First year curriculum design should be intentional, cohesive, and supportive to initiate students into academic life and promote engagement and success in learning. This article discusses the process of design and the use of a framework to support planning for development, delivery, and assessment of learning in first year curriculum in a computing course and the subsequent achievement of students. It explores the development of subjects following the framework and shows the process used by academics to design and deliver subjects and reflects on the practice of design. Evidence of achievement is demonstrated through students’ academic results and through improved subject design across the first year of the course. The results show an increase in progress rates of students and improved quality of learning demonstrated through the achievement of improved grades. This article endeavours to share a process and framework used with evidence of improved progress rates and improved grades.
|Title of host publication||16th International First Year in Higher Education Conference 2013|
|Number of pages||10|
|Publication status||Published - 2013|
|Event||16th International FYHE Conference 2013 - Museum of New Zealand, Wellington, New Zealand|
Duration: 07 Jul 2013 → 10 Jul 2013
|Conference||16th International FYHE Conference 2013|
|Period||07/07/13 → 10/07/13|