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Exploring inclusive education (IE) research in Tonga through Tongan cultural lenses and methodologies
Get PDFThis article explores my PhD research into Tongan family practice, looking at how Tongan families support and care for their member with siva-tu‘amelie's (special needs) education. The article discusses the layered approach of both Pacific and non-Pacific methodologies that I used during the study to ensure a safe space for participants. This allowed for rich, high quality stories to be collected. The article also outlines how the approach used promoted a strength-based perception and lens towards a subject that is often associated with negative connotations. My study highlighted the positive, strength-based aspirations and care Tongan families have for their members with siva-tu‘amelie that contradicts common notions of Tongan families viewing their siva-tu‘amelie members through a medical or religious lens. A brief background of siva-tu‘amelie in Tonga is also given, outlining the importance of my study in creating a shift in the way individuals with siva-tu‘amelie are perceived
How, Where, And When Do Students Experience Meaningful Learning?
Get PDFMeaningful learning occurs when learners actively connect new information to prior knowledge, leading to benefits in engagement and knowledge retention and transfer. Consequently, STEM courses increasingly seek to employ such practices in their programs. Currently, little is known about students’ beliefs regarding the value of meaningful learning and which formats promote it. However, insight into the student perspective is essential to effectively (re)design courses to support this type of learning. We surveyed a large cohort of biosciences students (N = 321) to determine which class formats (lectures, workshops, practicals) and delivery modes (online, face-to-face) they believe maximise opportunities for meaningful learning. Likert scale questions and inductive thematic analysis of open-ended questions showed students believe meaningful learning is most likely during in-person workshop or practical sessions, mainly through knowledge application, problem solving, and interaction with peers and educators. By contrast, students view inadequate opportunities to check understanding, lack of engagement or challenge, and difficulty interacting with peers and educators as barriers to meaningful learning. These findings provide a framework for educators to increase opportunities for students to engage in meaningful learning in their courses
Commercially available industry-relevant software in the education of genome variant curation
Get PDFBACKGROUND
Genome analytics is a drastically expanding field, and there is an increasing demand for individuals with the necessary skillset to analyse the genome data that is being generated. A new Masters by coursework was developed to train individuals in genome analytics. Institutions analysing genomes commonly utilise in-house analysis tools, but increasingly commercial software packages that integrate AI are being considered in the research and diagnostic space (De La Vega et al., 2021).
AIMS
Evaluate the effectiveness of commercially available software as a tool for teaching variant analysis, classification and curation, enabling the analysis of real-world case examples for the teaching, training and assessment of students in the field of diagnostic genome analysis.
Assess students’ perspectives on work readiness after using commercially available tools in the educational environment.
DESIGN AND METHODS
Students were exposed to the use and limitations of a commercial software package for Human genome curation during two core units of the course. This software was used as part of both in-class training and in their assessment case studies. Students were invited to voluntarily complete an online survey including qualitative and quantitative components featuring Likert scale questions, both pre and post exposure to the software. Paired data from 23 individuals (73% response rate), most aged between 18 and 25, were recorded and anonymised prior to analysis. Qualitative data were thematically coded blind by two individuals independently using emergent coding (Charmaz, 2008).
RESULTS AND CONCLUSIONS
This project indicates that after the completion of the units that integrated commercially available industry software, we measured increased student confidence (increase in percentage reporting fairly confident or higher) in joining the genetic analysis workforce (significant change from 37% to 70%) and in completing job-specific tasks (significant increase in 7 out of 9 tasks of between 28% to 39%). The aspects of their studies the students valued in relation to these changes and their perception of the usefulness of integration of the commercial software were elucidated from qualitative theming, and can inform others looking to integrate commercially available software within their tertiary degree.
REFERENCES
Charmaz, K. (2008). Grounded theory as an emergent method. In S. N. Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods. (pp. 155-170). The Guilford Press.
De La Vega, F.M., Chowdhury, S., Moore, B., Frise, E., McCarthy, J., Hernandez, E.J., Wong, T., James, K., Guidugli, L., Agrawal, P.B., Genetti, C.A., Brownstein, C.A., Beggs, A.H., Löscher, B.S., Franke, A., Boone, B., Levy, S.E., Õunap, K., Pajusalu, S., … Kingsmore, S.F. (2021). Artificial intelligence enables comprehensive genome interpretation and nomination of candidate diagnoses for rare genetic diseases. Genome Med, 13(1), 153. https://doi.org/10.1186/s13073-021-00965-
The role of the STEM Video Game Challenge in the pipeline to tertiary STEM education
Get PDFRapid recent advances in the technology underpinning STEM careers in addition to growth in key STEM sectors, such as the gaming industry, necessitates some, if not commensurate, change in the STEM education pipeline.
The STEM Video Game Challenge (STEM VGC) is a free, annual video game design challenge that aims to scaffold and enrich students and teachers via an authentic and engaging application of STEM principles and practices. As tools to increase teacher and student self-efficacy with technology and improve students’ self-concept in STEM disciplines, initiatives such as STEM VGC are positioned to help increase the flow in the talent pipeline into tertiary STEM education and careers.
This presentation: describes the redevelopment and evaluation of the STEM VGC rubric with respect to the position of the challenge and evolving industry requirements, and; identifies key narrowing and leakage points in the pipeline to tertiary STEM education that can be targeted by STEM VGC initiatives
Advanced organic chemistry laboratory curricula in Australian universities: Investigating the major topics and approaches to learning
Get PDFA key goal of tertiary education is to prepare graduates with the training, skills, and knowledge necessary to thrive in the workforce. In chemistry, 50% of undergraduate students from Australia, New Zealand and the UK plan to pursue a career that uses chemistry (Ogunde et al., 2017). However, it has also been noted that there is a mismatch in the skills desired by industry when compared with what is taught to undergraduates (Martin et al., 2011; Yasin & Yueying, 2017). Laboratory work is an essential part of undergraduate programs with the objective of developing practical and interpersonal skills with ‘real world’ engagement in chemistry. It is therefore concerning to note the perception among industry stakeholders that the laboratory skills of high-achieving chemistry graduates do not meet the desired standard (Kirton et al., 2014).
To extend our understanding regarding the importance and value of undergraduate laboratory skills, techniques, and equipment usage; semi-structured interviews were conducted with key external stakeholders, academics, and post-graduate teaching staff. This presentation will discuss the key findings from our perspectives analysis interviews with various organic chemistry experts across the country from both industry and academia. Key findings include the belief: the purpose of second-year laboratory courses is to teach and developing competency with laboratory skills, whilst third-year laboratory courses should build on this with student application of learned skills whether through lab project design or problem-solving tasks/challenges.
REFERENCES
Kirton, S. B., Al-Ahmad, A., & Fergus, S. (2014). Using Structured Chemistry Examinations (SChemEs) As an Assessment Method To Improve Undergraduate Students’ Generic, Practical, and Laboratory-Based Skills. Journal of Chemical Education, 91(5), 648-654.
Martin, C. B., Schmidt, M., & Soniat, M. (2011). A Survey of the Practices, Procedures, and Techniques in Undergraduate Organic Chemistry Teaching Laboratories. Journal of Chemical Education, 88(12), 1630-1638.
Ogunde, J. C., Overton, T. L., Thompson, C. D., Mewis, R., & Boniface, S. (2017). Beyond graduation: motivations and career aspirations of undergraduate chemistry students [10.1039/C6RP00248J]. Chemistry Education Research and Practice, 18(3), 457-471.
Yasin, N. Y. B. M., & Yueying, O. (2017). Evaluating the Relevance of the Chemistry Curriculum to the Workplace: Keeping Tertiary Education Relevant. Journal of Chemical Education, 94(10), 1443-1449
How interactive workshops shape women and non-binary students’ sense of belonging in physics
Get PDFSENSE OF BELONGING IS A PREDICTOR OF RETENTION IN STEM MAJORS
Researchers have identified students’ sense of belonging as an important factor in whether or not they persist in STEM majors (Rainey et al., 2018), yet women can report lower senses of belonging than men in their classes (Lewis et al., 2016).
A MIXED-METHOD STUDY OF STUDENTS’ RETENTION IN PHYSICS
At Monash University, we have begun a longitudinal, mixed-methods study of students’ experience in physics and astrophysics major units. In semester 1, 2023, students in our first-semester unit in the physics major sequence completed pre and post surveys addressing sense of belonging alongside other measures linked to retention (including physics identity, self-efficacy, and demographic factors). Among students responding to the first survey, 23.2% identified as women, 72.1% as men, and 4.7% as non-binary and other gender identities (response rate was 79% of enrolled students, students could identify as more than one gender and did not have to select a gender). 16 students participated in two interviews, one near the beginning of the semester and one near the end. Of these, eleven did not identify as men, including seven who identified as women and four who identified as non-binary or genderfluid. In the second interview, participants were asked about their sense of belonging in the interactive physics workshops and labs.
WOMEN AND NON-BINARY STUDENTS REPORT WORKING WITH OTHER NON-MALE STUDENTS IS ASSOCIATED WITH FEELINGS OF BELONGING
In interviews, most women and non-binary students reported they felt like they belonged and were welcomed by their peers. Furthermore, most described opting to sit at tables with mostly other women and non-binary people when the choice was available. Multiple students cited greater comfort in sharing their ideas and expressing uncertainty when in discussion with other “non-men.” This was true both among students who attended all-girls high schools and those who attended co-educational high schools. At the time of abstract submission, survey analysis was ongoing.
INTERACTIVE SETTINGS WHERE STUDENTS SELF-SELECT GROUPS MAY SUPPORT WOMEN AND NON-BINARY STUDENTS’ BELONGING IN PHYSICS
The streams of this unit were large enough (70-100 students each) that there were substantial numbers of women and at least two non-binary students in all sections. These initial results suggest that interactive instructional settings where students can self-select their groups may support sense of belonging among gender minorities in physics, including women and non-binary people.
REFERENCES
Lewis, K. L., Stout, J. G., Pollock, S. J., Finkelstein, N. D., & Ito, T. A. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research, 12(2), 020110.
Rainey, K., Dancy, M., Mickelson, R., Stearns, E., & Moller, S. (2018). Race and gender differences in how sense of belonging influences decisions to major in STEM. International Journal of STEM Education, 5, 1-14
Supporting novice research students in learning to write literature reviews
Get PDFBACKGROUND
Students who are beginning to write about research (their own and others’) need to develop capability to create a literature review. This new type of task for them is challenging because of the high-level intellectual demands of critiquing and synthesising, as well as an unfamiliar genre and its conventions. The work described here supports Science Honours research students by giving them
opportunities to practise on manageable chunks of the process involved in creating a literature review, and builds on the surprisingly-few relevant learning resources, e.g., Greetham (2021), and Davis and Morley (2018).
ACTION
Learning activities, contextualised within the Physics discipline, have been developed and implemented to assist students in writing literature reviews. First is some familiarisation through exposure to samples of literature review text, then structuring a review document is considered. Students have difficulties moving from a collection of notes on research papers to a cohesive, logical summary and critique of a research field. An annotated bibliography is a useful link. Students were given an example annotated bibliography for an accessible physics topic. I created this by “reverse-engineering” a published review article. Students were asked to organise the summarised ideas into a feasible structure for a literature review. We discussed their responses, then I revealed published reviews on that topic (including the reverse-engineering source). We dissected how ideas were structured, and signposted, by the authors; students were asked to identify how logical transitions were communicated.
REFLECTION
Students engaged with the tasks, producing a notable range of variations for possible structure of the literature review. These variations prompted useful discussions of communication strategies. A by-product of the process of reverse-engineering a published literature review was an articulation of what is valued in the discipline’s research. Explicitly acknowledging a discipline’s research values gives clarity about what students should focus on when critiquing research literature. How common are these research values across sciences? Further work is exploring how the strategy of these discipline-contextualised learning activities could transfer across the sciences and mathematics.
REFERENCES
Davis, M. & Morley, J. (2018). Facilitating learning about academic phraseology: teaching activities for student writers. Journal of Learning Development in Higher Education, Special Edition: 2018 ALDinHE Conference, ISSN: 1759-667X
Greetham, B. (2021) How to write your literature review. London: Macmillan Education
Mapping assessment tasks as an index of undergraduate student workload
Get PDFBACKGROUND
Modern assessment practices frequently embrace continuous assessment rather than single point end-of-semester summative assessment. Indeed, studies suggest pedagogical advantages with providing ongoing low stakes summative e-assessments (Holmes, 2015) with a recent systematic review suggesting that while limited, studies on formative quizzes are mostly positive (Morris, Perry, & Wardle, 2021). However, these studies tend to be completed in isolation without examining overall student workload and the possibility of over-assessment. Increased stress, anxiety and time management issues in undergraduate students led me to examine the workload of students engaged in full-time study in either the Bachelor of Agricultural Science or Biomedicine at La Trobe University.
AIMS
The objective of this study was to map the assessment requirements of students completing degrees in Agricultural Science or Biomedicine at La Trobe University as an index of full-time study workload.
DESIGN AND METHODS
The number, type, weighting, and due dates for assessments were obtained from subject coordinators and mapped across the 12-week semester plus end-of-semester assessment period. Subjects were combined based on degree structure with several possible combinations of electives mapped based on enrolment data. The number and weighting of tasks was then calculated for each of the twelve semester weeks plus end of semester based on a full-time (4 subject) load.
RESULTS
The number of assessment tasks for a fulltime student was greater in first year with an average of 55 tasks compared with 30 tasks for second and third year. Weighting of individual assessment tasks ranged from 0.83% to 30% during semester and 10 to 50% after semester, with students completing from 0-6 assessment tasks in any given week. Clear peak assessment times were notable at weeks 4, 6 and 12 coinciding with policy of early assessment by week 4, the mid-semester and end-of-semester periods.
CONCLUSIONS
Ongoing small stakes assessments coupled with larger summative assessments, when considered across multiple subjects lead to increases in student workload, potentially resulting in over-assessment that impedes rather than supports student learning.
REFERENCES
Holmes, N. (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education, 40(1), 1-14.
Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), e3292
Generative artificial intelligence literacy amongst science students
Get PDFBACKGROUND
The emergence of ChatGPT 3 at the start of 2023 was greeted with a mix of opinions about whether generative artificial intelligence (AI) tools could be used to improve our teaching or were an obstacle to maintaining academic integrity and student learning (reviewed in Rasul et al., 2023). Early discussions, particularly media coverage, were focused on university and academic opinions at the expense of the student voice (Sullivan et al., 2023). Universities have a responsibility to ensure all students are digitally literate and able to make ethical choices about generative AI in their work and studies.
AIMS
This research examined students’ awareness, experience and confidence in their ability to use ChatGPT and other generative AI tools ethically.
DESIGN AND METHODS
An online survey was distributed to all students at Edith Cowan University at the beginning of semester one, 2023, with a mix of closed and open-ended questions. Quantitative data were analysed in SPSS, while qualitative data were thematically coded.
RESULTS
At the start of the semester, most students (n=1135) had heard nothing or very little about ChatGPT and other generative AI tools. However, Science and Engineering students had significantly more awareness and experience with generative AI compared to other schools, including Medical and Health Sciences. However, some students were more confident in their ability to use generative AI ethically than expected given their lack of practical experience. Qualitative data showed that while many Science and Engineering students were excited about the potential of AI, they also had concerns about its reliability and how it would impact their studies and society as a whole, and they expected the University to supply resources and training.
CONCLUSIONS
University students, and Science and Engineering students in particular, are engaged with the emergence of ChatGPT and other generative AI, but want more support to work through the benefits, risks, and practical applications for their work. As a result of this research, Edith Cowan University has introduced ChatGPT resources and training for students.
REFERENCES
Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., ... & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1).
Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1), 1-10. https://doi.org/10.37074/jalt.2023.6.1.1
Late Ordovician Conodonts and Macrofossils from Subsurface Carbonates near Quandialla and Inferred Depositional Age of the Currumburrama Volcanics in South-Central New South Wales
Get PDFLate Ordovician conodonts and macrofossils (corals, calcareous algae and bryozoans) were recovered from an unnamed limestone unit within the Currumburrama Volcanics, intersected in drill hole CBMD006 located in the vicinity of Quandialla and Caragabal in south-central New South Wales. The conodont assemblage from the lower part of the limestone unit is characterized by moderately common Belodina compressa elements and is assigned to the B. compressa Biozone of late Sandbian age, consistent with corals from the upper part of the limestone which suggest a latest Sandbian to earliest Katian age. These fossils support direct correlation with an unnamed carbonate unit within the Lake Cowal Volcanic Complex previously reported near Marsden, about 18 km to the WNW. Together these palaeontological and biostratigraphic studies provide crucial age constraints for the Upper Ordovician volcanic sequences distributed in the southern Junee–Narromine Volcanic Belt (JNVB). Furthermore, they underpin precise correlation with the well-dated marine shelf successions and associated volcanic sequences exposed in the central and northern part of the JNVB, within the Ordovician Macquarie Volcanic Province in central New South Wales