Proposal Title

Bridging the Grade 12 - Year 1 Gap

Presentation Type

Panel Discussion

Location

OM 3772

Start Date

19-2-2018 11:20 AM

End Date

19-2-2018 12:00 PM

Proposal Abstract

The world of education is constantly changing. In British Columbia there is a re-designed K-12 curriculum, a new Graduation Program, and new provincial assessments. Are we as a university ready for the students emerging from these changes and are they ready for us? This panel discussion will involve partners from K-12 and TRU faculty involved with learning and teaching. The discussion will revolve around two parts: firstly the knowledge, skills, attitudes, and learning expectations that graduating students will be carrying with them into first year and beyond; and secondly the pedagogical, curricular, and structural changes TRU needs to consider to meet the needs of these learners. These two parts need to be connected together by both the K-12 and higher education sectors in order to provide a seamless education system that supports success for all learners.

Statement

We have a diverse range of students entering university, including those that are first generation learners in higher education, students with Indigenous and International backgrounds, and students with a wide range of learning abilities and challenges. In order to meet the needs of all these learners, we must address the systemic and academic gaps between grade 12 and university that have been barriers for students. As such, it meets the theme of the TPC in a number of different streams.

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Feb 19th, 11:20 AM Feb 19th, 12:00 PM

Bridging the Grade 12 - Year 1 Gap

OM 3772

The world of education is constantly changing. In British Columbia there is a re-designed K-12 curriculum, a new Graduation Program, and new provincial assessments. Are we as a university ready for the students emerging from these changes and are they ready for us? This panel discussion will involve partners from K-12 and TRU faculty involved with learning and teaching. The discussion will revolve around two parts: firstly the knowledge, skills, attitudes, and learning expectations that graduating students will be carrying with them into first year and beyond; and secondly the pedagogical, curricular, and structural changes TRU needs to consider to meet the needs of these learners. These two parts need to be connected together by both the K-12 and higher education sectors in order to provide a seamless education system that supports success for all learners.