Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning

© The Author(s) 2019. Educating reflexive, socially responsible and action-oriented future professionals who can contribute to a better future remains a core task of higher education. These graduate characteristics describe the deliberate professional. Within this article, we examine the value of a post-work-integrated learning peer reflection activity to foster professional agency and develop the deliberate professional in our students. Students participated in a post-work-integrated learning peer reflection activity, termed a huddle to signpost its informal yet respectful nature, and then completed a written reflection on the nature and value of this reflective experience. Findings demonstrate participants’ engagement with as well as limitations towards becoming deliberate professionals. Implications for future use and further research of this peer reflection activity are offered. This study contributes new evidence that suggests that purposefully structured, dialogic and written post-work-integrated learning peer reflections are an effective approach towards developing professional agency and educating the deliberate professional

Studio-based learning in a first year engineering curriculum: Exploring students' learning experiences and reflections using the rich picture method

© 2019 IEEE. We have described engineering students in their first year participating in a 'studio' based experience. We used a rich picture method imbedded in research interviews to explore student's attitudes to, and understandings of their studio experience. Our findings demonstrate that this research method produces an enriched understanding of and deep insights into student experiences in the studio

UTS WIL Quality Framework

Work Integrated Learning (WIL) is a key component of the UTS Strategy and strengthens the idea of the civic university evidenced in UTS 2027 with strategic external partnerships, excellence in Indigenous higher education and commitment to social justice as well as personalised learning, lifetime of learning, the UTS Model of Learning and Learning.Futures. WIL is a vehicle to engage in public and private sector and community partnerships, design real-world relevant courses, prepare educated future professionals and strengthen graduate employability

UTS WIL Quality Framework

Work Integrated Learning (WIL) is a key component of the UTS Strategy and strengthens the idea of the civic university evidenced in UTS 2027 with strategic external partnerships, excellence in Indigenous higher education and commitment to social justice as well as personalised learning, lifetime of learning, the UTS Model of Learning and Learning.Futures. WIL is a vehicle to engage in public and private sector and community partnerships, design real-world relevant courses, prepare educated future professionals and strengthen graduate employability

Engaging with Diversity and Complexity using Collaborative Approaches to Decision Making

A key challenge in contemporary dietetic practice is making collaborative decisions about dietary behaviours with a diverse range of patients. Contemporary decision making frameworks for clinical dietetic practice give value to working in a collaborative manner with patients, however, there remains uncertainty with regards to how and when dietitians might apply this approach in their practice.In this doctoral research project, Author 1 used a philosophical hermeneutic approach to deepen understanding of a collaborative approach to decision making in dietetic practice. She also explored the core capabilities required to enact such an approach in early career dietetic practice. The experiences and perceptions of patients and dietitians were explored using in depth interviews and individualized reflective practice activities.The findings suggest that collaborative decision making in dietetic practice is situational and requires the development of a caring and trusting professional relationship to be effective. Other core capabilities needed to enact this approach relate to developing self awareness, establishing an open and transparent dialogue, identifying and exploring common ground and finding the time to think and talk.The final product of the research, the Interpretive Engagement Model of Collaborative Decision Making (Author 1, 2013), can be used as a framework to help practitioners to reflect on their decision making practice.Early exposure in tertiary education to critical dialogues and questioning current practices will cultivate early career dietitians’ capabilities to develop their collaborative decision making practice in future.</jats:p

Optimal Convergence Rates for Tikhonov Regularization in Besov Scales

In this paper we deal with linear inverse problems and convergence rates for Tikhonov regularization. We consider regularization in a scale of Banach spaces, namely the scale of Besov spaces. We show that regularization in Banach scales differs from regularization in Hilbert scales in the sense that it is possible that stronger source conditions may lead to weaker convergence rates and vive versa. Moreover, we present optimal source conditions for regularization in Besov scales