We are seeking expressions of interest from appropriately qualified academic staff currently working at Macquarie University to undertake a curriculum development project arising from objectives in the Learning and Teaching Strategic Framework.
You are invited to a research presentation by Dr Jayde Cahir and David Bartolo on the Matchmaking Project Study, designing a bridging framework for cross-institutional collaboration in professional practice and work-based learning. This presentation is the first of a new PACE Research Seminar Series designed to promote research, scholarship and networking within the Macquarie community.
You are invited to attend a presentation session that will showcase the ten best entries in the PSY399 Outstanding Placement Competition for 2015 students.
Our undergraduate students enrolled in the PACE unit “Internships in Social Research” frequently conduct evaluation studies for different community partners. However, we noticed that the time-frame of a single semester is too short for developing a sophisticated evaluation plan, as well as implementing it…
Catherine Ennis, Faculty PACE Manager in Faculty of Science and Engineering, has been awarded a PACE Development Grant, entitled, Modelling Partnerships: Exploring a Whole of Region Approach to Partnership Development and Management.
It’s an exciting time to be a Macquarie student, say Joseph Park and Divij Mehra from the Asia-Pacific Student Entrepreneurship Society (ASES). They have just launched a new entrepreneurial space on campus called The Garage. But that’s just the beginning, and they want Macquarie staff along for the ride.
Lindie Clark talks about what the new Learning and Teaching Strategic Framework might mean for the PACE program at Macquarie, and how we know that experiential learning really works.
Do you use debriefing in your unit? How have you used it? Have you found it to be a successful strategy?
There are various claims about the effectiveness of debriefing for achieving a variety of learning outcomes. In Learning through Participation (LTP), where students undertake some kind of industry internship or project work with a community organisation (such as through the PACE program), debriefing has been credited with fostering better knowledge acquisition and retention, skill improvements, heightened perceptions of self-competence, and attitudinal changes among other benefits (e.g. Chronister & Brown, 2012).
Isn’t debriefing and reflection the same thing? What’s the difference?
Work-integrated learning (WIL) initiatives are increasingly being incorporated into university curricula, as part of a broader undertaking to prepare students for the workplace.
But does WIL make students more work-ready or employable?
There has been much anecdotal speculation, with little direct evidence until now. An OLT funded project recently released their findings in a report entitled “The Impact of Work-integrated Learning on Student Work-Readiness” (Smith, Ferns & Russell, 2014). The report provides some evidence that WIL does in fact make a difference.
It was all about ‘Work Integrated Learning: Building Capacity’ at ACEN, Australia’s recent national conference, held on the Gold Coast from 29 September -3 October 2014. Macquarie University fielded a team of PACE researchers and practitioners across a range of disciplines. Our Faculty of Business and Economics (FOBE) representatives for PACE included Dr Leanne Carter (Director), Diana Caruso (Manager), Ashleigh Cassilles (Senior Administrator) and Chris Bilsland (adjunct unit convenor and PhD research candidate).