Internationalisation of the Curriculum

Focus: While most of the working group looked at IoC against an existing subject, Jie was proposing Warming Australian Homes as a new subject in ABP with a potential inclusion of IoC in the proposed application.

Proposed Changes:

IoC project support focused on suggestions to include IoC concepts into the new subject application. This included identifying opportunities for comparative analysis and international case integration within the curriculum framework.

Outcomes

The purpose statement of the proposed subject was redrafted to reflect global relevance, drawing on case studies from comparable international contexts facing similar housing and climate challenges.

Support for IoC Aims:

This work directly supports the broader goals of IoC by ensuring that new subject development includes a deliberate and thoughtful engagement with global perspectives from the outset.

Focus: Embedding integrated global environmental governance frameworks and diverse urban planning systems into the subject.

Proposed Changes: Based on two learning design consultations, the proposal included:

• embed global urban environmental frameworks (e.g., SDGs, UN-Habitat) into assessment criteria;
• include policy simulation exercises comparing planning tools from Global North and South;
• create reflective prompts on justice and power in global planning regimes.

Outcomes: As part of the project several IoC resources were developed for this subject and applied, including:

• a Week 4 activity comparing a nature-positive plan for Australia and Singapore's Green Policy;
• a Week 6 activity exploring urban water management global case studies;
• a Week 10 comparative activity comparing Japan’s zero-waste approach to a local council;
• urban water management case study summaries;
• TOD activity templates, comparative analysis worksheets and framework activities;
• an assessment task revision to incorporate a comparison of two policies from different countries and evaluate their applicability in Australia.

Support for IoC Aims:

• Type 1 & 2 Curriculum (international content and comparative analysis): Introduces multiple governance models and cultural planning traditions.
• Builds students’ ability to navigate diverse regulatory systems and apply planning in cross-border contexts.
• Aligns with ABP Designing Futures aim: Global and Collaborative Learning.

Focus: Review planned curriculum expansion for broader geographical scope and identify areas where international comparative studies could enhance learning.

Proposed Changes

• Expand to include case studies beyond Global North (e.g., TOD in Latin America, Africa and Southeast Asia).
• Introduce structured international comparative analysis (e.g., how TOD policies differ between developed and developing nations).
• Facilitate peer-to-peer international case study discussions (e.g., students analyse TOD in different cultural contexts).
• Provide a self-guided fieldwork template comparing local transport hubs with international case studies.

Outcomes

As part of the project, several IoC resources were developed for this subject including:

• international TOD case studies for different regions (Tokyo, Copenhagen, Bogota);
• a series of tutorial activities that are active and incorporate elements of problem-based learning and the flipped classroom approach;
• international performance evaluation frameworks for TOD and draft some activity idea;
• a systematic comparative analysis template for students to analyse TOD models in different regions.

Support for IoC Aims:

• Expands global perspectives by including case studies from Latin America, Africa and Southeast Asia.
• Enables international comparison of TOD policies, developing students’ analytical and intercultural skills.
• Fosters peer-to-peer intercultural learning through case study discussions.
• Introduces authentic, globally relevant resources like analysis templates and performance frameworks.

Aligns with ABP and UoM strategies for global, interdisciplinary and future-focused learning.

Focus: The initiative addressed both short-term and long-term goals. In the short term, the emphasis was on rethinking assessment design, particularly Assessment 3, to better integrate IoC. In the long term, the project aimed to inform suggested revisions to the Subject Handbook to reflect IoC principles.

Proposed Changes:

• As part of a deeper look into how assessments are scaffolded across the subject, a full redesign of Assessment 3 was proposed. This redesign was grounded in constructive alignment and carefully connected to the learning outcomes and the first two assessments.
• There were also suggestions for incorporating IoC more clearly into the Subject Handbook, helping students understand that the subject engages with both local and global perspectives.

Outcomes:

A number of IoC-focused resources were developed as part of this project, including:

• a revised version of the Assessment 3 instructions, updating both the aim and the task, with the new task encouraging students to take inspiration from global design practices and explore international case studies to propose a future-facing design intervention;
• relevant international case studies to support students working on Assessment 3;
• a refreshed draft of the Subject Handbook, now written with language that reflects an international outlook;
• clearer alignment with the University’s broader goals for internationalising the curriculum.

Support for IoC Aims

This work actively supports institutional efforts to embed internationalisation across the curriculum, ensuring students are equipped to engage critically with global design contexts.

Focus: In-class activities to explore global case studies of innovative housing models and policies frameworks with a particular focus on how to engage quiet students in the activity.

Proposed Changes:

• Explore housing policies, practices, and challenges from a global perspective (Typology: Internationalised Content).
• Encourage students to work in diverse teams and consider cultural factors in housing design and development (Typology: Internationalised Learning Environment).

Outcomes

As part of the project several IoC resources were developed for this subject including;

• Group work templates, worksheets and resources focusing on global case study comparison activities and inclusive ways to engage multidisciplinary students with diverse academic backgrounds and learning styles;
• Canvas-based modules, customisable and available in Canvas Commons to import into any subject, including:
  • A Canvas module for staff on how to review their subject and make content and assessment changes aligned to the IoC typology;
  • A Canvas module for students on international perspectives in the subject, intercultural competence and communication.

Support for IoC Aims:

• Promotes an inclusive, internationalised learning environment through structured group activities that engage multidisciplinary students.
• Develops transferable IoC teaching resources, including customisable Canvas modules and templates, applicable across any subject.
• Builds intercultural competence in students through targeted modules on international perspectives and communication.
• Supports staff capacity-building via a dedicated Canvas module guiding curriculum review and alignment with IoC typology.

Focus: The primary focus was to design a cohesive learning arc that integrated weekly scaffolding with international case studies. This approach aimed to build a structured progression of learning while embedding global perspectives throughout the subject content.

Proposed Changes:

• A key proposal was to integrate international case studies more intentionally into the weekly tasks. This approach aimed to create a seamless learning experience, allowing students to engage with global perspectives in a way that felt natural and relevant to their design work.

Outcomes

• A suggested weekly structure was developed, outlining how international case studies could be woven into the curriculum. This structure was designed to ensure the content consistently supports comparative analysis and critical thinking across different cultural contexts.

Support for IoC Aims:

The work strongly aligns with IoC principles by fostering an environment where students regularly encounter and reflect on international practices, broadening their understanding of design in a global context.