Resumen de The Integration of University Student Learning Skills in Undergraduate Programmes
This paper argues that student learning skills need to be developed systematically (rather than accidentally) by university teachers themselves (rather than by outside experts) and integrated into students’ academic programmes as a normal, ongoing (rather than remedial) learning activity. A case study at Griffith University is discussed in which students’ experiences confirmed the research‐based principles of student learning by ‘discovery’ and ‘through discussion’, of ‘problem‐solving’ and a ‘deep meaning approach to learning’. The study involved the integration of workshops on student learning skills and problem‐solving into a first‐year programme. Although this learning skills programme has been designed in response to students’ problems and needs at Griffith University, it can be readily translated and applied to the educational contexts of other tertiary institutions.
