Learning Outside the Classroom: A Distinctive Approach to Co-Curricular Recognition in the Australian context

Co-curricular engagement is an essential a part of the student experience in Australian higher education institutions. Whilst there is wide acknowledgement of the benefits of students participating in co-curricular activities, formally recognising students for the knowledge, skills and experiences that they have gained through co-curricular learning has only recently emerged in the Australian context. This practice paper will describe one Australian university’s approach in developing and implementing a co-curricular recognition framework. UOWx sits at the core of University of Wollongong’s (UOW) student experience, providing holistic and transformational personal development of students. The distinctive features of UOW’s approach include developing a whole of institution approach; embedding the student voice into continuous improvement cycles; and developing an active strategy to embed UOWx with employers and community organisations. This approach has transformed student co-curricular learning at UOW, by increasing the breadth of student engagement and deepening student understanding of the knowledge, skills and experiences students have gained through their co-curricular engagement. Keywords: Co-curricular framework; designing co-curricular recognition; reflection.Austin, K.; Thompson, A.; Coyle, J.; Chicharo, J. (2020). Learning Outside the Classroom: A Distinctive Approach to Co-Curricular Recognition in the Australian context. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):361-369. https://doi.org/10.4995/HEAd20.2020.11062OCS36136930-05-202

Reconstruction and Particle Identification for a DIRC System

We study the reconstruction and particle identification (PID) problem for Ring Imaging devices providing a good knowledge of the direction of the Cerenkov photons, as the DIRC system, on which we specialize. We advocate first the use of the stereographic projection as a tool allowing a suitable representation of the photon data, as it allows to represent the Cerenkov cone always as a circle. We set up an algorithm able to perform reliably a fit of circle arcs of small angular opening, by minimising a true Chi2 expression. The system we develop for PID relies on this algorithm and on a procedure able to remove background photons with a high efficiency. We thus show that, even when the background is large, it is possible to perform an efficient PID by means of a fit algorithm which finally provides all the circle parameters; these are connected with the charged track direction and its Cerenkov angle. It is shown that background effects can be dealt without spoiling significantly the reconstruction probability distributions.Comment: 67 pages, 23 figure

Dimensions of Equity: Undergraduate Research Through Vertically Integrated Projects at Five Institutions

In this innovative practice work-in-progress paper, enrollment data from five institutions was used to examine equity in undergraduate research through Vertically Integrated Projects (VIP) Programs. VIP is a model for undergraduate research in which large student teams are embedded in faculty-driven projects. The American Association of Colleges and Universities recognizes undergraduate research as a high-impact experience, associated with higher graduation rates and greater learning gains in college. Participation in multiple high-impact experiences yields cumulative gains to students from all backgrounds, and compensatory gains for minoritized and marginalized students. Nationally however, minoritized students, first-generation college students, and transfer students participate in undergraduate research at lower rates than their peers. In this study, VIP enrollments at five institutions (N = 6,651 over two semesters) were compared to demographics of the institutions to determine the degree to which programs achieved equity among historically underserved minorities, transfer students, first-generation college students, and by gender. Analysis accounted for demographics and level of participation of the academic units involved, comparing enrollments with what would be expected under equitable enrollment. Analyses were done for each institution and across the pooled sample. By institution, equity across categories varied. Across the pooled sample, results show small effects sizes for status as a historically underserved minority, very small effect sizes for first-generation students and transfer students, and slightly higher participation among women than men. The large-scale nature of VIP teams enables institutions to scale-up their undergraduate research offerings. This paper begins answering the question of whether this scaling increases access for marginalized populations, and the results are encouraging. The paper is a work-in-progress, because data needs to be collected from more VIP institutions for a wider-ranging study. The chisquare test and the importance of using effect sizes in interpreting results will be explained, so others can apply the same method. Results, implications, and next steps are discussed

Research-Practice Partnerships as Community-Engaged Learning: Lessons Learned from a Collaborative Project with Youth Development Programs

To bridge the gap between community-engaged learning and research-practice partnerships, we describe our experiences in a project jointly conceptualized and implemented by undergraduate students and youth development practitioners over the course of two academic semesters. The project offered students the opportunity to apply the skills they learned through coursework in a way that also supported the needs of community practitioners, providing both groups with opportunities to learn from each other. In this paper we describe the collaborative project, our process, the challenges we faced, and the impact of the project on the student researchers and the youth development practitioners. Written by representatives of both the student researchers and the practitioner collaborators, we hope this paper will inspire others to incorporate students in research-practice partnerships and that our reflections on the strengths and challenges of this process will facilitate more effective implementation of community-engaged scholarship in the future