From the first year to the final year experience: embedding reflection for work integrated learning in a holistic curriculum framework

Transition pedagogies relate not only to transition into higher education, but also transition out – and into the workplace. This paper explores the way in which a suite of new capstone work integrated learning subjects at James Cook University's Faculty of Law Business and Creative Arts forms part of a deliberately designed program inculcating reflective skills at introductory and developmental levels, in preparation for this final transition. It highlights the importance of integrating first year experience, including content and skill development, with the whole degree.

The International Journal of the First Year in Higher Education

International Journal of the First Year in Higher Education

4

1838-2959

N/A

1

9