http://hdl.handle.net/2328/25383 2013-05-23T09:26:22Z http://hdl.handle.net/2328/26492 Title: Outside Authors: Deller-Evans, Kate Abstract: Poem which one First Place in the 2012 Gawler Poetry Competition, Adult Section. 2012-11-09T00:00:00Z http://hdl.handle.net/2328/26265 Title: Engineering professional skills development: imagined lives and real solutions Authors: Deller-Evans, Kate Abstract: This paper explores how providing real-life narratives can effectively internationalise a curriculum and lead to an enhanced, more engaged student experience. Many first-year Australian university students are being required to confront stories of lives beyond their immediate cultural experience. The annual Engineers without Borders (EWB) Challenge involves them in the authentic task of creating low-cost solutions to a range of actual third-world needs. The national winners then implement their projects in partnership with recipients on site: what was story, previously an exercise in imagination, becomes real. Conceptualising through story is an effective pedagogical pathway to developing student skills so that they can conceptualise real problems in needy communities and create practical solutions. 2012-01-01T00:00:00Z http://hdl.handle.net/2328/25685 Title: Out of the drought: Australia's junior verse novels Authors: Deller-Evans, Kate Abstract: After the first flush of verse novels for young adults (YA) in the 1990s has died down, verse novels in Australia for junior readers have sprouted. In 2010 Lorraine Marwood won the inaugural Children’s Fiction category of the Prime Minister’s Literary Awards for Star Jumps. 2011-01-01T00:00:00Z http://hdl.handle.net/2328/25412 Title: Are the changing discourses of lifelong learning and student-centred learning relevant to considerations of the first year experience as foundation? Authors: Luzeckyj, Ann Abstract: Utilising tools mainly provided by Foucault this paper explores how “lifelong learning” and “student-centred learning” have developed in neo-liberal times. An exploration of these discourses has particular relevance to the first year experience because their changing emphasis provides insight into how university qualifications are seen as a gateway to improved job prospects rather than valued as an opportunity to develop better educated citizens. I suggest these issues are imperative when considering the first year at university as a foundation year. 2009-01-01T00:00:00Z