Abstract
Academic disciplines have fundamentals that are usually
taught as a pre-requisite before students can fully engage
with the discipline; for example, a first computer science
course typically begins with programming, and music
typically begins with learning notation and simple pieces.
However, such a focus on the fundamentals can create a
perception that the fundamentals define the discipline, and
may dissuade students from progressing. In this paper we
explore approaches from disparate disciplines that
leapfrog these initial barriers, and provide students with
an engaging experience of the discipline, which in turn
can motivate them to learn the fundamentals. We draw out
commonalities in such approaches, and consider how they
apply universally across disciplines.
Original language | English |
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Title of host publication | Proceedings for Society for Design and Process Science 2012 |
Place of Publication | Pending |
Publisher | Society for Design and Process Science |
Pages | 1-8 |
Number of pages | 8 |
Publication status | Published - 2012 |
Event | Society for Design and Process Science Transformative Research and Education through Transdisciplinary Means - Berlin Germany Duration: 10 Jun 2012 → 14 Jun 2012 |
Conference
Conference | Society for Design and Process Science Transformative Research and Education through Transdisciplinary Means |
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Period | 10/06/12 → 14/06/12 |