The first year of the Bachelor of Corporate Systems Management is explicitly designed to assist transition, scaffold learning and develop graduate capabilities within an ICT environment. Student Feedback on Real World Curriculum Bringing in the Real World Context The BCSM was developed in response to demand from the Queensland ICT sector and the industry-based Faculty Advisory Board for a new type of business-oriented IT graduate to fill the global IT skills gap. Students develop the knowledge, skills and experience to mediate between the business areas of organisations requiring information and technology systems, services and support and the ICT departments or organisations that create, provide and maintain these facilities. Industry Involvement in Curriculum Development  Industry partnerships  Industry review of course proposal  On-going industry involvement in “the living curriculum” Living Case Studies Engage Learners  Career exploration and planning  Identifying “IT” jobs and desirable career paths  Career planning modules as learning objectives  Reflections on skills and knowledge in first units  Understanding personal “technical” vs “professional strengths Course – Industry Alignment  Case studies as proxy for experience, discussion & assessment  Guest lectures integrated into curriculum  Students interview case study representatives  IT projects and project managers participate in workshops  Harness technology for learning – wiki’s, blogs Course objectives Supporting students in their first year of study at university  Course coordinator explains course structure, the purpose of each first year unit and how they relate to the course and importantly to the IT profession.  “Get-to-know-you” activities  Introductory lecture materials in each unit show – “where have we been” and “where are we going”  Consistent expectations achieved through uniform language and formats for assignment requirements.  Skills required to elicit information from clients introduced through analytical interview with personnel from the organisational course case studies. Supporting engagement with the learning environment  Academic literacy integrated into the curriculum: academic writing, sourcing and acknowledging; virtual and physical library skills workshops. Students work in collaborative groups and in organised and supported teams.  Student engagement monitored through weekly assessment.  Early assessment provides formative feedback, monitors participation and triggers support interventions.  Attendance monitored Introducing core theoretical constructs  Socio-technical systems theory is introduced using an inverted curriculum model where real ICT products investigated. Students examine the role of these artefacts in contemporary society to understand the social and the technical constructs. Aligning career expectations  Industry participation is designed into the curriculum and occurs throughout the whole course through interviews with industry personnel; lectures from senior professionals, Q&A sessions with industry project managers, theoretical application through industry project activities.  E-portfolio records and stores aspirations and career-related artefacts.  Types of work and IT roles and career expectations examined.  Introduce and develop teamwork and communication skills.  Focus on “why professional skills (communication and teamwork) are important for IT professionals.” the invigorating learning experience (the raw intensity) of interviewing or watching the interviews of CIO's in particular …best aspects of this particular unit was the case studies challenging (concrete) experience Content-highly relevant. Guest speakers were excellent. Best aspect was the way the material was introduced. …type of material being learnt in this unit, interesting and unique to anything I have learned before. Real world curriculum design for a changing workplace Karen Nelson Queensland University of Technology CRICOS No J Queensland University of Technology Content-highly relevant. Guest speakers were excellent.