Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership

Brian Yates, Michael Gardner, Felicia Zhang, Brett Lidbury, Jurgen Schulte, Adam Bridgeman, John Rodger

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    This paper reports on an Australian Learning and Teaching Council (ALTC) funded project which aims at addressing the language needs of a diverse student body by embedding high impact education practices in first year sciences in five universities: the University of Tasmania, the University of Canberra, the University of Technology Sydney, the University of Sydney and Newcastle University. The disciplines covered by the project are Biology, Chemistry and Physics. In semester 1 2009, active learning strategies such as the use of Votapedia (www.votapedia.com) and online pre-assignment concept questions were implemented at two of the sites. This paper reports on student achievement results obtained from first year Chemistry (UTAS) and Physics (UTS) student cohorts in semester 1 2009. This data has been compared to data obtained in semester 1 2008. Early analysis suggests that the combination of techniques listed above, introduced in lectures and assignments, has led to improved achievement in students’ overall grades and student satisfaction, as well as changes in disciplinary lecturers’ teaching practices.
    Original languageEnglish
    Title of host publicationProceedings of the 8th Teaching Matters Annual Conference. Partnerships for Learning: On Campus and Beyond
    EditorsNatalie Brown, Jane Skalicky, Andrea Adam
    Place of PublicationHobart, Tasmania
    PublisherUniversity of Tasmania
    Pages2-9
    Number of pages8
    Publication statusPublished - 2009
    EventTeaching Matter Conference, 2009 - Hobart, Australia
    Duration: 26 Nov 2009 → …

    Conference

    ConferenceTeaching Matter Conference, 2009
    CountryAustralia
    CityHobart
    Period26/11/09 → …

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    science
    physics
    education
    chemistry
    student
    student body
    learning strategy
    teaching practice
    biology
    university teacher
    university
    Teaching
    language
    learning

    Cite this

    Yates, B., Gardner, M., Zhang, F., Lidbury, B., Schulte, J., Bridgeman, A., & Rodger, J. (2009). Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership. In N. Brown, J. Skalicky, & A. Adam (Eds.), Proceedings of the 8th Teaching Matters Annual Conference. Partnerships for Learning: On Campus and Beyond (pp. 2-9). Hobart, Tasmania: University of Tasmania.
    Yates, Brian ; Gardner, Michael ; Zhang, Felicia ; Lidbury, Brett ; Schulte, Jurgen ; Bridgeman, Adam ; Rodger, John. / Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership. Proceedings of the 8th Teaching Matters Annual Conference. Partnerships for Learning: On Campus and Beyond. editor / Natalie Brown ; Jane Skalicky ; Andrea Adam. Hobart, Tasmania : University of Tasmania, 2009. pp. 2-9
    @inproceedings{76811f8e2a2f48948a67da126573b7fa,
    title = "Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership",
    abstract = "This paper reports on an Australian Learning and Teaching Council (ALTC) funded project which aims at addressing the language needs of a diverse student body by embedding high impact education practices in first year sciences in five universities: the University of Tasmania, the University of Canberra, the University of Technology Sydney, the University of Sydney and Newcastle University. The disciplines covered by the project are Biology, Chemistry and Physics. In semester 1 2009, active learning strategies such as the use of Votapedia (www.votapedia.com) and online pre-assignment concept questions were implemented at two of the sites. This paper reports on student achievement results obtained from first year Chemistry (UTAS) and Physics (UTS) student cohorts in semester 1 2009. This data has been compared to data obtained in semester 1 2008. Early analysis suggests that the combination of techniques listed above, introduced in lectures and assignments, has led to improved achievement in students’ overall grades and student satisfaction, as well as changes in disciplinary lecturers’ teaching practices.",
    author = "Brian Yates and Michael Gardner and Felicia Zhang and Brett Lidbury and Jurgen Schulte and Adam Bridgeman and John Rodger",
    year = "2009",
    language = "English",
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    editor = "Natalie Brown and Jane Skalicky and Andrea Adam",
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    Yates, B, Gardner, M, Zhang, F, Lidbury, B, Schulte, J, Bridgeman, A & Rodger, J 2009, Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership. in N Brown, J Skalicky & A Adam (eds), Proceedings of the 8th Teaching Matters Annual Conference. Partnerships for Learning: On Campus and Beyond. University of Tasmania, Hobart, Tasmania, pp. 2-9, Teaching Matter Conference, 2009, Hobart, Australia, 26/11/09.

    Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership. / Yates, Brian; Gardner, Michael; Zhang, Felicia; Lidbury, Brett; Schulte, Jurgen; Bridgeman, Adam; Rodger, John.

    Proceedings of the 8th Teaching Matters Annual Conference. Partnerships for Learning: On Campus and Beyond. ed. / Natalie Brown; Jane Skalicky; Andrea Adam. Hobart, Tasmania : University of Tasmania, 2009. p. 2-9.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    AB - This paper reports on an Australian Learning and Teaching Council (ALTC) funded project which aims at addressing the language needs of a diverse student body by embedding high impact education practices in first year sciences in five universities: the University of Tasmania, the University of Canberra, the University of Technology Sydney, the University of Sydney and Newcastle University. The disciplines covered by the project are Biology, Chemistry and Physics. In semester 1 2009, active learning strategies such as the use of Votapedia (www.votapedia.com) and online pre-assignment concept questions were implemented at two of the sites. This paper reports on student achievement results obtained from first year Chemistry (UTAS) and Physics (UTS) student cohorts in semester 1 2009. This data has been compared to data obtained in semester 1 2008. Early analysis suggests that the combination of techniques listed above, introduced in lectures and assignments, has led to improved achievement in students’ overall grades and student satisfaction, as well as changes in disciplinary lecturers’ teaching practices.

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    Yates B, Gardner M, Zhang F, Lidbury B, Schulte J, Bridgeman A et al. Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership. In Brown N, Skalicky J, Adam A, editors, Proceedings of the 8th Teaching Matters Annual Conference. Partnerships for Learning: On Campus and Beyond. Hobart, Tasmania: University of Tasmania. 2009. p. 2-9