Enabling Better Engagement in Learning for All: Mapping UON's 'Enabling Pedagogy' in a conceptual framework
This project offers an important opportunity to identify and develop the ethos, values and practices that constitute Enabling Pedagogy (EP) that work to engage students in higher education (HE) and incorporate these findings into an accessible framework.
The proposed participatory scoping project will provide considerable value. It will build on the experiential and pedagogical knowledge of the principal investigatory team to offer a praxis based methodology. It will build capacity for future research, evaluation and the development of inclusive pedagogy across enabling to research and develop understandings of educators’ own practices.
This will support the development of cogent understandings that help to cohere the field into a sector that can articulate and share what it means to ‘do’ enabling education in Australian higher education. The proposed project will:
- identify the specific pedagogical practices and perspectives underpinning EP at UON;
- identify the differences, connections and disconnections between those practices and perspectives and pedagogies in undergraduate and school contexts;
- identify the transitional processes, practices and structures that support or impede the transitions of enabling students as they begin undergraduate programs;
- build the pedagogical capacity of educators within Enabling and UON; and
- provide recommendations for developing pedagogical practices that better support students as they transition through HE.
Dr Bennett and Dr Motta will work alongside Chief Investigators Professor James Albright, Catherine Burgess, Dr Emma Hamilton, Dr Sharlene Leroy-Dyer and Dr Bronwyn Relf.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.