Designing an assessment task for scientific report writing using a mastery goal approach to ensure self-evaluation and application of feedback

By identifying the report writing skill deficits of students drawn from a cohort of mixed abilities, an assessment task for scientific report writing was developed. After first submission of a report based on a laboratory exercise, a cohort-specific marking scheme was developed by the academic based on the skill deficiencies of the student group. After the return of ungraded reports together with the marking scheme, self-evaluation and/or peer review was possible. The opportunity to amend the report allowed for direct application of feedback. Using this methodology, improvement of the skills of the entire student population was possible, regardless of the abilities of the student prior to the assessment task. The resubmitted report resulted in elevated marks compared with those that would have been obtained after first submission; rewarding the student for the application of feedback. Positive outcomes arising from this task were that students of varying aptitudes were able to measure their own skill improvement against tangible criteria, and were also able to enjoy a degree of learning success independent of the ranking within the group

Employment skills for the environmental sciences

Graduates entering the workforce in 2020 are expected to meet an extensive range of criteria in addition to the right university qualification and sufficient work experience in a relevant field. They must also be able to demonstrate a range of interpersonal (soft) skills and a number of non-industry-specific skills, which will ensure that they can keep pace with the challenges of a changing economy. Part 1: 9.00 – 10.15 What do employers want? Various studies have identified the top skills which are most in-demand for graduate jobs across all sectors. This session will take a closer look at these essential skills and how to get them. Presentations from public and private employers and the professional body as well as for graduates going on to higher degrees will set the scene for the panel discussion in the next session. Part 2: 10.45.00 – 11.45 Panel Discussion Panelists will present their experiences of how to incorporate, value and assess generic transferability and discipline specific skills into the curriculum as well as across the institution. Part 3: 11.45 – 12.30 Reflection on the role of LTAS Are they relevant, what is missing, role of Scholarship and Quality assurance processes for environmental degrees

21ST CENTURY SKILL DEVELOPMENT IN REMOTE, ON-LINE LEARNING BIOCHEMISTRY STUDENTS

BACKGROUND 21st Century skills encompass the transdisciplinary capabilities required for future work and scholarship. These skills are articulated in graduate attributes and developed through individual subjects. With the rapid transition of on-campus classes to remote learning, questions arose as to whether the same skills translated, or whether new skills were supported. Using a biochemistry unit as a case study, gap analysis of skill development was undertaken. STUDY DESIGN The biochemistry unit (450 students) had face-to-face components (lecture, practical, workshop, examination) which were transitioned asynchronously online. Content was delivered as recordings supported by synchronous, optional online drop-in sessions held 1-3 times a week. Through staff reflection and student feedback, supported skills were identified in the two modes of delivery using a published rubric. OUTCOME The “drop-in sessions” had participation of approximately 50 engaged students, but with the lack of compulsory laboratory sessions staff perceived many students lost reflective capability and identity to the cohort, discipline and the institution. The lack of laboratories may have reduced practical skill development and awareness of how these skills contribute to employability. However, remote delivery reinforced key 21st Century skills promoting self-direction, time management, application of professional knowledge and resilience

MyVoice Pulse Survey of WSU Staff: Working Through the COVID-19 Pandemic

The COVID-19 pandemic profoundly affected both staff and students in higher education institutions globally, with teaching and learning moving online, and research being suspended or adapted via videotelephony. Western Sydney University (WSU) surveyed its staff to develop a comprehensive understanding of the reported impacts of COVID-19 on both their work and life, and the strengths and challenges of utilising videotelephony for teaching and research. All WSU staff were surveyed via the MyVoice Pulse survey, with data collected by The Voice Project. A total of 2335 staff completed the survey, with a response rate of 86%. Permission was secured from 1695 (62.4%) staff for their responses to be included in this research. Out of these respondents, 59.6% identified as female, and 33.1% identified themselves as academic staff. Diversity related questions had Cronbach’s alpha of 0.63. All other questions when tested returned a Cronbach’s alpha of greater than 0.75 implying those questions were consistent. The current study provides valuable insight into the reported impacts of COVID-19 on the work and life of staff at WSU, as well as staff perspectives on some of the innovative practices that were adopted in response. The timeliness and the potential impact for informing University policy and practice are among the strengths of the study. The crosssectional nature of the data means that clear temporal associations between demographic factors and outcomes cannot be established. Additionally, it is important to note that results may be impacted by the uneven sample size in some groups. As COVID-19 transformed the work of the University and its staff dramatically, it appears that staff beliefs about the impacts of these changes varies substantially. If innovative practices such as remote teaching and HDR supervision, and videotelephony for research continue it will be important to conduct further research to identify exemplary practice given the current divide in staff opinion. Similarly, findings may serve as a catalyst for policies and practices that seek to address some of the inequities highlighted in staff voices

Motivating students and improving engagement in biology units using online QS modules

MathBench biology modules represent one example of how biology educators can incorporate materials to improve quantitative skills and reasoning into introductory courses. The MathBench- Australia project not only aims to ensure that the science and the maths content of MathBench (USA) modules are accurate, but also appropriate to an Australian context, and further aid to minimise students’ negative attitude towards quantitative skills and increase student engagement. Hence, in this ideas exchange we will explore the strategies to embed the contextualised MathBench modules in first and second year science units to improve student engagement and students’ QS

Motivating students and improving engagement in biology units using online QS modules

MathBench biology modules represent one example of how biology educators can incorporate materials to improve quantitative skills and reasoning into introductory courses. The MathBench- Australia project not only aims to ensure that the science and the maths content of MathBench (USA) modules are accurate, but also appropriate to an Australian context, and further aid to minimise students’ negative attitude towards quantitative skills and increase student engagement. Hence, in this ideas exchange we will explore the strategies to embed the contextualised MathBench modules in first and second year science units to improve student engagement and students’ QS

Hypothetical biotechnology companies : a role-playing student centered activity for undergraduate science students

Science students leaving undergraduate programs are entering the biotechnology industry where they are presented with issues which require integration of science content. Students find this difficult as through-out their studies, most content is limited to a single subdiscipline (e.g., biochemistry, immunology). In addition, students need knowledge of the ethical, economic, and legal frame work in which the industry operates. This article presents an approach to deliver these outcomes in a collaborative and active learning modality which promotes deep learning. In the model, groups of final year undergraduate students form hypothetical biotechnology companies and identify real issues of interest to industry, make integrative team decisions, use professional level technology, and develop appropriate communication skills. The final successful teaching paradigm was based on self reflection, observation, and student feedback to ensure appropriate attainment of content, group work skills and increased confidence in professional decision-making. It is these outcomes which will facilitate life long learning skills, a major outcome applicable for all tertiary education

A cohort-driven assessment task for scientific report writing

A formative assessment task was developed to improve the scientific report writing skills of university students. Students undertaking this task typically possessed varying levels of scientific literacy and were drawn from a cohort of mixed abilities. The assessment task involved the construction of a scientific report that included feedback from instructor to students before final submission of the assessment piece.After initial submission of a scientific report, the instructor developed a cohort-specific marking scheme based on the deficiencies that were evident within the class group. Using a mixture of peer and self-review against specific criteria, the students were required to resubmit an amended report. This resulted in elevated marks compared with those that would have been obtained after first submission, thus rewarding the student for the application of feedback. This technique proved to be efficient for both parties and also resulted in improvement of skills of the entire student population, regardless of the ability of the student prior to the assessment task. Using this methodology, students of varying aptitudes were able to measure their own skill improvement against tangible criteria, and enjoy a degree of learning success independent of the ranking within their group

Education of undergraduate Animal Science and Zoology students in professional practice : can we ensure ethical compliance and educational outcomes?

This case study describes the conflicts between the needs of a university animal ethics committee to meet legislative requirements and the pedagogical outcomes for third year undergraduate project students working with animals in an Australian context. The projects undertaken by this cohort are conducted in collaboration with a wide variety of external clients, using a diverse array of vertebrate species and involve many levels of 'invasiveness' or risk. Conflicts are discussed from the perspective of the various parties involved including the committee, academic staff in the role of supervisors, students and external clients. Ways forward are suggested to improve the process but it is clear that education of the committee, academic staff, students and clients is required and that it is essential to ensure open-channels for dialogue and discussion are utilised effectively

High frequency transformation of the Amphotericin-producing bacterium Streptomyces nodosus

This study has investigated DNA transformation in the Amphotericin-producing organism Streptomyces nodosus. Amphotericin B is an antifungal drug with severe side effects in humans and the availability of structural variants would aid investigations into the mode of action and cytotoxity of the drug. Analogs of related polyketide drugs have been rapidly made by genetic engineering of biosynthetic genes; however, this requires the introduction of foreign DNA into the host. Protocols for protoplast formation and regeneration were established; however, preparations were recalcitrant to DNA uptake. Electroporation-mediated methodologies also were not successful. Intergeneric conjugal transfer of DNA from E. coli demonstrated transformation efficiencies of 5Ã10−5 exconjugants generated per recipient. Use of DNA methylation-impaired E. coli donor strains resulted in 100-fold higher transformation efficiencies, indicating that DNA methylation recognition systems are operable in the organism. This methodology will enable genetic and biochemical analysis of the gene cluster responsible for making Amphotericin B