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A guide to resources of interest to teachers of first year units at the University of New England, Australia.
Last Updated: Aug 9, 2017 URL: Print Guide RSS Updates

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Design - What do we really want students to gain from their first year in higher education? Curriculum design is critical.


First Year Curriculum Design Principles

Australian Learning and Teaching Council (2009). ALTC First Year Curriculum Design Symposium, Brisbane. Retrieved from

Creagh, T. A., Nelson, K. J. and Clarke, J. A. (2010). The development of a 'Good Practice Guide' for first year curriculum development, revision and evaluation - a moving feast. Retrieved from

Duncan, M., Quinn, C., Nelson, K. Smith, J. Creagh, T. & Clarke, J. (2009). Operationalising first year curriculum principles. In Proceedings of the 12th International Pacific Rim First Year in Higher Education Conference. Preparing for tomorrow today, Townsville, Australia. Retrieved from

Scutter, S. & Wood, D. (2009). Enhancing the first-year student learning experience through quality improvement of courses. In ALTC First Year Experience Curriculum Design Symposium.

Smith, L. (2010). Adoption of first year curriculum principles in support of an enhanced CSU student experience. Retrieved from


Practical tips

Dunlosky, J., Rawson, K .A., Marsh, E. J., Nathan, M. J. & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

First Year Curriculum Principles: checklist for senior staff (Kift)

First Year Curriculum Principles: checklist for course coordinators (Kift)

First Year Curriculum Principles: checklist for first year teachers (Kift)

Gray, K., Kennedy, G., Waycott, J., Dalgarno, B., Bennett, S., Chang, R., Judd, T., Bishop, A., Maton, K., & Krause, K. (2009). Educating the Net Generation - A Toolkit of Resources for Educators in Australian Universities.

University of Washington Preparing to Teach - information on how to prepare for a variety of teaching experiences, including designing or revising the course and syllabus, knowing the type of class you are teaching (e.g., large foundation class), understanding who your students are, and developing productive faculty relationships.






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