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Providing authentic, contemporary and equitable training for students in STEM peer leadership programs
Get PDFThe rapidly changing environment for educators in STEM disciplines is also affecting students who partner with academics to deliver peer-led programs. Training for these programs needs to be able to respond to and reflect those changes, whilst at the same time preparing students for engaging in extracurricular activities that enhance their discipline training. For example, students leading peer study programs need to be aware of the need to maintain their own academic integrity whilst facilitating the learning of others, and students who take on leadership roles during international study tours need training in cultural competence and problem solving in diverse surroundings.
The development in STEM students of workplace skills such as communication, team work, ethical conduct (Jones et al., 2011), cultural competence (Howitt, 2022), and other professional attributes (Park et al., 2022), can be addressed in part by participation in leadership programs. The challenge is in designing training that is authentic, contemporary, and equitable and that caters to the needs of the students who lead and those they are supporting. The preparation and delivery of the training also needs to be sustainable, efficient in terms of academic development time, and adaptable in response to the inevitable changes in student learning and international and cultural environments. An added challenge is that our student leader demographic is diverse, so training needs to be as equitable as possible to provide students with a variety of learning experiences.
Our approach combined synchronous and asynchronous online activities, face-to-face interactions, and discussion of authentic scenarios that we hoped would encourage transformative learning (Mezirow, 2003), through reflective practice and critical thinking to prepare the students for leadership. Peer-led study program training was delivered online using a recorded presentation and interactive H5P modules covering cultural competency and academic integrity. Students completed a compulsory reflective practice activity before attending the face-to-face training, which included group work and responding to authentic scenarios utilising GroupMap, an online brainstorming tool. International study tour leaders received similar training experiences, with their GroupMap scenarios tailored to the types of experiences they might encounter in a culturally diverse setting.
We wanted to know if these approaches were successful for preparing the peer leaders, and what changes we needed to make to the training to ensure equity in delivery, sustainability and relevance.
The training is being modified in response to student and staff feedback, with the eventual aim of providing authentic, contemporary and equitable training that is easily adaptable to the changing climate of higher education.
REFERENCES
Howitt, S. (2022, September). The Science Threshold Learning Outcomes: Review and update. In Proceedings of The Australian Conference on Science and Mathematics Education (pp. 84).
Jones, S. M., Yates, B. F., & Kelder, J.-A. (2011). Learning and Teaching Academic Standards project: Science Learning and Teaching Academic Standards Statement. Australian Learning and Teaching Council. http://disciplinestandards.pbworks.com/w/file/fetch/52690236/altc_standards_SCIENCE_240811_v3.pdf
Mezirow, J. (2003). Transformative learning as discourse. Journal of transformative education, 1(1), 58-63.
Park, J. J., Handley, M., Lang, D., & Erdman, M. A. (2022). Engineering Leadership Development: Contribution of Professional Skills to Engineering Undergraduate Students' Leadership Self-Efficacy. International Journal of Educational Methodology, 8(1), 69-80
Let students ask any question for an authentic assessment experience
Get PDFIndividual assessments typically require students to submit work that is entirely their own. But what if we allowed students to ask any question, including ones directly related to content? To foster a more authentic assessment experience, students in an elective biostatistics course were given the opportunity to ask the course convenor any question that would help them progress their analysis, even if it was directly related to assessable content. The primary goal was for students to receive actionable feedback that would help them “improve and self-regulate their work” (Irons & Elkington, 2021). The task was optional and was communicated using the Transparency in Teaching and Learning framework (TiLT; Winkelmes et al., 2019). Students were required to propose a solution to their question together with the rationale for that course of action. Most questions related to known grey areas of statistical modelling which was expected given that students are encountering this skill for the first time. Students benefitted from the reassurance that their reasoning was sound and they were on the right track. An unexpected benefit was that the task provided a new way to dialogue with students in an asynchronous online environment. Students also indicated they appreciated knowing they had the option to ask any question, even if they didn’t use it.
REFERENCES
Irons, A., & Elkington, S. (2021). Principles of Formative Assessment and Feedback. In Enhancing Learning through Formative Assessment and Feedback (2nd ed.). Routledge.
Winkelmes, M. A., Boye, A., Finley, A., & Tapp, S. (2019). Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention. Stylus Publishing
The Muslim Homeschooling Parents’ Instructional Practices of Applying Learner-Centred Teaching in Australia
No full textThis study explores the instructional practices implemented by two Muslim homeschooling mothers living in Australia. The research aims to gain an understanding of Muslim homeschooling parents’ pedagogical practices to apply Learner-Centred Teaching (LCT) in order to cater students’ learning needs. Regarding theoretical framework, this study employs Weimer’s LCT. The data generation is based on a case study design with semi-structured interviews. The results reveal that the participants enact contrasting curricula with four learning models, namely personalised, collaborative, experiential, and game-based learning. Finally, both participants could support children’s learning needs through their chosen approaches although their practices cannot reflect all LCT’s principles. It is expected that other homeschoolers or parents will be able to learn from these participants’ homeschooling practices.
Keywords: Homeschooling; learner-centred teaching (LCT); Muslim; instructional practices; Australi
An Examination of Eating Behaviours at University Debating Tournaments: Research skills for social work
No full textEating disorders and disordered eating behaviours have been on the rise in recent decades. Current research into eating behaviours indicates that several sociocultural factors can contribute to abnormal eating patterns. University debating is highly competitive, and many elite debaters have found that their eating patterns changed due to participating in debating tournaments. This paper interviews three elite debaters to identify what caused their eating habits to change. In doing so, this research project was able to highlight some of the key concerns in university debating, and the effects of stress on debaters’ eating behaviours
What are the factors that influence outcomes for unaccompanied humanitarian refugee minors leaving out-of-home care in Australia
Get PDFUnaccompanied humanitarian refugee minors (UHRMs) are recognized globally as a vulnerable group due to their traumatic experiences in their country of origin, and distinct challenges resettling in a new country with limited if any family supports and ambiguous legal status. To date, there has been little research on their experiences within the out-of-home care (OOHC) system in Australia. This paper presents the findings of a small exploratory study, based on semi-structured interviews with young people and support workers, examining the factors that influence their outcomes when transitioning from OOHC at no later than 18 years. The findings suggest that the availability of social support networks plays a key role in enabling them to access their core housing, education, employment and health care needs
Designing and expanding maths and science support for optimal student learning experiences in a changing environment
Get PDFThe changing educational environment has not only necessitated a relook at, and redirection of, how we deliver materials, but how we provide relevant and tailored support. Quality support is increasingly becoming a welcome resource for students who are now regularly relying on it to enhance their learning experiences. Students seek support for many reasons: to catch up, particularly when disrupted by work, illness, or other commitments; for background refreshment, particularly for mature age or under prepared students; for prompt answers to questions; for motivation and confidence; for successful outcomes. A Maths Skills for Chemistry Program began in 2010 and its success initiated a suite of programs for other disciplines for students updating or learning mathematical skills. Currently 20 programs cover a variety of disciplines and evaluations show positive outcomes (Jackson, 2021; 2022; Jackson et al., 2014; Jackson & Johnson, 2013). The Maths Hub began in semester one 2018 to provide subject support for those utilising mathematics and/or statistics in their subject/s as well as background skills support. The Maths Skills Programs were updated and integrated into the Maths Hub site and renamed Maths Hub Modules. The Chemistry Hub was introduced in semester two 2018 and renamed the Science Hub in 2019 when more subjects joined. The Coding Hub was piloted in semester two 2019, with a full roll out in semester one 2020. Each Hub has an online site where students access help sessions and resources. Support is tailored for effectiveness and Hub coordinators liaise with subject coordinators to accommodate needs.
This presentation outlines La Trobe’s support development and its impact. An Ethics approved study (La Trobe Ethics HEC 18043) analyses quantitative and qualitative data. Attendances and surveys inform us of student engagement and perceptions. Pre and post Maths Hub Module surveys provide insight into why students engage and how effective this is. Analysis of subject results shows groups of students within a subject who visit a Hub and/or engage in a Maths Hub Module have higher pass rates in their subject than those who do not, in almost all cases. Although students who attend support centres are often thought to be highly motivated or high achieving, we have evidence that students engaging in our Maths Hub Modules are mainly those with weaker mathematical backgrounds. This makes our results for module engagement pass rates even more compelling. Student feedback also tells us how helpful the Hubs have been to them, particularly for those struggling with their subjects.
REFERENCES
Jackson, D. C. (2021). Mathematics Support – Essential at the Best of Times, Crucial at the Worst of Times. International Journal of Innovation in Science and Mathematics Education, 29(3), 32-47.
Jackson, D. C. (2022). Sustainable multi-disciplinary mathematics support. International Journal of Mathematical Education in Science and Technology, 53(6), 1343-1362.
Jackson, D.C., Johnson, E.D. & Blanksby, T.M. (2014). A Practitioner’s Guide to Implementing cross-disciplinary links in a Mathematics Support Program. International Journal of Innovation in Science and Mathematics Education, 22(1), 67-83.
Jackson, D.C. & Johnson, E.D. (2013). A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance. International Journal of Mathematical Education in Science and Technology, 44(6), 846-864
Designing evaluation for a high school research integrated learning outreach program
Get PDFBACKGROUND
Educational outreach programs that bridge university and high school contexts aim to increase students’ engagement and commitment to STEM career pathways (Tytler et al., 2017). Likewise, opportunities for students to engage in authentic scientific research (research integrated learning, RIL) have also been demonstrated to develop STEM skills and lead to increased STEM identity and aspiration (Beier et al., 2018; Stets et al., 2017). Outreach programs may also support access to STEM pathways for students from diverse backgrounds (Scull & Cuthill, 2010). However, these positive outcomes cannot be assumed from program design alone. Rigorous evaluation is required to ensure that goals are being reached and to support iterative improvements in program design (Australian Academy of Science, 2019).
AIMS
This study presents the design and preliminary results of an evaluation of a high school outreach program, SciX (this intervention is described in another ACSME 2023 abstract by Laura McKemmish). The evaluation approach focuses on the program’s impact on students’ perceived scientific skills, science identity, and commitment to pursue a career in STEM. It also explores differences in these effects between demographic groups (girls, students from rural locations, students from low SES schools). Other program goals including sustainability, scalability, and a positive impact on teachers and mentors are also incorporated. The goal of this research is to support iterative improvement of the intervention and identify transferrable principles to enhance the effectiveness and equity of similar student research programs.
DESIGN AND METHODS
An evaluation framework was designed around a program logic model that also incorporated elements of motivation theory and identity theory. Student surveys (University of New South Wales Human Research Ethics approved) were administered immediately before and immediately following the one-week RIL summer school in 2021-2023. A total of 238 students completed a survey following the intervention.
RESULTS AND CONCLUSIONS
The full evaluation framework will involve mixed methods studies that incorporate survey and interview data from students, teachers, and mentors, as well as key informant interviews and program administration data. Preliminary results will be presented from student surveys. These results show positive experiences (73% of respondents were extremely happy they attended) and significant increases in science identity, which were greater for girls. Survey results also reveal the key importance of the student-mentor relationship to the experience, which will be further explored in later studies. Initial results have informed program design and future iterations of the evaluation research.
REFERENCES
Australian Academy of Science. (2019). Women in STEM Decadal Plan. www.science.org.au/womeninSTEMplan
Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2018). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3-23.
Scull, S., & Cuthill, M. (2010). Engaged outreach: using community engagement to facilitate access to higher education for people from low socio‐economic backgrounds. Higher Education Research & Development, 29(1), 59-74.
Stets, J. E., Brenner, P. S., Burke, P. J., & Serpe, R. T. (2017). The science identity and entering a science occupation. Social science research, 64, 1-14.
Tytler, R., Symington, D., & Cripps Clark, J. (2017). Community-School Collaborations in Science: Towards Improved Outcomes Through Better Understanding of Boundary Issues. International Journal of Science and Mathematics Education, 15(4), 643-661
Leveraging natural language processing for comprehensive studies of science student projects
Get PDFStudent research projects are a crucial part of the Australian and New South Wales (NSW) High School Curriculum. In NSW, the extension science course offered for the Higher School Certificate is an example of an extensive project performed by students. The objective of the course is to provide students the opportunity to authentically apply scientific research skills. Extension science and related courses for high school students are commonly assessed through scientific reports submitted as a final summative assessment (Science Extension | NSW Education Standards, n.d.). This gives rise to large volumes of disparate data which can potentially be analysed for insights to improve science teaching and learning. Understanding these insights are especially important for priority groups to increase accessibility and equity and reduce academic attainment gaps in science.
Previous research analysing student projects has been limited to studying small numbers of projects, due to the availability of data and the time taken for manual data analysis. This also limits analyses to single diversity variables, such as ethnicity (Carlone & Johnson, 2007). There is an opportunity to be realised in the data from student projects that may inform how teachers can better cater for the needs of students in various priority groups moving forward.
This study outlines a method to address this research gap, by employing artificial intelligence (AI) capabilities, particularly natural language processing (NLP) techniques, to examine large sets of science high school students' final project reports such as those retained by student science fairs. A range of AI techniques have been evaluated to enable us to process and analyse sizable datasets to explore the rich information they contain. NLP techniques have been developed to classify and analyse projects along various dimensions, such as the alignment with the Field of Research (FoR) codes, the research themes. The dimensions identified will then be analysed and correlated with demographics relating to priority groups.
These methods are informing the development of a reliable and repeatable AI-powered framework to analyse research themes, amongst other variables contained within science students’ final project reports. The goal of this framework is to inform the learning design of science projects to increase accessibility, student engagement and inclusion.
REFERENCES
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237
Science Extension | NSW Education Standards. (n.d.). Retrieved 22 May 2023, from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/science-extension-syllabus
Editorial
Get PDFWe are delighted to welcome you to Hobart for the first-ever Australian Conference on Science and Mathematics Education (ACSME) being held in Tasmania!
The conference is being held in person and online with a very topical theme: The changing climate of science education.
The theme alludes to the rapidly changing environment in which educators from all STEM disciplines operate, with the disruption caused by the pandemic exacerbated by rapid technological change. While this has provided many benefits, there are also new challenges including academic integrity, equity and the rise of generative artificial intelligence and its impact on our students and teaching practices. The theme also alludes to the role of STEM educators in building knowledge and capacity about climate change and sustainability more broadly.
The conference theme resonated with the organising committee, given that the University of Tasmania had been named number one in the world in 2022 – recently for the second year in a row - in the Times Higher Education (THE) Impact Rankings for Sustainable Development Goal number 13: Climate Action.
Some of the actions that propelled the University of Tasmania to the top spot for Climate Action include our certified carbon-neutral status, focus on sustainability education, achieving full divestment from fossil fuels and world-class research on climate action.
Hosting ACSME in Tasmania has also provided a fantastic opportunity to launch the refreshed Threshold Learning Outcomes for Science at the university that is home to the Science Discipline Scholars, Emerita Professor Susan Jones, and Emeritus Professor Brian Yates.
I thank the organising committee for their commitment and enthusiasm, including Susan Jones, Johnny Fei, Jo-Anne Kelder, Stuart Corney, Susan Turland and Ryan Brunton. A special thanks to Fiona Taylor, who has organised much of the behind-the-scenes logistics that a good conference relies on with help from Tracy Kostiuk. Joanne Castelli had such a great time chairing the program for the 2022 conference that she came back and helped our small team with the first cut of the program, for which we are grateful.
I would also like to thank Susan Howitt from the ACDS for her support and advice to ensure continuity in the conference organisation. We are grateful to Ana Lopes for managing the reviewing process and the production of the proceedings, and to Glenda Key for providing us all with highly professional executive support.
If you have time, I encourage you to enjoy the spectacular environs, friendly people and delicious food and beverages from this very special island of Tasmania while you are here – or at least plan to come back!
Professor Tina Botwright Acuña
Conference Chair
The Australian Conference on Science and Mathematics Education 202
