The aim is to enable innovative and effective lecturers to improve the practice of colleagues and to change the culture of science teaching, generally. We will work with each participant to align their effort with local needs, such as the key performance indicators (KPIs) of heads of school and deans.
Those engaged in these action learning projects will:
- Be supported by a local team, assembled with SaMnet’s help - mentor, associate dean, academic developer.
- Attend local and national workshops on leadership development.
- Be guided in authoring and publishing case studies on organisational change for two Australian journals in the scholarship of teaching and learning (SoTL).
Click here for Call for Proposals and associated information.
or contact SaMnetAustralia@gmail.com for more information.
Current Action-Learning Projects
Projects are grouped by region, topic and discipline. Click on a category to see the groups and projects. Each project is made up of an Innovative/Junior Academic, a Senior Academic, an Educational Developer and an Associate Dean. There is also a "critical friend" displayed in parenthesis.
Complete list of projects
Learning the language of chemistry through student-generated visual representations
University of Queensland, Chemistry
Gwen Lawrie, Emma Bartle, Peter Adams
Engageme students in learning earlier in intruductory chemistry by having them create visual aids to represent the structure of a molecule they select, with the aim of improving conceptual gains and chemical vocabulary. An assessment task has been designed for novice learners of chemistry which requires them to create a short 2-3 minute video about molecular structure.
A tool to assess the effectiveness of Slowmation animations in promoting deep learning in a tertiary education setting
A tool to assess the effectiveness of Slowmation animations in promoting deep learning in a tertiary education setting
University of South Australia, Pharmacy and General Science
Karma Pearce, David Birbeck, Esther May
As yet, there are no published critera to evaluate the effectiveness fo slowmation animations. This project aims to develop a set of criteria to determine and measure whether slowmation animations can effectively promote deep learning in a tertiary setting. It is anticipated that the development of a set of metrics to evaluate the effectiveness of slowmation animations will determine where slowmations are best used which should result in higher pass rates, but more importantly a deeper understanding of key theoretical concepts within the courses in which this strategy is used.
POGIL-Style Learning in Large Lectures in Chemistry
University of Adelaide, Chemistry
Natalie Williamson, Greg Metha, John Willison, Simon Pyke. (Brian Yates, UTas)
To change the way content is delivered in Foundations of Chemistry lectures from a traditional format to a POGIL (Process Oriented Guided Inquiry Learning)-style approach in order to provide students with more opportunities to actively engage with course material. Cater to – and engage – increasing numbers of students who have no chemistry background.
A design-based approach to lab experiments: Investigating students' ways of active learning
Flinders University, Physics
Maria Parapilly, Salim Siddiqui (Curtin University), Lisa Schmidt, Joe Shapter. (Marjan Zadnik, Curtin, Simon Pyke, Adelaide)
Equip students who will not be majoring in physics with the concepts and skills required to design and conduct an experiment. The student prepares through literature search of textbooks and web material, synthesises the information, and is provided with scaffolding to design an experiment. Students record experimental details, collect and analyse data, do uncertainty calculations, and then write a laboratory report.
Improving laboratory skill competencies in undergraduate science through innovative assessment
Curtin University, Chemistry
David Brown, Daniel Southam, Jane Sneesby, Mario Zadnik. (Simon Pyke, Adelaide)
We aim to ascertain the essential skills developed in the laboratory within the chosen discipline and articulated within the course - and unit-level learning outcomes. Using this evidence and constructive alignment process (Biggs and Tang 2007), we aim to develop diagnostic and summative assessment tasks that demonstrate competence in these core skills and that motivate and engage students.
Use of online video to promote conceptual understanding of concepts in first-year mathematics
Curtin University, Mathematics
Ian van Loosen, Vaille Dawson, Shelley Yeo. (Andrea Crampton, CSU)
We will introduce online video to assist students (especially weaker students) in understanding difficult mathamatics concepts, especially abstract concepts such as exponential functions, complex numbers, differentiation and integration. The concepts will be presented visually in real life contexts designed to be engaging and relevant for students. Students will complete mathematics problems in the same contexts as the video.
Building and linking quantitative skills across 1st year biology and maths courses
University of Queensland, Biology and Mathematics
Louise Kuchel, Michael Bulmer, Kelly Matthews, Peter Adams. (Simon Pyke, Adelaide)
Make quantitative skills (QS: measuring, calculating, statistics, etc.) more explicit to students in biology subjects, form QS links between subjects, and implement approaches that build from 1st semester into 2nd semester to help prepare students (rather than confuse or hinder them) for the compulsory 1st year statistics subject.
Re-engaging Second Year Students through Active Engagement of Teaching Staff
Griffith University, Pure and Applied Sciences
Sarah-Jane Gregory, Glenn Harrison, Jason Lodge, Wendy Loughlin. (Sue Jones, UTas)
Change the awareness and attitudes of teaching staff/convenors of second-year subjects to shift their focus from content to a more holistic view of the student experience in their class. Develop and enhance the quality and quantity of interactions between academic staff and this year group by promoting awareness among staff and developing engagement strategies that can be readily implemented and sustained.
Introducing Student Response Systems (SRS) to First-Year Chemistry lectures at QUT
Queensland University of Technology, Chemistry
Madeleine Schultz, Roy Tasker (University of Western Sydney), Stephanie Beames, Susan Savage. (Brian Yates, UTas)
Improve lecture delivery in first year by enabling instant feedback to polls and open-ended questions. SRSs have been shown to improve student engagement and performance, and they help academics avoid burnout.
Implementing enquiry-oriented experiences in the first-year physics laboratory
Queensland University of Technology, Physics
Gillian Isoardi, Les Kirkup (University of Technology Sydney), Stephanie Beames, Susan Savage. (Marjan Zadnik, Curtin)
Change the nature of practical experiments conducted in the first year physics lab away from cookbook-style experiments that are not sequenced with unit content. Promote authentic scientific inquiry with exploratory labs - transforming the existing laboratory program.
Inquiry-Based labs
Monash University, Biology, Chemistry and Physics
Chris Thompson, Gerry Rayner, Theo Hughes, Cristina Varsavsky. (Liz Johnson, LaTrobe)
Laboratory exercises will be re-designed to offer a more open selection of tasks which will incorporate experimental design challenges, group work, opportunities for multimedia presentations and peer assessment. Adapt approaches that the literature and experience say are successful to a large first-year subject, with similar strategies then rolled out in second and third year.
Science Student Skills Inventory: Zoology Students
University of Melbourne, Zoology
Mary Familari, Deb King, Kelly Matthews (University of Queensland), Kristine Elliott, Michelle Livett. (Liz Johnson, LaTrobe)
Our aims are to a) document the knowledge and capabilities that we expect our students to acquire, b) identify skills that Zoology students perceive they have acquired during their undergraduate program, and c) compare our expectations with the students' perceptions. This study will allow us to evaluate program-level learning outcomes against Threshold Learning and Teaching Academic Standards (LTAS) for Science Graduates and and will provide valuable information to influence future curriculum development.
Student-Guided Transition Assistance
University of Melbourne, All Science
Deb King, Dawn Gleeson, Michelle Livett. (Cristina Varsavsky, Monash)
Design and implement our transition programs more effectively on the basis of reflective feedback from students. Students will be surveyed at the beginning, middle, and end of their first semester on workload and study patterns, with needs relayed to transition support staff. Feedback and response cycles will enable tailoring transition support to student needs.
Progressive Building of Skills and Capabilities in the Chemistry Undergraduate Laboratory
La Trobe University, Chemistry
Stefan Huth, Ian Potter, Emma Yench, Liz Johnson. (Cristina Varsavsky, Monash)
An efficient laboratory program that mixes 'traditional' (verification) and enquiry-based activities, supported by tutorials/workshops and online materials.
(a) Enable students to systematically develop relevant skills and capabilities (including communication and higher-order thinking skills) and
(b) Inspire students to continue a chemical path of study/career.
(c) Link up to and complement the lecture program.(a) Enable students to systematically develop relevant skills and capabilities (including communication and higher-order thinking skills) and
(b) Inspire students to continue a chemical path of study/career.
Aligning an Agricultural Science Curriculum with the national Science threshold learning outcomes
University of Tasmania, Agricultural Science
Tina Acuña, Amanda Able (Adelaide), Peter Lane, Jo-Anne Kelder, Greg Hannan. (Simon Pyke, Adelaide)
We will pioneer adapting nationally agreed Threshold Learning Outcomes (TLOs) for Science to the agricultural science discipline to enable gaining national consensus on the Agricultural Science TLOs from the Australian Council of Deans of Agricultural Science. We will begin by defining course-level learning outcomes for Agricultural Science degrees at UTAS to align with the national TLOs.
Development of Science and Maths skills in a pre-Tertiary science Pathway course
University of Canberra, Mathematics and Basic Science
Tamsin Kelly, Glenys London, Kim Taylor, Jim Woolnough, Luby Simson. (Manju Sharma, USYD)
Develop base mathematical skills in students with low ATAR or minimal background in Science at senior secondary level, who wish to access bachelor degrees in science. Pre-tertiary Diploma in Science is specifically designed to raise skill levels in science, English, and mathematics via a highly supported and scaffolded environment for students with poor study skills and minimal background in science. Aim to reduce rates of dropout and failure.
Improve cohesion within subjects and introduce inquiry-based learning
Australian National University, Biology and Biomedical science
Juliey Beckman, Isabelle Ferru, Beth Beckmann, Barbara van Leeuwen. (Andrea Crampton, CSU)
Current learning activities and lecture content will be re-arranged and refined to better demonstrate linkages among topics and to threshold concepts, while demonstrating the relevance of assessment tasks. Inquiry-based learning activities (currently absent) – e.g., hypothesis testing, statistical analysis and elementary research (1st year level) -- will be scaffolded to replace some student discussion and answer writing in order to enhance student engagement and learning of research and reporting skills.
Interactive Lecture Demonstration
University of Sydney, Chemistry and Biochemistry
Toby Hudson, Chiara Neto, Michela Simone, Vanessa Gysbers, Siggi Schmid, Kathryn Bartimote-Aufflick, Adam Bridgeman. (Manju Sharma, USYD)
A strategy for engaging students in active learning, with a focus on visualising chemical phenomena in large lectures. Use of ‘clickers’, buzz sessions, and peer instruction related to students’ understandings of demonstrations.
Embedding Fast and Personal Feedback
University of Sydney, Biological Sciences and Geoscience
Danny Liu, Matthew Pye, Hannah Power, Tom Hubble, Dale Hancock, Graham Hendry, Adam Bridgeman. (Will Rifkin, USYD)
Improve the feedback provided to students on their progress and to teaching staff on the needs of the students and the quality of assessments. Project is based upon the 'Fast & Personal e-Feedback' initiative from the School of Chemistry, described in A. J. Bridgeman and P. J. Rutledge, Getting Personal: Feedback for the masses; Synergy 30 60-68 (2010).
Using Electronic Whiteboards – Catching up with Schools!
University of Sydney, Physics
Chris Stewart, John O’Byrne, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Students entering university are familiar with use of electronic whiteboards, but they are not widely used in university science. Uses of electronics whiteboards for mathematical derivations and problem solving will be developed and demonstrated to move staff beyond ‘chalk and talk’ traditions.
Using ASELL as a framework for driving change
University of Sydney, Physics, Biochemistry
Chris Stewart, Sashi Kant, Clive Baldock, Gareth Denyer, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Investigate whether undergraduate physics and biochemistry labs are achieving desired learning outcomes, using a tested framework (ASELL) to identify what problems exist, why they exist, and how to change them. We will identify several experiments at the first year (physics) and second year (biochemistry) level to focus on, and implement changes based on the results of the ASELL analysis.
Embedding change in Biochemistry teaching via knowledge transfer
University of Wollongong, Biochemistry
Karen Fildes, Simon Bedford, Tracey Kuit, Glennys O’Brien, Lynne Keevers, Paul Carr. (Manju Sharma, USYD)
We plan to increase student engagement by moving some student activity away from the current passive lecture situation to a more active environment. We will develop new Process Oriented Guided Inquiry Learning (POGIL©) activities, restructuring the current support activities as POGIL workshops.
Intensive mode delivery vs traditional delivery: Evaluating and implementing change in teaching strategies
Macquarie University
Michelle Power, Marie Herberstein, Marina Harvey, Kelsie Dadd. (Manju Sharma, USYD)
Transitioning a traditionally taught science unit to an intensive mode of delivery requires considerable change in teaching strategy. We will test blended learning, compulsory lecture attendance, and student-led lectures, among other strategies. How effective are these approaches, and can they improve traditional teaching mode?
Hide complete list of projects
Projects by Region
Click on a regional area below to view the Action-Learning projects being undertaken by researchers in that area.
Hide Queensland and Northern Territory Projects
Hide Victorian and Tasmanian Projects
Improve cohesion within subjects and introduce inquiry-based learning
Hide New South Wales and Australian Capital Territory Projects
Hide Projects by Region
1. Western and South Australian Projects
A tool to assess the effectiveness of Slowmation animations in promoting deep learning in a tertiary education setting
Hide Western and South Australian Projects
University of South Australia, Pharmacy and General Science
Karma Pearce, David Birbeck, Esther May
As yet, there are no published critera to evaluate the effectiveness fo slowmation animations. This project aims to develop a set of criteria to determine and measure whether slowmation animations can effectively promote deep learning in a tertiary setting. It is anticipated that the development of a set of metrics to evaluate the effectiveness of slowmation animations will determine where slowmations are best used which should result in higher pass rates, but more importantly a deeper understanding of key theoretical concepts within the courses in which this strategy is used.
POGIL-Style Learning in Large Lectures in Chemistry
University of Adelaide, Chemistry
Natalie Williamson, Greg Metha, John Willison, Simon Pyke. (Brian Yates, UTas)
To change the way content is delivered in Foundations of Chemistry lectures from a traditional format to a POGIL (Process Oriented Guided Inquiry Learning)-style approach in order to provide students with more opportunities to actively engage with course material. Cater to – and engage – increasing numbers of students who have no chemistry background.
A design-based approach to lab experiments: Investigating students' ways of active learning
Flinders University, Physics
Maria Parapilly, Salim Siddiqui (Curtin University), Lisa Schmidt, Joe Shapter. (Marjan Zadnik, Curtin, Simon Pyke, Adelaide)
Equip students who will not be majoring in physics with the concepts and skills required to design and conduct an experiment. The student prepares through literature search of textbooks and web material, synthesises the information, and is provided with scaffolding to design an experiment. Students record experimental details, collect and analyse data, do uncertainty calculations, and then write a laboratory report.
Improving laboratory skill competencies in undergraduate science through innovative assessment
Curtin University, Chemistry
David Brown, Daniel Southam, Jane Sneesby, Mario Zadnik. (Simon Pyke, Adelaide)
We aim to ascertain the essential skills developed in the laboratory within the chosen discipline and articulated within the course - and unit-level learning outcomes. Using this evidence and constructive alignment process (Biggs and Tang 2007), we aim to develop diagnostic and summative assessment tasks that demonstrate competence in these core skills and that motivate and engage students.
Use of online video to promote conceptual understanding of concepts in first-year mathematics
Curtin University, Mathematics
Ian van Loosen, Vaille Dawson, Shelley Yeo. (Andrea Crampton, CSU)
We will introduce online video to assist students (especially weaker students) in understanding difficult mathamatics concepts, especially abstract concepts such as exponential functions, complex numbers, differentiation and integration. The concepts will be presented visually in real life contexts designed to be engaging and relevant for students. Students will complete mathematics problems in the same contexts as the video.
Hide Western and South Australian Projects
2. Queensland and Northern Territory Projects
Learning the Language of Chemistry through Student-Generated Visual Representations
University of Queensland, Chemistry
Gwen Lawrie, Emma Bartle, Peter Adams. (Simon Pyke, Adelaide)
Engagement of students in learning earlier in introductory chemistry by having them create visual aids to represent the structure of a molecule they select, with the aim of improving conceptual gains and chemical vocabulary. An assessment task has been designed for novice learners of chemistry which requires them to generate explanations and apply visual aids of molecular structures to support their explanation in the format of a short video (2-3 minutes). The rationale is that students will need to acquire some understanding of molecular structure and related properties to create the video. They will also encounter and use chemical vocabulary and concepts.
Building and linking quantitative skills across 1st year biology and maths courses
University of Queensland, Biology and Mathematics
Louise Kuchel, Michael Bulmer, Kelly Matthews, Peter Adams. (Simon Pyke, Adelaide)
Make quantitative skills (QS: measuring, calculating, statistics, etc.) more explicit to students in biology subjects, form QS links between subjects, and implement approaches that build from 1st semester into 2nd semester to help prepare students (rather than confuse or hinder them) for the compulsory 1st year statistics subject.
Re-engaging Second Year Students through Active Engagement of Teaching Staff
Griffith University, Pure and Applied Sciences
Sarah-Jane Gregory, Glenn Harrison, Jason Lodge, Wendy Loughlin. (Sue Jones, UTas)
Change the awareness and attitudes of teaching staff/convenors of second-year subjects to shift their focus from content to a more holistic view of the student experience in their class. Develop and enhance the quality and quantity of interactions between academic staff and this year group by promoting awareness among staff and developing engagement strategies that can be readily implemented and sustained.
Introducing Student Response Systems (SRS) to First-Year Chemistry lectures at QUT
Queensland University of Technology, Chemistry
Madeleine Schultz, Roy Tasker (University of Western Sydney), Stephanie Beames, Susan Savage. (Brian Yates, UTas)
Improve lecture delivery in first year by enabling instant feedback to polls and open-ended questions. SRSs have been shown to improve student engagement and performance, and they help academics avoid burnout.
Implementing enquiry-oriented experiences in the first-year physics laboratory
Queensland University of Technology, Physics
Gillian Isoardi, Les Kirkup (University of Technology Sydney), Stephanie Beames, Susan Savage. (Marjan Zadnik, Curtin)
Change the nature of practical experiments conducted in the first year physics lab away from cookbook-style experiments that are not sequenced with unit content. Promote authentic scientific inquiry with exploratory labs - transforming the existing laboratory program.
Hide Queensland and Northern Territory Projects
3. Victorian and Tasmanian Projects
Inquiry-Based labs
Monash University, Biology, Chemistry and Physics
Chris Thompson, Gerry Rayner, Theo Hughes, Cristina Varsavsky. (Liz Johnson, LaTrobe)
Laboratory exercises will be re-designed to offer a more open selection of tasks which will incorporate experimental design challenges, group work, opportunities for multimedia presentations and peer assessment. Adapt approaches that the literature and experience say are successful to a large first-year subject, with similar strategies then rolled out in second and third year.
Science Student Skills Inventory: Zoology Students
University of Melbourne, Zoology
Mary Familari, Deb King, Kelly Matthews (University of Queensland), Kristine Elliott, Michelle Livett. (Liz Johnson, LaTrobe)
Our aims are to a) document the knowledge and capabilities that we expect our students to acquire, b) identify skills that Zoology students perceive they have acquired during their undergraduate program, and c) compare our expectations with the students' perceptions. This study will allow us to evaluate program-level learning outcomes against Threshold Learning and Teaching Academic Standards (LTAS) for Science Graduates and and will provide valuable information to influence future curriculum development.
Student-Guided Transition Assistance
University of Melbourne, All Science
Deb King, Dawn Gleeson, Michelle Livett. (Cristina Varsavsky, Monash)
Design and implement our transition programs more effectively on the basis of reflective feedback from students. Students will be surveyed at the beginning, middle, and end of their first semester on workload and study patterns, with needs relayed to transition support staff. Feedback and response cycles will enable tailoring transition support to student needs.
Progressive Building of Skills and Capabilities in the Chemistry Undergraduate Laboratory
La Trobe University, Chemistry
Stefan Huth, Ian Potter, Emma Yench, Liz Johnson. (Cristina Varsavsky, Monash)
An efficient laboratory program that mixes 'traditional' (verification) and enquiry-based activities, supported by tutorials/workshops and online materials.
(a) Enable students to systematically develop relevant skills and capabilities (including communication and higher-order thinking skills) and
(b) Inspire students to continue a chemical path of study/career.
(c) Link up to and complement the lecture program.(a) Enable students to systematically develop relevant skills and capabilities (including communication and higher-order thinking skills) and
(b) Inspire students to continue a chemical path of study/career.
Aligning an Agricultural Science Curriculum with the national Science threshold learning outcomes
University of Tasmania, Agricultural Science
Tina Acuña, Amanda Able (Adelaide), Peter Lane, Jo-Anne Kelder, Greg Hannan. (Simon Pyke, Adelaide)
We will pioneer adapting nationally agreed Threshold Learning Outcomes (TLOs) for Science to the agricultural science discipline to enable gaining national consensus on the Agricultural Science TLOs from the Australian Council of Deans of Agricultural Science. We will begin by defining course-level learning outcomes for Agricultural Science degrees at UTAS to align with the national TLOs.
Hide Victorian and Tasmanian Projects
4. New South Wales and Australian Capital Territory Projects
Development of Science and Maths skills in a pre-Tertiary science Pathway course
University of Canberra, Mathematics and Basic Science
Tamsin Kelly, Glenys London, Kim Taylor, Jim Woolnough, Luby Simson. (Manju Sharma, USYD)
Develop base mathematical skills in students with low ATAR or minimal background in Science at senior secondary level, who wish to access bachelor degrees in science. Pre-tertiary Diploma in Science is specifically designed to raise skill levels in science, English, and mathematics via a highly supported and scaffolded environment for students with poor study skills and minimal background in science. Aim to reduce rates of dropout and failure.
Improve cohesion within subjects and introduce inquiry-based learning
Australian National University, Biology and Biomedical science
Juliey Beckman, Isabelle Ferru, Beth Beckmann, Barbara van Leeuwen. (Andrea Crampton, CSU)
Current learning activities and lecture content will be re-arranged and refined to better demonstrate linkages among topics and to threshold concepts, while demonstrating the relevance of assessment tasks. Inquiry-based learning activities (currently absent) – e.g., hypothesis testing, statistical analysis and elementary research (1st year level) -- will be scaffolded to replace some student discussion and answer writing in order to enhance student engagement and learning of research and reporting skills.
Interactive Lecture Demonstration
University of Sydney, Chemistry and Biochemistry
Toby Hudson, Chiara Neto, Michela Simone, Vanessa Gysbers, Siggi Schmid, Kathryn Bartimote-Aufflick, Adam Bridgeman. (Manju Sharma, USYD)
A strategy for engaging students in active learning, with a focus on visualising chemical phenomena in large lectures. Use of ‘clickers’, buzz sessions, and peer instruction related to students’ understandings of demonstrations.
Embedding Fast and Personal Feedback
University of Sydney, Biological Sciences and Geoscience
Danny Liu, Matthew Pye, Hannah Power, Tom Hubble, Dale Hancock, Graham Hendry, Adam Bridgeman. (Will Rifkin, USYD)
Improve the feedback provided to students on their progress and to teaching staff on the needs of the students and the quality of assessments. Project is based upon the 'Fast & Personal e-Feedback' initiative from the School of Chemistry, described in A. J. Bridgeman and P. J. Rutledge, Getting Personal: Feedback for the masses; Synergy 30 60-68 (2010).
Using Electronic Whiteboards – Catching up with Schools!
University of Sydney, Physics
Chris Stewart, John O’Byrne, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Students entering university are familiar with use of electronic whiteboards, but they are not widely used in university science. Uses of electronics whiteboards for mathematical derivations and problem solving will be developed and demonstrated to move staff beyond ‘chalk and talk’ traditions.
Using ASELL as a framework for driving change
University of Sydney, Physics, Biochemistry
Chris Stewart, Sashi Kant, Clive Baldock, Gareth Denyer, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Investigate whether undergraduate physics and biochemistry labs are achieving desired learning outcomes, using a tested framework (ASELL) to identify what problems exist, why they exist, and how to change them. We will identify several experiments at the first year (physics) and second year (biochemistry) level to focus on, and implement changes based on the results of the ASELL analysis.
Embedding change in Biochemistry teaching via knowledge transfer
University of Wollongong, Biochemistry
Karen Fildes, Simon Bedford, Tracey Kuit, Glennys O’Brien, Lynne Keevers, Paul Carr. (Manju Sharma, USYD)
We plan to increase student engagement by moving some student activity away from the current passive lecture situation to a more active environment. We will develop new Process Oriented Guided Inquiry Learning (POGIL©) activities, restructuring the current support activities as POGIL workshops.
Intensive mode delivery vs traditional delivery: Evaluating and implementing change in teaching strategies
Macquarie University
Michelle Power, Marie Herberstein, Marina Harvey, Kelsie Dadd. (Manju Sharma, USYD)
Transitioning a traditionally taught science unit to an intensive mode of delivery requires considerable change in teaching strategy. We will test blended learning, compulsory lecture attendance, and student-led lectures, among other strategies. How effective are these approaches, and can they improve traditional teaching mode?
Hide Projects by Region
Projects by Topic
Click on a topical area below to view the Action-Learning projects being undertaken by researchers in that area.
Hide Course design & delivery
Embedding Fast and Personal Feedback
University of Sydney, Biological Sciences and Geoscience
Danny Liu, Matthew Pye, Hannah Power, Tom Hubble, Dale Hancock, Graham Hendry, Adam Bridgeman. (Will Rifkin, USYD)
Improve the feedback provided to students on their progress and to teaching staff on the needs of the students and the quality of assessments. Project is based upon the 'Fast & Personal e-Feedback' initiative from the School of Chemistry, described in A. J. Bridgeman and P. J. Rutledge, Getting Personal: Feedback for the masses; Synergy 30 60-68 (2010).
Hide Evaluation/Feedback
Hide Labs/Inquiry
Hide Lectures
Hide Standards/TLOs
Hide Transition/First year
Hide Projects by Topic
1. Course design & delivery
Intensive mode delivery vs traditional delivery: Evaluating and implementing change in teaching strategies
Macquarie University
Michelle Power, Marie Herberstein, Marina Harvey, Kelsie Dadd. (Manju Sharma, USYD)
Transitioning a traditionally taught science unit to an intensive mode of delivery requires considerable change in teaching strategy. We will test blended learning, compulsory lecture attendance, and student-led lectures, among other strategies. How effective are these approaches, and can they improve traditional teaching mode?
Improve cohesion within subjects and introduce inquiry-based learning
Australian National University, Biology and Biomedical science
Juliey Beckman, Isabelle Ferru, Beth Beckmann, Barbara van Leeuwen. (Andrea Crampton, CSU)
Current learning activities and lecture content will be re-arranged and refined to better demonstrate linkages among topics and to threshold concepts, while demonstrating the relevance of assessment tasks. Inquiry-based learning activities (currently absent) – e.g., hypothesis testing, statistical analysis and elementary research (1st year level) -- will be scaffolded to replace some student discussion and answer writing in order to enhance student engagement and learning of research and reporting skills.
POGIL-Style Learning in Large Lectures in Chemistry
University of Adelaide, Chemistry
Natalie Williamson, Greg Metha, John Willison, Simon Pyke. (Brian Yates, UTas)
To change the way content is delivered in Foundations of Chemistry lectures from a traditional format to a POGIL (Process Oriented Guided Inquiry Learning)-style approach in order to provide students with more opportunities to actively engage with course material. Cater to – and engage – increasing numbers of students who have no chemistry background.
Hide Course design & delivery
2. Evaluation/Feedback
Embedding Fast and Personal Feedback
University of Sydney, Biological Sciences and Geoscience
Danny Liu, Matthew Pye, Hannah Power, Tom Hubble, Dale Hancock, Graham Hendry, Adam Bridgeman. (Will Rifkin, USYD)
Improve the feedback provided to students on their progress and to teaching staff on the needs of the students and the quality of assessments. Project is based upon the 'Fast & Personal e-Feedback' initiative from the School of Chemistry, described in A. J. Bridgeman and P. J. Rutledge, Getting Personal: Feedback for the masses; Synergy 30 60-68 (2010).
Hide Evaluation/Feedback
3. Labs/Inquiry
Using ASELL as a framework for driving change
University of Sydney, Physics, Biochemistry
Chris Stewart, Sashi Kant, Clive Baldock, Gareth Denyer, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Investigate whether undergraduate physics and biochemistry labs are achieving desired learning outcomes, using a tested framework (ASELL) to identify what problems exist, why they exist, and how to change them. We will identify several experiments at the first year (physics) and second year (biochemistry) level to focus on, and implement changes based on the results of the ASELL analysis.
Improve cohesion within subjects and introduce inquiry-based learning
Australian National University, Biology and Biomedical science
Juliey Beckman, Isabelle Ferru, Beth Beckmann, Barbara van Leeuwen. (Andrea Crampton, CSU)
Current learning activities and lecture content will be re-arranged and refined to better demonstrate linkages among topics and to threshold concepts, while demonstrating the relevance of assessment tasks. Inquiry-based learning activities (currently absent) – e.g., hypothesis testing, statistical analysis and elementary research (1st year level) -- will be scaffolded to replace some student discussion and answer writing in order to enhance student engagement and learning of research and reporting skills.
Progressive Building of Skills and Capabilities in the Chemistry Undergraduate Laboratory
La Trobe University, Chemistry
Stefan Huth, Ian Potter, Emma Yench, Liz Johnson. (Cristina Varsavsky, Monash)
An efficient laboratory program that mixes 'traditional' (verification) and enquiry-based activities, supported by tutorials/workshops and online materials.
(a) Enable students to systematically develop relevant skills and capabilities (including communication and higher-order thinking skills) and
(b) Inspire students to continue a chemical path of study/career.
(a) Enable students to systematically develop relevant skills and capabilities (including communication and higher-order thinking skills) and
(b) Inspire students to continue a chemical path of study/career.
(c) Link up to and complement the lecture program.
Inquiry-Based labs
Monash University, Biology, Chemistry and Physics
Chris Thompson, Gerry Rayner, Theo Hughes, Cristina Varsavsky. (Liz Johnson, LaTrobe)
Laboratory exercises will be re-designed to offer a more open selection of tasks which will incorporate experimental design challenges, group work, opportunities for multimedia presentations and peer assessment. Adapt approaches that the literature and experience say are successful to a large first-year subject, with similar strategies then rolled out in second and third year.
A design-based approach to lab experiments: Investigating students' ways of active learning
Flinders University, Physics
Maria Parappilly, Salim Siddiqui (Curtin University), Lisa Schmidt, Joe Shapter. (Marjan Zadnik, Curtin, Simon Pyke, Adelaide)
Equip students who will not be majoring in physics with the concepts and skills required to design and conduct an experiment. The student prepares through literature search of textbooks and web material, synthesises the information, and is provided with scaffolding to design an experiment. Students record experimental details, collect and analyse data, do uncertainty calculations, and then write a laboratory report.
Improving laboratory skill competencies in undergraduate science through innovative assessment
Curtin University, Chemistry
David Brown, Daniel Southam, Jane Sneesby, Mario Zadnik. (Simon Pyke, Adelaide)
We aim to ascertain the essential skills developed in the laboratory within the chosen discipline and articulated within the course - and unit-level learning outcomes. Using this evidence and constructive alignment process (Biggs and Tang 2007), we aim to develop diagnostic and summative assessment tasks that demonstrate competence in these core skills and that motivate and engage students.
Implementing enquiry-oriented experiences in the first-year physics laboratory
Queensland University of Technology, Physics
Gillian Isoardi, Les Kirkup (University of Technology Sydney), Stephanie Beames, Susan Savage. (Marjan Zadnik, Curtin)
Change the nature of practical experiments conducted in the first year physics lab away from cookbook-style experiments that are not sequenced with unit content. Promote authentic scientific inquiry with exploratory labs - transforming the existing laboratory program.
Hide Labs/Inquiry
4. Lectures
Embedding change in Biochemistry teaching via knowledge transfer
University of Wollongong, Biochemistry
Karen Fildes, Simon Bedford, Tracey Kuit, Glennys O’Brien, Lynne Keevers, Paul Carr. (Manju Sharma, USYD)
We plan to increase student engagement by moving some student activity away from the current passive lecture situation to a more active environment. We will develop new Process Oriented Guided Inquiry Learning (POGIL©) activities, restructuring the current support activities as POGIL workshops.
Using Electronic Whiteboards – Catching up with Schools!
University of Sydney, Physics
Chris Stewart, John O’Byrne, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Students entering university are familiar with use of electronic whiteboards, but they are not widely used in university science. Uses of electronics whiteboards for mathematical derivations and problem solving will be developed and demonstrated to move staff beyond ‘chalk and talk’ traditions.
Interactive Lecture Demonstration
University of Sydney, Chemistry and Biochemistry
Toby Hudson, Chiara Neto, Michela Simone, Vanessa Gysbers, Siggi Schmid, Kathryn Bartimote-Aufflick, Adam Bridgeman. (Manju Sharma, USYD)
A strategy for engaging students in active learning, with a focus on visualising chemical phenomena in large lectures. Use of ‘clickers’, buzz sessions, and peer instruction related to students’ understandings of demonstrations.
POGIL-Style Learning in Large Lectures in Chemistry
University of Adelaide, Chemistry
Natalie Williamson, Greg Metha, John Willison, Simon Pyke. (Brian Yates, UTas)
To change the way content is delivered in Foundations of Chemistry lectures from a traditional format to a POGIL (Process Oriented Guided Inquiry Learning)-style approach in order to provide students with more opportunities to actively engage with course material. Cater to – and engage – increasing numbers of students who have no chemistry background.
Introducing Student Response Systems (SRS) to First-Year Chemistry lectures at QUT
Queensland University of Technology, Chemistry
Madeleine Schultz, Roy Tasker (University of Western Sydney), Stephanie Beames, Susan Savage. (Brian Yates, UTas)
Improve lecture delivery in first year by enabling instant feedback to polls and open-ended questions. SRSs have been shown to improve student engagement and performance, and they help academics avoid burnout.
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5. New media/ICT
A tool to assess the effectiveness of Slowmation animations in promoting deep learning in a tertiary education setting
Hide New Media/ICT
University of South Australia, Pharmacy and General Science
Karma Pearce, David Birbeck, Esther May
As yet, there are no published critera to evaluate the effectiveness fo slowmation animations. This project aims to develop a set of criteria to determine and measure whether slowmation animations can effectively promote deep learning in a tertiary setting. It is anticipated that the development of a set of metrics to evaluate the effectiveness of slowmation animations will determine where slowmations are best used which should result in higher pass rates, but more importantly a deeper understanding of key theoretical concepts within the courses in which this strategy is used.
Learning the Language of Chemistry through Student-Generated Visual Representations
University of Queensland, Chemistry
Gwen Lawrie, Emma Bartle, Peter Adams. (Simon Pyke, Adelaide)
Engagement of students in learning earlier in introductory chemistry by having them create visual aids to represent the structure of a molecule they select, with the aim of improving conceptual gains and chemical vocabulary. An assessment task has been designed for novice learners of chemistry which requires them to generate explanations and apply visual aids of molecular structures to support their explanation in the format of a short video (2-3 minutes). The rationale is that students will need to acquire some understanding of molecular structure and related properties to create the video. They will also encounter and use chemical vocabulary and concepts.
Using Electronic Whiteboards – Catching up with Schools!
University of Sydney, Physics
Chris Stewart, John O’Byrne, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Students entering university are familiar with use of electronic whiteboards, but they are not widely used in university science. Uses of electronics whiteboards for mathematical derivations and problem solving will be developed and demonstrated to move staff beyond ‘chalk and talk’ traditions.
Use of online video to promote conceptual understanding of concepts in first-year mathematics
Curtin University, Mathematics
Ian van Loosen, Vaille Dawson, Shelley Yeo. (Andrea Crampton, CSU)
We will introduce online video to assist students (especially weaker students) in understanding difficult mathematics concepts, especially abstract concepts such as exponential functions, complex numbers, differentiation and integration. The concepts will be presented visually in real life contexts designed to be engaging and relevant for students. Students will complete mathematics problems in the same contexts as the video. Visit http://blogs.curtin.edu.au/cel/1025/escholar-2011-online-videos/ for more information.
Hide New Media/ICT
6. Standards/TLOs
Aligning an Agricultural Science Curriculum with the national Science threshold learning outcomes
University of Tasmania, Agricultural Science
Tina Acuña, Amanda Able (Adelaide), Peter Lane, Jo-Anne Kelder, Greg Hannan. (Simon Pyke, Adelaide)
We will pioneer adapting nationally agreed Threshold Learning Outcomes (TLOs) for Science to the agricultural science discipline to enable gaining national consensus on the Agricultural Science TLOs from the Australian Council of Deans of Agricultural Science. We will begin by defining course-level learning outcomes for Agricultural Science degrees at UTAS to align with the national TLOs.
Science Student Skills Inventory: Zoology Students
University of Melbourne, Zoology
Mary Familari, Deb King, Kelly Matthews (University of Queensland), Kristine Elliott, Michelle Livett. (Liz Johnson, LaTrobe)
Our aims are to a) document the knowledge and capabilities that we expect our students to acquire, b) identify skills that Zoology students perceive they have acquired during their undergraduate program, and c) compare our expectations with the students' perceptions. This study will allow us to evaluate program-level learning outcomes against Threshold Learning and Teaching Academic Standards (LTAS) for Science Graduates and and will provide valuable information to influence future curriculum development.
Hide Standards/TLOs
7. Transition/First year
Development of Science and Maths skills in a pre-Tertiary science Pathway course
University of Canberra, Mathematics and Basic Science
Tamsin Kelly, Glenys London, Kim Taylor, Jim Woolnough, Luby Simson. (Manju Sharma, USYD)
Develop base mathematical skills in students with low ATAR or minimal background in Science at senior secondary level, who wish to access bachelor degrees in science. Pre-tertiary Diploma in Science is specifically designed to raise skill levels in science, English, and mathematics via a highly supported and scaffolded environment for students with poor study skills and minimal background in science. Aim to reduce rates of dropout and failure.
Student-Guided Transition Assistance
University of Melbourne, All Science
Deb King, Dawn Gleeson, Michelle Livett. (Cristina Varsavsky, Monash)
Design and implement our transition programs more effectively on the basis of reflective feedback from students. Students will be surveyed at the beginning, middle, and end of their first semester on workload and study patterns, with needs relayed to transition support staff. Feedback and response cycles will enable tailoring transition support to student needs.
Inquiry-Based labs
Monash University, Biology, Chemistry and Physics
Chris Thompson, Gerry Rayner, Theo Hughes, Cristina Varsavsky. (Liz Johnson, LaTrobe)
Laboratory exercises will be re-designed to offer a more open selection of tasks which will incorporate experimental design challenges, group work, opportunities for multimedia presentations and peer assessment. Adapt approaches that the literature and experience say are successful to a large first-year subject, with similar strategies then rolled out in second and third year.
Building and linking quantitative skills across 1st year biology and maths courses
University of Queensland, Biology and Mathematics
Louise Kuchel, Michael Bulmer, Kelly Matthews, Peter Adams. (Simon Pyke, Adelaide)
Make quantitative skills (QS: measuring, calculating, statistics, etc.) more explicit to students in biology subjects, form QS links between subjects, and implement approaches that build from 1st semester into 2nd semester to help prepare students (rather than confuse or hinder them) for the compulsory 1st year statistics subject.
Re-engaging Second Year Students through Active Engagement of Teaching Staff
Griffith University, Pure and Applied Sciences
Sarah-Jane Gregory, Glenn Harrison, Jason Lodge, Wendy Loughlin. (Sue Jones, UTas)
Change the awareness and attitudes of teaching staff/convenors of second-year subjects to shift their focus from content to a more holistic view of the student experience in their class. Develop and enhance the quality and quantity of interactions between academic staff and this year group by promoting awareness among staff and developing engagement strategies that can be readily implemented and sustained.
Implementing enquiry-oriented experiences in the first-year physics laboratory
Queensland University of Technology, Physics
Gillian Isoardi, Les Kirkup (University of Technology Sydney), Stephanie Beames, Susan Savage. (Marjan Zadnik, Curtin)
Change the nature of practical experiments conducted in the first year physics lab away from cookbook-style experiments that are not sequenced with unit content. Promote authentic scientific inquiry with exploratory labs - transforming the existing laboratory program.
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Projects by Discipline
Click on a discipline area below to view the Action-Learning projects being undertaken by researchers in that discipline.
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1. Biology
Intensive mode delivery vs traditional delivery: Evaluating and implementing change in teaching strategies
Macquarie University
Michelle Power, Marie Herberstein, Marina Harvey, Kelsie Dadd. (Manju Sharma, USYD)
Transitioning a traditionally taught science unit to an intensive mode of delivery requires considerable change in teaching strategy. We will test blended learning, compulsory lecture attendance, and student-led lectures, among other strategies. How effective are these approaches, and can they improve traditional teaching mode?
Embedding Fast and Personal Feedback
University of Sydney, Biological Sciences and Geoscience
Danny Liu, Matthew Pye, Hannah Power, Tom Hubble, Dale Hancock, Graham Hendry, Adam Bridgeman. (Will Rifkin, USYD)
Improve the feedback provided to students on their progress and to teaching staff on the needs of the students and the quality of assessments. Project is based upon the 'Fast & Personal e-Feedback' initiative from the School of Chemistry, described in A. J. Bridgeman and P. J. Rutledge, Getting Personal: Feedback for the masses; Synergy 30 60-68 (2010).
Improve cohesion within subjects and introduce inquiry-based learning
Australian National University, Biology and Biomedical science
Juliey Beckman, Isabelle Ferru, Beth Beckmann, Barbara van Leeuwen. (Andrea Crampton, CSU)
Current learning activities and lecture content will be re-arranged and refined to better demonstrate linkages among topics and to threshold concepts, while demonstrating the relevance of assessment tasks. Inquiry-based learning activities (currently absent) – e.g., hypothesis testing, statistical analysis and elementary research (1st year level) -- will be scaffolded to replace some student discussion and answer writing in order to enhance student engagement and learning of research and reporting skills.
Aligning an Agricultural Science Curriculum with the national Science threshold learning outcomes
University of Tasmania, Agricultural Science
Tina Acuña, Amanda Able (Adelaide), Peter Lane, Jo-Anne Kelder, Greg Hannan. (Simon Pyke, Adelaide)
We will pioneer adapting nationally agreed Threshold Learning Outcomes (TLOs) for Science to the agricultural science discipline to enable gaining national consensus on the Agricultural Science TLOs from the Australian Council of Deans of Agricultural Science. We will begin by defining course-level learning outcomes for Agricultural Science degrees at UTAS to align with the national TLOs.
Science Student Skills Inventory: Zoology Students
University of Melbourne, Zoology
Mary Familari, Deb King, Kelly Matthews (University of Queensland), Kristine Elliott, Michelle Livett. (Liz Johnson, LaTrobe)
Our aims are to a) document the knowledge and capabilities that we expect our students to acquire, b) identify skills that Zoology students perceive they have acquired during their undergraduate program, and c) compare our expectations with the students' perceptions. This study will allow us to evaluate program-level learning outcomes against Threshold Learning and Teaching Academic Standards (LTAS) for Science Graduates and and will provide valuable information to influence future curriculum development.
Inquiry-Based labs
Monash University, Biology, Chemistry and Physics
Chris Thompson, Gerry Rayner, Theo Hughes, Cristina Varsavsky. (Liz Johnson, LaTrobe)
Laboratory exercises will be re-designed to offer a more open selection of tasks which will incorporate experimental design challenges, group work, opportunities for multimedia presentations and peer assessment. Adapt approaches that the literature and experience say are successful to a large first-year subject, with similar strategies then rolled out in second and third year.
Building and linking quantitative skills across 1st year biology and maths courses
University of Queensland, Biology and Mathematics
Louise Kuchel, Michael Bulmer, Kelly Matthews, Peter Adams. (Simon Pyke, Adelaide)
Make quantitative skills (QS: measuring, calculating, statistics, etc.) more explicit to students in biology subjects, form QS links between subjects, and implement approaches that build from 1st semester into 2nd semester to help prepare students (rather than confuse or hinder them) for the compulsory 1st year statistics subject.
Hide Biology
2. Chemistry and Biochemistry
Learning the Language of Chemistry through Student-Generated Visual Representations
University of Queensland, Chemistry
Gwen Lawrie, Emma Bartle, Peter Adams. (Simon Pyke, Adelaide)
Engagement of students in learning earlier in introductory chemistry by having them create visual aids to represent the structure of a molecule they select, with the aim of improving conceptual gains and chemical vocabulary. An assessment task has been designed for novice learners of chemistry which requires them to generate explanations and apply visual aids of molecular structures to support their explanation in the format of a short video (2-3 minutes). The rationale is that students will need to acquire some understanding of molecular structure and related properties to create the video. They will also encounter and use chemical vocabulary and concepts.
Embedding change in Biochemistry teaching via knowledge transfer
University of Wollongong, Biochemistry
Karen Fildes, Simon Bedford, Tracey Kuit, Glennys O’Brien, Lynne Keevers, Paul Carr. (Manju Sharma, USYD)
We plan to increase student engagement by moving some student activity away from the current passive lecture situation to a more active environment. We will develop new Process Oriented Guided Inquiry Learning (POGIL©) activities, restructuring the current support activities as POGIL workshops.
Using ASELL as a framework for driving change
University of Sydney, Physics, Biochemistry
Chris Stewart, Sashi Kant, Clive Baldock, Gareth Denyer, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Investigate whether undergraduate physics and biochemistry labs are achieving desired learning outcomes, using a tested framework (ASELL) to identify what problems exist, why they exist, and how to change them. We will identify several experiments at the first year (physics) and second year (biochemistry) level to focus on, and implement changes based on the results of the ASELL analysis.
Interactive Lecture Demonstration
University of Sydney, Chemistry and Biochemistry
Toby Hudson, Chiara Neto, Michela Simone, Vanessa Gysbers, Siggi Schmid, Kathryn Bartimote-Aufflick, Adam Bridgeman. (Manju Sharma, USYD)
A strategy for engaging students in active learning, with a focus on visualising chemical phenomena in large lectures. Use of ‘clickers’, buzz sessions, and peer instruction related to students’ understandings of demonstrations.
Progressive Building of Skills and Capabilities in the Chemistry Undergraduate Laboratory
La Trobe University, Chemistry
Stefan Huth, Ian Potter, Emma Yench, Liz Johnson. (Cristina Varsavsky, Monash)
An efficient laboratory program that mixes 'traditional' (verification) and enquiry-based activities, supported by tutorials/workshops and online materials.
(a) Enable students to systematically develop relevant skills and capabilities (including communication and higher-order thinking skills) and
(b) Inspire students to continue a chemical path of study/career.
(a) Enable students to systematically develop relevant skills and capabilities (including communication and higher-order thinking skills) and
(b) Inspire students to continue a chemical path of study/career.
(c) Link up to and complement the lecture program.
POGIL-Style Learning in Large Lectures in Chemistry
University of Adelaide, Chemistry
Natalie Williamson, Greg Metha, John Willison, Simon Pyke. (Brian Yates, UTas)
To change the way content is delivered in Foundations of Chemistry lectures from a traditional format to a POGIL (Process Oriented Guided Inquiry Learning)-style approach in order to provide students with more opportunities to actively engage with course material. Cater to – and engage – increasing numbers of students who have no chemistry background.
Improving laboratory skill competencies in undergraduate science through innovative assessment
Curtin University, Chemistry
David Brown, Daniel Southam, Jane Sneesby, Mario Zadnik. (Simon Pyke, Adelaide)
We aim to ascertain the essential skills developed in the laboratory within the chosen discipline and articulated within the course - and unit-level learning outcomes. Using this evidence and constructive alignment process (Biggs and Tang 2007), we aim to develop diagnostic and summative assessment tasks that demonstrate competence in these core skills and that motivate and engage students.
Introducing Student Response Systems (SRS) to First-Year Chemistry lectures at QUT
Queensland University of Technology, Chemistry
Madeleine Schultz, Roy Tasker (University of Western Sydney), Stephanie Beames, Susan Savage. (Brian Yates, UTas)
Improve lecture delivery in first year by enabling instant feedback to polls and open-ended questions. SRSs have been shown to improve student engagement and performance, and they help academics avoid burnout.
Inquiry-Based labs
Monash University, Biology, Chemistry and Physics
Chris Thompson, Gerry Rayner, Theo Hughes, Cristina Varsavsky. (Liz Johnson, LaTrobe)
Laboratory exercises will be re-designed to offer a more open selection of tasks which will incorporate experimental design challenges, group work, opportunities for multimedia presentations and peer assessment. Adapt approaches that the literature and experience say are successful to a large first-year subject, with similar strategies then rolled out in second and third year.
Hide Chemistry and Biochemistry
3. Mathematics
Development of Science and Maths skills in a pre-Tertiary science Pathway course
University of Canberra, Mathematics and Basic Science
Tamsin Kelly, Glenys London, Kim Taylor, Jim Woolnough, Luby Simson. (Manju Sharma, USYD)
Develop base mathematical skills in students with low ATAR or minimal background in Science at senior secondary level, who wish to access bachelor degrees in science. Pre-tertiary Diploma in Science is specifically designed to raise skill levels in science, English, and mathematics via a highly supported and scaffolded environment for students with poor study skills and minimal background in science. Aim to reduce rates of dropout and failure.
Use of online video to promote conceptual understanding of concepts in first-year mathematics
Curtin University, Mathematics
Ian van Loosen, Vaille Dawson, Shelley Yeo. (Andrea Crampton, CSU)
We will introduce online video to assist students (especially weaker students) in understanding difficult mathematics concepts, especially abstract concepts such as exponential functions, complex numbers, differentiation and integration. The concepts will be presented visually in real life contexts designed to be engaging and relevant for students. Students will complete mathematics problems in the same contexts as the video. Visit http://blogs.curtin.edu.au/cel/1025/escholar-2011-online-videos/ for more information.
Building and linking quantitative skills across 1st year biology and maths courses
University of Queensland, Biology and Mathematics
Louise Kuchel, Michael Bulmer, Kelly Matthews, Peter Adams. (Simon Pyke, Adelaide)
Make quantitative skills (QS: measuring, calculating, statistics, etc.) more explicit to students in biology subjects, form QS links between subjects, and implement approaches that build from 1st semester into 2nd semester to help prepare students (rather than confuse or hinder them) for the compulsory 1st year statistics subject.
Hide Mathematics
4. Physics
Using ASELL as a framework for driving change
University of Sydney, Physics, Biochemistry
Chris Stewart, Sashi Kant, Clive Baldock, Gareth Denyer, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Investigate whether undergraduate physics and biochemistry labs are achieving desired learning outcomes, using a tested framework (ASELL) to identify what problems exist, why they exist, and how to change them. We will identify several experiments at the first year (physics) and second year (biochemistry) level to focus on, and implement changes based on the results of the ASELL analysis.
Using Electronic Whiteboards – Catching up with Schools!
University of Sydney, Physics
Chris Stewart, John O’Byrne, Stephanie Beames (Queensland University of Technology), Adam Bridgeman. (Will Rifkin, USYD)
Students entering university are familiar with use of electronic whiteboards, but they are not widely used in university science. Uses of electronics whiteboards for mathematical derivations and problem solving will be developed and demonstrated to move staff beyond ‘chalk and talk’ traditions.
Inquiry-Based labs
Monash University, Biology, Chemistry and Physics
Chris Thompson, Gerry Rayner, Theo Hughes, Cristina Varsavsky. (Liz Johnson, LaTrobe)
Laboratory exercises will be re-designed to offer a more open selection of tasks which will incorporate experimental design challenges, group work, opportunities for multimedia presentations and peer assessment. Adapt approaches that the literature and experience say are successful to a large first-year subject, with similar strategies then rolled out in second and third year.
A design-based approach to lab experiments: Investigating students' ways of active learning
Flinders University, Physics
Maria Parappilly, Salim Siddiqui (Curtin University), Lisa Schmidt, Joe Shapter. (Marjan Zadnik, Curtin, Simon Pyke, Adelaide)
Equip students who will not be majoring in physics with the concepts and skills required to design and conduct an experiment. The student prepares through literature search of textbooks and web material, synthesises the information, and is provided with scaffolding to design an experiment. Students record experimental details, collect and analyse data, do uncertainty calculations, and then write a laboratory report.
Implementing enquiry-oriented experiences in the first-year physics laboratory
Queensland University of Technology, Physics
Gillian Isoardi, Les Kirkup (University of Technology Sydney), Stephanie Beames, Susan Savage. (Marjan Zadnik, Curtin)
Change the nature of practical experiments conducted in the first year physics lab away from cookbook-style experiments that are not sequenced with unit content. Promote authentic scientific inquiry with exploratory labs - transforming the existing laboratory program.
Hide Physics
5. General sciences
A tool to assess the effectiveness of Slowmation animations in promoting deep learning in a tertiary education setting
Hide General sciences
University of South Australia, Pharmacy and General Science
Karma Pearce, David Birbeck, Esther May
As yet, there are no published critera to evaluate the effectiveness fo slowmation animations. This project aims to develop a set of criteria to determine and measure whether slowmation animations can effectively promote deep learning in a tertiary setting. It is anticipated that the development of a set of metrics to evaluate the effectiveness of slowmation animations will determine where slowmations are best used which should result in higher pass rates, but more importantly a deeper understanding of key theoretical concepts within the courses in which this strategy is used.
Intensive mode delivery vs traditional delivery: Evaluating and implementing change in teaching strategies
Macquarie University
Michelle Power, Marie Herberstein, Marina Harvey, Kelsie Dadd. (Manju Sharma, USYD)
Transitioning a traditionally taught science unit to an intensive mode of delivery requires considerable change in teaching strategy. We will test blended learning, compulsory lecture attendance, and student-led lectures, among other strategies. How effective are these approaches, and can they improve traditional teaching mode?
Embedding Fast and Personal Feedback
University of Sydney, Biological Sciences and Geoscience
Danny Liu, Matthew Pye, Hannah Power, Tom Hubble, Dale Hancock, Graham Hendry, Adam Bridgeman. (Will Rifkin, USYD)
Improve the feedback provided to students on their progress and to teaching staff on the needs of the students and the quality of assessments. Project is based upon the 'Fast & Personal e-Feedback' initiative from the School of Chemistry, described in A. J. Bridgeman and P. J. Rutledge, Getting Personal: Feedback for the masses; Synergy 30 60-68 (2010).
Development of Science and Maths skills in a pre-Tertiary science Pathway course
University of Canberra, Mathematics and Basic Science
Tamsin Kelly, Glenys London, Kim Taylor, Jim Woolnough, Luby Simson. (Manju Sharma, USYD)
Develop base mathematical skills in students with low ATAR or minimal background in Science at senior secondary level, who wish to access bachelor degrees in science. Pre-tertiary Diploma in Science is specifically designed to raise skill levels in science, English, and mathematics via a highly supported and scaffolded environment for students with poor study skills and minimal background in science. Aim to reduce rates of dropout and failure.
Student-Guided Transition Assistance
University of Melbourne, All Science
Deb King, Dawn Gleeson, Michelle Livett. (Cristina Varsavsky, Monash)
Design and implement our transition programs more effectively on the basis of reflective feedback from students. Students will be surveyed at the beginning, middle, and end of their first semester on workload and study patterns, with needs relayed to transition support staff. Feedback and response cycles will enable tailoring transition support to student needs.
Inquiry-Based labs
Monash University, Biology, Chemistry and Physics
Chris Thompson, Gerry Rayner, Theo Hughes, Cristina Varsavsky. (Liz Johnson, LaTrobe)
Laboratory exercises will be re-designed to offer a more open selection of tasks which will incorporate experimental design challenges, group work, opportunities for multimedia presentations and peer assessment. Adapt approaches that the literature and experience say are successful to a large first-year subject, with similar strategies then rolled out in second and third year.
Re-engaging Second Year Students through Active Engagement of Teaching Staff
Griffith University, Pure and Applied Sciences
Sarah-Jane Gregory, Glenn Harrison, Jason Lodge, Wendy Loughlin. (Sue Jones, UTas)
Change the awareness and attitudes of teaching staff/convenors of second-year subjects to shift their focus from content to a more holistic view of the student experience in their class. Develop and enhance the quality and quantity of interactions between academic staff and this year group by promoting awareness among staff and developing engagement strategies that can be readily implemented and sustained.
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Hide Projects by Discipline
Accepted Expressions of Interest
Expressions of Interest for SaMnet projects
Integrating mathematics in the science curriculum
University of Western Sydney, Mathematics
Carmel Coady
Realistic and achievable syndergies between learning & teaching, authentic assessment practices and practical experiences in biomedical science disciplines
University of Ballarat, Biomedical Science
Nina Fotinatos
A multi-faceted approach to teaching large classes
University of Western Australia
Peter Whipp
Integrating scientific literacy across core first-year units
University of Western Sydney
Andy Broderick
Improving biochemistry lab classes by enhancing relevance through development of case studies relevant to theory addressed in lectures
Griffith University, Biochemistry
Jessica Vanderlelie
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