Design for Learning Project

Project Diagram (PDF 194KB)
Steering Group and Working Party Membership (PDF 107KB)
Governance and Management Structure (PDF 76KB)

Design for Learning Working Parties

Four working parties have been established to develop guidelines, plans, and processes in order for each faculty to implement the fifteen recommendations detailed in Design for Learning: Curriculum Review and Renewal at La Trobe University (PDF 965KB).

First Year Experience (FYE)

Develop a comprehensive, research-based plan for providing all LTU first-year students with the opportunities, experiences, information and resources necessary for high quality learning, academic success, and satisfaction. The scope of this plan would likely include research-informed recommendations regarding the most effective approaches to new student recruitment, orientation, diagnostic assessment, supplemental/additional learning assistance and other support services, the overall structure of the first-year curriculum, and teaching, assessment and feedback.

Curriculum Design Guidelines (CDG)

Develop University-wide design guidelines for the development of, assessment of, feedback on, and evaluation of graduate capabilities through cornerstones, midpoints/checkpoints, and capstones -- and recommendations for the design of additional aspects of the curriculum structure.

Program Mapping and Review (PMR)

Develop a consistent, efficient and flexible University-wide process for mapping all undergraduate degree programs and related processes for reviewing programs against the to-be-designed La Trobe curriculum quality criteria and standards. N.B. This working group will build directly on the efforts of the C-Ren Pilot Project currently underway in the Faculty of Law and Management.

Learning Outcomes and Standards (LOS)

Develop the University-wide system of indicators, measures and standards required to provide evidence of the extent to and levels at which students are achieving graduate capabilities. Also, to provide programs with information needed to adjust teaching, academic support and curriculum in order to continually improve that learning.