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

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 Book › Conference contribution › peer-review

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 language	English
Title of host publication	Proceedings of the 8th Teaching Matters Annual Conference. Partnerships for Learning: On Campus and Beyond
Editors	Natalie Brown, Jane Skalicky, Andrea Adam
Place of Publication	Hobart, Tasmania
Publisher	University of Tasmania
Pages	2-9
Number of pages	8
Publication status	Published - 2009
Event	Teaching Matter Conference, 2009 - Hobart, Australia Duration: 26 Nov 2009 → …

Conference

Conference	Teaching Matter Conference, 2009
Country/Territory	Australia
City	Hobart
Period	26/11/09 → …

Access to Document

http://www.utas.edu.au/__data/assets/pdf_file/0006/167280/TM09-Yates.pdf

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). University of Tasmania. http://www.utas.edu.au/__data/assets/pdf_file/0006/167280/TM09-Yates.pdf

Yates, Brian ; Gardner, Michael ; Zhang, Felicia et al. / 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

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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{\textquoteright} overall grades and student satisfaction, as well as changes in disciplinary lecturers{\textquoteright} 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",

pages = "2--9",

editor = "Natalie Brown and Jane Skalicky and Andrea Adam",

booktitle = "Proceedings of the 8th Teaching Matters Annual Conference. Partnerships for Learning: On Campus and Beyond",

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note = "Teaching Matter Conference, 2009 ; Conference date: 26-11-2009",

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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. <http://www.utas.edu.au/__data/assets/pdf_file/0006/167280/TM09-Yates.pdf>

Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership. / Yates, Brian; Gardner, Michael; Zhang, Felicia et al.
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 Book › Conference contribution › peer-review

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T1 - Embedding High Impact Education Practices in First Year Science: a Cross-disciplinary cross-institutional partnership

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AU - Zhang, Felicia

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AU - Bridgeman, Adam

AU - Rodger, John

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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

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

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