Development of mathematical pathways for VET students to articulate to related higher education courses: a focus on engineering

Australia needs more qualified professionals in the Science, Technology, Engineering, and Mathematics (STEM) areas. The national focus on widening participation in higher education (HE) includes strengthening pathways from vocational education and training (VET). VET students often lack the mathematics skills necessary to articulate successfully to their chosen university degrees. Current approaches such as bridging and foundation mathematics programs are not tailored or sufficiently contextualised for VET articulants. This project is developing a mathematics pathway designed to improve the readiness of VET engineering diploma graduates for higher education study in engineering degree programs. Arrangements are flexible so that students can complete these pathways either as part of their engineering diploma as a VET student or as part of preparatory study at the diploma level at university. Many VET students are granted credit when entering a HE course in engineering and can transfer directly to second year units which may assume a level of mathematical knowledge by the university. However, in the VET Diploma of Engineering Technical (MEM50212), there is only one core unit in mathematics (MEM30012A) equivalent to year 9 level and there are two mathematics electives, MEM23004A and MEM23007A, which are part of the advanced diploma and often not taught by many TAFE providers due to student demand and staff capabilities. The lack of required mathematics often leaves the student with a large gap in the required knowledge for success in HE. The project has been underway for over a year and significant progress has been made in developing the pathway for engineering. To date, the mathematical knowledge outcomes from the VET courses have been mapped to the requirements of the HE courses at the University of Tasmania, Flinders University and James Cook University. Gaps in mathematical knowledge have been identified. A formal articulation agreement has been established through TasTAFE and the University of Tasmania where current VET students will be able to enroll in the university foundation mathematics units and receive credit towards their VET diploma in engineering. In addition to the foundation units, the students need to do an online component. This consists of a few compulsory topics which are not covered in the foundation units with supporting examples, practice problems, practical application and self-assessed quizzes for each mathematics topic covered in the foundation units, contextualised to engineering. VET students are applied learners and therefore often struggle with the transition to HE. The online component of the pathway is designed to support the student by providing the context to the mathematics they are learning. Another advantage of the pathway is that it exposes the VET students to HE units and the university environment while satisfying the university mathematics entry requirements

Mathematical pathways for students articulating to Business degrees

Australia needs more qualified professionals in the STEM areas. The national focus on widening participation in higher education (HE) includes strengthening pathways from vocational education and training (VET). VET students often lack the mathematics skills necessary to articulate successfully to their chosen degrees. Maths anxiety has been identified as a barrier to success in Business degrees in particular (Joyce, Hassal, Jose, Donose & Jose, 2006), highlighting the need for maths knowledge and support for students transitioning to these degrees. Of particular concern are those students who might be potentially less prepared for the transition, such as VET students. This project is part of a larger Office for Learning and Teaching grant focusing on developing contextualised pathways for four different disciplines (education, engineering, business and health science). The business pathway mapped mathematics topics covered in VET units associated with business qualifications at Certificate 3, 4 and Diploma level foundation level units to the base level maths knowledge required at the University of Tasmania and the University of Notre Dame Australia for completion of first year quantitative methods units. From this mapping, a set of online modules were developed to support students during their VET qualifications with foundation level skills, and fill the mathematics gap between VET and HE. These modules were also designed to provide support to first year business students, and assist them in completion of the quantitative methods units required in first year Bachelor of Business Degrees. The pathway developed has seven modules; two foundation level modules, three transition level modules and two providing resources for support through HE quantitative methods. For the first five modules, a pre-test determined whether a student needed to complete the module and a post-test (self-assessed) was developed to test the students’ knowledge after completing the module lessons, practice tasks and exercises. The project has recently concluded, and the pathway to business has now been active for 4 months during which it has been offered to first year business students at the University of Tasmania to trial. Successful completion of the module post-tests has been endorsed by the University of Notre Dame Australia’s School of Business for entry into the program for students with tertiary maths. This presentation describes the process of the business pathway development and the opportunities for cross sectoral course support and delivery. References: Joyce, J., Hassall, T., Arquero M., José L., Donoso A., & José A., Communication apprehension and maths anxiety as barriers to communication and numeracy skills development in accounting and business education, Education & Training 48.6 (2006): 454-464. Proceedings of the Australian Conference on Science and Mathematics Education, Curtin University, Sept 30th to Oct 1st, 2015, page X, ISBN Number 978-0-9871834-4-6

Development of mathematical pathways for VET students to articulate to related higher education courses

Australia needs more qualified professionals in the STEM areas. The national focus on widening participation in higher education (HE) includes strengthening pathways from vocational education and training (VET). VET students often lack the mathematics skills necessary to articulate successfully to their chosen degrees. Current approaches such as bridging and foundation mathematics programs are not tailored or sufficiently contextualised for VET articulants. An Office for Learning and Teaching project focused on developing contextualised mathematics pathways for four key disciplines (education, engineering, business and health science) in order to facilitate the transition from VET courses to higher education and increase student confidence and readiness. This project is led by the University of Tasmania and partners with Flinders University, James Cook University and the University of Notre Dame Australia. In the first year of the project (2013), mathematics pathways were developed for engineering and education and followed by business and health science in 2014. This project has recently concluded and the pathway to engineering has been active for over a year. A formal articulation agreement has been established through TasTAFE and the University of Tasmania where current VET students are able to enroll in university foundation mathematics units and receive credit towards their VET diploma in engineering. In addition to the foundation units, the students are required to do an online component. This consists of a few compulsory topics which are not covered in the foundation units with supporting examples, practice problems, practical application and self-assessed quizzes for each mathematics topic covered in the foundation units, contextualised to engineering. VET students are applied learners and therefore often struggle with the transition to HE. The online component of the pathway has been designed to support the student by providing the context to the mathematics they are learning. Another advantage of the pathway is that it exposes the VET students to HE units and the university environment while satisfying the university mathematics entry requirements. This presentation describes the process of the pathway development and the opportunities for cross sectoral course support and delivery

Development of mathematical pathways for vet students to articulate to related higher education courses

Australia needs more qualified professionals in the areas of engineering, education, health and other sciences. The national focus on widening participation in higher education (HE) includes strengthening pathways from vocational education and training (VET). VET students often lack the mathematics skills necessary to articulate successfully to their chosen degrees. Current approaches such as bridging and foundation mathematics programs, and university in-degree support, are fragmented and not tailored or sufficiently contextualised for VET articulants. Flexible approaches are needed that enable institutions to assess the numeracy skills of VET articulants and provide resources and support to build their mathematical skills and confidence. This project is developing a series of mathematics pathways designed to improve the readiness of VET qualified students for higher education study in the areas of engineering, education and health science. Year 1 of this project focuses on engineering and education. The main VET qualifications and HE education courses have been identified and mapping the mathematical gap in knowledge between the two is underway. Mathematical pathways will be delivered as Open Education Resources and designed to be delivered flexibly. This presentation will review the progress on the mathematical pathway development and review the gaps that exist between the two sectors

Imagining technology-enhanced learning with heritage artefacts: teacher-perceived potential of 2D and 3D heritage site visualisations

Background: There is much to be realised in the educational potential of national and world heritage sites. Such sites need to be supported in sharing their resources with a wide and international public, especially within formal education. Two-dimensional (2D) and three-dimensional (3D) heritage site visualisations could serve this need. Our study focuses on the teacher-perceived possibilities and benefits for education around such visualisations. Purpose: We describe how a group of UK teachers perceive the potential of cross-curricular learning that could arise from an Italian world heritage site. The teachers commented on 2D visualisations of artefacts from this site, as well as the design of a 3D immersive environment to serve educational purposes. We consider as follows: (1) how the cross-curricular teaching potential of such resources is perceived, and (2) what design features of a 3D immersive environment teachers suggest are needed for educational explorations. Sample: We recruited 10 teachers from the Midlands region of the UK and carried out semi-structured interviews. Methods: Interviews were transcribed and a thematic analysis applied to the conversations. Questioning was grounded in the examination of 2D and 3D visual resources. This provoked cross-curricular and educational design thinking. Results: Teacher responses highlighted a wide range of cross-curricular possibilities. However, they expressed a more ‘assimilative’ than ‘accommodative’ approach when relating resources to the curriculum. Such ‘assimilation’ involved seeing the site artefacts as raw material for more instrumental ‘curriculum activities’ (e.g. within art and design, geography, maths or literacy) rather than a more accommodative approach whereby curricular disciplines were exercised to make new meaning from the artefacts. In relation to 3D technology design, most teachers highlighted three technology features that would render it well matched to educational practice and three educational benefits over non-3D immersive environments. Conclusions: Teachers can easily imagine a rich range of opportunities to utilise 2D and 3D heritage site artefacts within the curriculum. However, the largely assimilative nature of this cross-curricular appropriation suggests the value of providing more guidance and support to teachers in the interpretation and application of artefacts. Their design suggestions can usefully inform construction of educational features within 3D immersive technologies that support heritage site experiences

Copy number variants as modifiers of breast cancer risk for BRCA1/BRCA2 pathogenic variant carriers

The risk of germline copy number variants (CNVs) in BRCA1 and BRCA2 pathogenic variant carriers in breast cancer is assessed, with CNVs overlapping SULT1A1 decreasing breast cancer risk in BRCA1 carriers.The contribution of germline copy number variants (CNVs) to risk of developing cancer in individuals with pathogenic BRCA1 or BRCA2 variants remains relatively unknown. We conducted the largest genome-wide analysis of CNVs in 15,342 BRCA1 and 10,740 BRCA2 pathogenic variant carriers. We used these results to prioritise a candidate breast cancer risk-modifier gene for laboratory analysis and biological validation. Notably, the HR for deletions in BRCA1 suggested an elevated breast cancer risk estimate (hazard ratio (HR) = 1.21), 95% confidence interval (95% CI = 1.09-1.35) compared with non-CNV pathogenic variants. In contrast, deletions overlapping SULT1A1 suggested a decreased breast cancer risk (HR = 0.73, 95% CI 0.59-0.91) in BRCA1 pathogenic variant carriers. Functional analyses of SULT1A1 showed that reduced mRNA expression in pathogenic BRCA1 variant cells was associated with reduced cellular proliferation and reduced DNA damage after treatment with DNA damaging agents. These data provide evidence that deleterious variants in BRCA1 plus SULT1A1 deletions contribute to variable breast cancer risk in BRCA1 carriers.Peer reviewe

Polygenic risk scores and breast and epithelial ovarian cancer risks for carriers of BRCA1 and BRCA2 pathogenic variants

Purpose We assessed the associations between population-based polygenic risk scores (PRS) for breast (BC) or epithelial ovarian cancer (EOC) with cancer risks forBRCA1andBRCA2pathogenic variant carriers. Methods Retrospective cohort data on 18,935BRCA1and 12,339BRCA2female pathogenic variant carriers of European ancestry were available. Three versions of a 313 single-nucleotide polymorphism (SNP) BC PRS were evaluated based on whether they predict overall, estrogen receptor (ER)-negative, or ER-positive BC, and two PRS for overall or high-grade serous EOC. Associations were validated in a prospective cohort. Results The ER-negative PRS showed the strongest association with BC risk forBRCA1carriers (hazard ratio [HR] per standard deviation = 1.29 [95% CI 1.25-1.33],P = 3x10(-72)). ForBRCA2, the strongest association was with overall BC PRS (HR = 1.31 [95% CI 1.27-1.36],P = 7x10(-50)). HR estimates decreased significantly with age and there was evidence for differences in associations by predicted variant effects on protein expression. The HR estimates were smaller than general population estimates. The high-grade serous PRS yielded the strongest associations with EOC risk forBRCA1(HR = 1.32 [95% CI 1.25-1.40],P = 3x10(-22)) andBRCA2(HR = 1.44 [95% CI 1.30-1.60],P = 4x10(-12)) carriers. The associations in the prospective cohort were similar. Conclusion Population-based PRS are strongly associated with BC and EOC risks forBRCA1/2carriers and predict substantial absolute risk differences for women at PRS distribution extremes.Peer reviewe

The impact of immediate breast reconstruction on the time to delivery of adjuvant therapy: the iBRA-2 study

Background: Immediate breast reconstruction (IBR) is routinely offered to improve quality-of-life for women requiring mastectomy, but there are concerns that more complex surgery may delay adjuvant oncological treatments and compromise long-term outcomes. High-quality evidence is lacking. The iBRA-2 study aimed to investigate the impact of IBR on time to adjuvant therapy. Methods: Consecutive women undergoing mastectomy ± IBR for breast cancer July–December, 2016 were included. Patient demographics, operative, oncological and complication data were collected. Time from last definitive cancer surgery to first adjuvant treatment for patients undergoing mastectomy ± IBR were compared and risk factors associated with delays explored. Results: A total of 2540 patients were recruited from 76 centres; 1008 (39.7%) underwent IBR (implant-only [n = 675, 26.6%]; pedicled flaps [n = 105,4.1%] and free-flaps [n = 228, 8.9%]). Complications requiring re-admission or re-operation were significantly more common in patients undergoing IBR than those receiving mastectomy. Adjuvant chemotherapy or radiotherapy was required by 1235 (48.6%) patients. No clinically significant differences were seen in time to adjuvant therapy between patient groups but major complications irrespective of surgery received were significantly associated with treatment delays. Conclusions: IBR does not result in clinically significant delays to adjuvant therapy, but post-operative complications are associated with treatment delays. Strategies to minimise complications, including careful patient selection, are required to improve outcomes for patients

Differential cross section measurements for the production of a W boson in association with jets in proton–proton collisions at √s = 7 TeV

Measurements are reported of differential cross sections for the production of a W boson, which decays into a muon and a neutrino, in association with jets, as a function of several variables, including the transverse momenta (pT) and pseudorapidities of the four leading jets, the scalar sum of jet transverse momenta (HT), and the difference in azimuthal angle between the directions of each jet and the muon. The data sample of pp collisions at a centre-of-mass energy of 7 TeV was collected with the CMS detector at the LHC and corresponds to an integrated luminosity of 5.0 fb[superscript −1]. The measured cross sections are compared to predictions from Monte Carlo generators, MadGraph + pythia and sherpa, and to next-to-leading-order calculations from BlackHat + sherpa. The differential cross sections are found to be in agreement with the predictions, apart from the pT distributions of the leading jets at high pT values, the distributions of the HT at high-HT and low jet multiplicity, and the distribution of the difference in azimuthal angle between the leading jet and the muon at low values.United States. Dept. of EnergyNational Science Foundation (U.S.)Alfred P. Sloan Foundatio