Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies, Chiba, Japan, October 2007 ISSN 2073-7513 Henderson, F. & McWilliams, A. 1 http://www.independentlearning.org Integration of Content and Academic Requirements into a Student Resource Fiona Henderson & Alan McWilliams Victoria University, Melbourne Abstract This paper focuses on the collaborative approach to subject development practices at Victoria University, Melbourne. The approach requires the integration of specialist education support services within an academic subject teaching team This integration of an Academic Language and Literacy lecturer as an „educational expert‟ has informed and helped to shape the ongoing development of assessment tasks within a first year undergraduate management subject. As part of the discussion of subject development, rich multimedia technology has been used to facilitate student learning; this is available both from within the disciplinary subject‟s WebCT site and as a DVD. This use of multimedia technology to present discipline specific academic literacy topics is illustrative of a scaffolded approach to curriculum design that is supportive of all students and encompasses transition issues as well as learning needs. The resource develops independent learning skills that are applicable to a range of subjects and the topics are presented in a format that encourages regular review and consultation by students. Introduction This paper is a narrative account of the lived experience of the teaching team engaged in the integration of content and academic requirements into a subject- specific student resource. The resources include academic literacy topics plus assignment content strategies. The compulsory first-year undergraduate subject, Management and Organisation Behaviour (M&OB), in which this change took place is taught across three campuses in Melbourne (approximately 1000 students per semester) with high proportions of students from a Non English Speaking Background (NESB), students who are first in family to reach tertiary level education, students from Low Socio-Economic Status (low SES) regions of Melbourne and alternative entry students. It is also taught at partner institutions in Kuala Lumpur, Johor Bahru, Hong Kong and Beijing (approximately 300 students per semester). Addressing the academic needs of these students required the teaching team both in Melbourne and at partner institutions to share each other‟s experiences and expertise to develop a curriculum that is student focused, sensitive to cultural diversity and ensures equivalence of learning opportunities and outcomes. Background The students at Victoria University (VU) come from a more complex range of cultural, language, social and economic backgrounds than most Australian institutions (McLennan & Keating, 2005). Moreover M&OB students come from a diverse range of degree specialisations including Applied Economics, Accounting, Tourism and Hospitality and Management. In this context the teaching team have a heightened awareness of the need to be explicit about the required academic skills and processes and to be conscious of the variations in terms of academic preparedness of students.