Table of Contents
Keynote Presentation (Abstract)
| Developing final year and capstone projects to engage students in research and inquiry: maintaining standards while encouraging creativity and diversity | |
| Mick Healey |
| Teaching and learning standards agenda in Australian higher education: Policy and practical implications | |
| Kerry-Lee Krause |
| Teaching and learning standards | |
| Alan Robson |
Plenary Presentation (Abstract)
| Changing the game: The ACDS centre for teaching and learning | |
| Elizabeth D. Johnson |
| Scientific inquiry in the undergraduate curriculum: Challenges and benefits in the new age of standards | |
| Les Kirkup |
| Defining learning outcomes for a chemistry degree: The story of a process | |
| Gabriella Weaver |
Refereed Papers
| Code for Success: A Roadmap as an Organising Device for the Transition of First Year Science Students and the Development of Academic Skills | |
| Michael Arndell, Adam James Bridgeman, Rebecca Goldsworthy, Charlotte Taylor, Vicky Tzioumis |
| Using very short writing tasks to promote understanding in chemistry | |
| Adam J. Bridgeman |
| A Consideration of quality, standards and compliance | |
| Christine A Creagh, David Parlevliet, Gareth E Lee |
| PROGOSS: Mastering the curriculum | |
| Richard Gluga, Judy Kay, Raymond Lister |
| Measuring the impact of early mathematics support for student enrolled in an introductory calculus unit of study | |
| Sue Gordon, Jackie Nicholas |
| Learning and teaching academic standards for science: Where are we now? | |
| Susan M Jones, Brian Yates, Jo-Anne Kelder |
Abstract Only
| Aligning an Agricultural Science Curriculum with the national Science threshold learning outcomes | |
| Tina Acuna, Peter Lane, Jo-Anne Kelder, Greg Hannan |
| Chemistry to biology knowledge transfer does it work? Mapping of TLO’s by multi-evaluation techniques | |
| Simon B Bedford, Karen Fildes, Glennys O'Brien |
| Standard and effectiveness of online learning in engineering physics | |
| Ragbir Bhathal |
| Defining standards for research-based learning | |
| Angela Brew, Lilia Mantai |
| Using online discussion forums to develop students’ analytical and reasoning skills in physiology courses | |
| Xuebin Chen |
| The stumbling blocks of integrating quantitative skills in science | |
| Carmel Coady, Kelly Matthews, Shaun Belward, Peter Adams, Leanne Rylands, Vilma Simbag |
| Out of one’s comfort zone: Developing a non-traditional first-year university mathematics subject | |
| Carmel Coady, Pauline Ross |
| Facilitating timely feedback in the Biomedical Sciences | |
| Kay Colthorpe, Christian Cobbold, Kirsten Zimbardi |
| Reducing Social Isolation and Enhancing Engagement by First Year Students | |
| Andrea l Crampton, Angela T Ragusa |
| Initial data analysis of teachers’ and students’ reported and type of use of laptops in science in 14 Sydney secondary schools | |
| Simon Crook, Manjula D. Sharma |
| A pilot program to build research competence in teaching and learning in academics | |
| Vaille Dawson, Marianne McLaughlin, Katherine Carson, Marjan Zadnik |
| Best practices in the use of learning outcomes in chemistry education | |
| Maja Elmgren, Siegbert Schmid, Eva Akesson, Nina Aremo, Jan H Apotheker, Pascal Mimero, Ilka Parchmann, Christiane S Reiners, Marcy Towns, Himli Namli |
| The impact of systematic reflection and student learning outcomes in a first-year numeracy skills subject at a regional Australian University | |
| Yvette Everingham, emma gyuris |
| Scientific inquiry skills in first year biology: building on pre-tertiary skills or back to basics? | |
| Mary Familari, Karen Burke da Silva, Gerry Rayner, Jeanne Young, Arwen Cross, Tania Blanksby |
| Student Guided Transition Assistance | |
| Dawn Gleeson, Deborah King, Michelle Livett |
| Cross-sectional analysis of undergraduate nursing students’ perceptions of bioscience | |
| Christopher J. Gordon, Mark Plenderleith, Peter Hudson, Lisa Wirihana, Judy Craft |
| Does outreach influence enrolment? | |
| Tom Gordon |
| Don't dumb it down - mix it up! (Maintaining academic standards and enhancing metabolic biochemistry student learning capacities) | |
| Mary Sarah-Jane Gregory, Ian Cock |
| Building a supportive learning and teaching culture for science academics | |
| Mary Sarah-Jane Gregory, Wendy Loughlin, Jason Lodge, Glenn Harrison |
| Comparing second year student experiences across the Pacific | |
| Glenn John Harrison, Sarah-Jane Gregory |
| Which representation is best? How students use representational information in problem solving | |
| Matthew Hill, Manjula Sharma, John Airey, Burkhard Priemer, Cedric Linder |
| Student Attitudes and Expectations in Undergraduate Forensic Science | |
| Rhiannan C Horton, Daniel C Southam, Tamsin Kelly, Claire E Lenehan, Chris Lennard, Simon W Lewis, Kieran F Lim, Claude Roux |
| Results of redesigned oral presentations and assessment | |
| Zoia Hristova |
| Bioscience assessments: Making connections to clinical practice | |
| Vanessa K. Hughes, Christopher Gordon |
| Change Process for a Laboratory Program | |
| Stefan G. Huth, Emma Yench, Ian Potter, Elizabeth Johnson |
| Maths skills programs for first year science and statistics | |
| Deborah C. Jackson, ELizabeth Johnson |
| Video blogs to enhance student explanations of structure/property relationships in chemistry. | |
| Gwen A. Lawrie, Emma Bartle |
| Relationships between confidence, gender, high school performance, a concept inventory, and success in first-year chemistry. | |
| Gwen A. Lawrie, Madeleine Schultz, William Macaskill |
| The effect of grading matrix assessment on student performance in a large first year biology class | |
| Lesley J. Lluka, Prasad Chunduri |
| The impact of prerequisites on student success and academic rigour | |
| Janet O. Macaulay |
| Quantitative skills in science: findings from 13 case studies | |
| Kelly E Matthews, Peter Adams, Shaun Belward, Carmel Coady, Leanne Rylands, Vilma Simbag |
| Outcomes of the chemistry discipline network mapping exercises | |
| James Mitchell Crow, Glennys O'Brien, Madeleine Schultz, Brian Yates |
| Games For Physics | |
| Alan A. Murray, Manjula Sharma, Joseph Khachan |
| Transforming the clinical bacteriology classroom | |
| Mark O'Brien, Stephanie Beames |
| ‘Just in time’ for the lecture | |
| John W. O'Byrne |
| Inquiry based approach to laboratory experiences: Investigating students' ways of active learning. | |
| Maria B Parappilly, Salim Salim Siddiqui, Marjan Zadnik, Joe Shapter, Lisa Schmidt |
| Sophistication snapshot: analytical tool for measuring lecturers’ online technology use in science teaching and learning | |
| Luke Powter, Paula Newitt |
| An evaluation and redevelopment of current first year laboratory practices | |
| Reyne Pullen |
| Using toys to increase graduate primary education students’ confidence and knowledge in science and technology | |
| Christine Preston |
| Using laboratory experience to investigate student learning trends in chemistry | |
| Samuel J. Priest, Simon M. Pyke, Natalie Williamson, John Willison |
| More than just lab reports – Introducing students to academic literacies | |
| Simon M. Pyke |
| Enabling Chemical Conversations: Investing five minutes in First Year Students. | |
| Susan G Pyke |
| What standards should be set for qualitative research conducted in a science faculty: Psychology, rigour and the politics of evidence | |
| Paul Rhodes |
| Vision and Innovation in Biology Education (VIBEnet) | |
| Pauline Ross, Susan Jones, Elizabeth Johnson, Charlotte Taylor, Vicky Tzioumis |
| The perspectives of scientists and mathematicians on quantitative skills | |
| Leanne Jill Rylands, Vilma Simbag, Kelly Matthews, Carmel Coady, Shaun Belward, Peter Adams |
| Use of an online system for student responses in first year chemistry | |
| Madeleine Schultz, Stephanie Beames |
| Who's afraid of the chemistry lab? | |
| Philip C. Sharpe |
| Targeting key student attributes: using POGIL in a senior undergraduate class to develop spatial reasoning | |
| Daniel C Southam, Jennifer E Lewis |
| Using ASELL as a framework for driving change | |
| Chris Stewart, Sashi Kant, Gareth Denyer |
| Developing distance learning curriculum for outcome achievement | |
| Ieva Stupans |
| Using threshold concepts to design a first year biology curriculum | |
| Charlotte Taylor, Danny Liu, Matthew Pye, Vicky Tzioumis, Jan Meyer |
| Refurbishing and assessing the concept of ‘pre-reading’: Multimedia snapshots and web-based assignments. | |
| Christopher D. Thompson |
| Interdisciplinary integration of Inquiry-oriented Learning in Science | |
| Christopher D. Thompson, Theo Hughes, Gerry M. Rayner |
| Use of online video in the teaching of exponential functions | |
| Ian van Loosen, Vaille Dawson |
| Science Learning Outcomes: The Student Perspective | |
| Cristina Varsavsky, Kelly Matthews, Yvonne Hodgson |
| Personal standards: Measuring the impact of values and identity on first-year physics learning | |
| Margaret Wegener, Serene Choi |
| Employing an online microscopy tutorial in the collaborative classroom to reinforce laboratory-based practical skills | |
| Eliza Whiteside, Stephanie Beames |
| Development of POGIL-style introductory organic chemistry activities | |
| Natalie Williamson, Gregory Metha, David M. Huang, John Willison, Simon M. Pyke |
| Academic standards and professional accreditation | |
| Brian F Yates, Mark Buntine |
| Designing a concept inventory test for student in first year genetics | |
| Jodie Young |
| Academic standards in science - The good practice guide for Threshold Learning Outcome 1: Understanding science | |
| Robyn Yucel |
Ideas Exchange
| How can we design robust MCQ (multiple choice question) tests, and is it possible to assess higher-order skills using MCQs? | |
| Stephanie Beames |
| Standards and learning outcomes for undergraduate research projects | |
| Susan Howitt, Anna Wilson, Denise Higgins |
| Developing higher order thinking skills | |
| Susan Miller |
| Leading change beyond your classroom – Capacity building in SoTL and leadership by SaMnet | |
| Will Rifkin, Manjula Sharma, Stephanie Beames, Elizabeth Johnson, Cristina Varsavsky, Susan M. Jones, Andrea I. Crampton, Kelly E. Matthews, Brian F. Yates, Marjan Zadnik, Simon M. Pyke |
| Assessing standards in science | |
| Pauline Ross, Simon Pyke |
| Standards- be careful what you name, you might just become! | |
| Jeff Trahair |
| Achieving genuine critical engagement of third year students with the scientific literature. | |
| Heather Verkade |