Learner Access and Pathways
Results for Learner Access and Pathways
This project aims to explore the factors that are associated with apprentices and industry trainees at levels 3 and 4 not completing their qualification.
This project is aimed to provide support to students who may find it difficult studying in a new tertiary environment.
The programme methodology will be purely hands-on with applied and practical learning by our youth participants, using museum artefacts/treasures as cultural learning tools.
This project will explore the ways to implement the concept of making graduates from New Zealand tertiary education organisations (TEO) employable. The findings and outputs from this project are expected to not only formalise the employability practices of the five participating programs, but also contribute to the institution-wide strategic agenda in learning, quality and student experience.
This project aims to discover and disseminate pedagogies for embedding employability capabilities in advanced and research informed curricula.
This project aims to enhance tertiary STEM students’ generic thinking skills through the regular use of puzzles, paradoxes and sophisms (PPS) as a pedagogical strategy.
This project aims to enhance tertiary STEM students’ generic thinking skills through the regular use of puzzles, paradoxes and sophisms (PPS) as a pedagogical strategy
This hihgly collaborative project is designed to develop ways of better supporting Māori PhD students through success in their studies to effective commencement of their careers.
In this project we will adapt the successful LEARNZ Geohazard virtual fieldtrip (VFT) from the compulsory education sector to suit university field sciences. General criticisms of virtual learning include lack of community, slow feedback, and less motivated students. LEARNZ VFT’s are aligned with Universal Design for Learning (UDL) principles, to specifically address these criticisms.
Those involved in the teaching and learning of law students will be interested in this ongoing longitudinal study of law students. It is intended that, over the course of the study, a complete law student profile will be developed which will detail the expectations, views and experiences of students during each year of their studies and in their first years in the workforce.
This project is the second phase of a multi-phase, longitudinal, project. It builds on phase one, a literature review and online surveys of the 2014 cohort of first year law students at the Universities of Auckland, Canterbury and Waikato.