contributing to graduate’s development of Indigenous cultural competence. This chapter will explore how this embedding can occur as a part of a disciplined, consistent approach to course design ensuring that graduate attributes and the graduate learning outcomes of a university form a part of the guiding framework. The chapter will describe a transparent process undertaken by collaborative course teams, supported by a bespoke software system that empowers course teams to actively contribute to course design and development. It will further explore how the requirement to connect subject and assessment-based materials to the overarching course requirements, through the course learning outcomes, ensures that Indigenous perspectives can be integrated at all levels.
|Title of host publication||Teaching Aboriginal cultural competence|
|Subtitle of host publication||Authentic approaches|
|Editors||Barbara Hill, Jillene Harris, Ruth Bacchus|
|Place of Publication||Singapore|
|Number of pages||14|
|Publication status||Published - 13 Dec 2020|