A best practice model for teaching transferable skills in general science degrees

The curriculum experienced by students in general science degrees typically varies enormously between students due the wide range of study units on offer. While choice enables students to follow their passions and interests, it can limit the progressive development of skills. Skills such as communication are not only best developed progressively, but are ideally best developed in a way that enables students to transfer them to various context. To do so requires some form of deliberate and systematic approach across multiple courses. In this talk I present a model for systematically developing communication skills across a general degree program in a way that facilitates students learning to transfer. The model is based on high impact, best practices from education, science communication and humanities. It leverages existing assessment practices for writing and speaking, and can be readily implemented and taught by science academics. It involves a conceptual framework, learning activities that target the process of writing, and a specified minimum number of different context for communication that student should experience during their degree

From the inside out – Sticking points and initiative to mobilizing education academics in science

When I applied for my job as an education focused academic at a research-intensive university I was told that my role was to lead change in teaching. I was coming from a background in biology research, with strong interests in teaching. When I began I was soon inundated with tasks of creating new teaching materials for new courses. Not knowing how of what to disseminate. Not knowing how to articulate achievements and impact. Not knowing how to do SoTL. Twelve years on, I am making some good headway in leading change locally, nationally and internationally, and starting to be rewarded and recognized for it. But the road to get there need not have been so hard, nor have taken so long. There are around 300 education/teaching focused academics at UQ following implementation of this academic role in 2007. The recent Athena Swan equity project reports that the vast majority of these academics are at level B and female. This highlights slow progress in promotion, complicated by both the unfamiliarity and recognition of achievements by teaching focused academics (tsang, 2010; Hubbard, Gretton, Jones, & Tallents, 2015) and the well-known challenges and slow progress of women in academia (Jones, Warnick, & Palmer, 2016). In this poster I present a number of initiatives and sticking points which I think would contribute significantly to empowering teaching focused academics, increase recognition of the influence they have, and improve the speed of their career progress. These include: - Broadening the concept of SoTL for academics new to SoTL - Empowering education focused academics as local change agents, recognized and included by organizational structures at all levels of the university. - A depository of examples of how to articulate and evidence impacts of their work - ACDS T&L centre could act as a centre to showcase career roles and impactful activitie

Integrating communication skills into undergraduate science degrees: A practical and evidence-based approach

The introduction of generic skills, such as communication, into undergraduate science degrees is becoming common in higher education and has met with mixed implementation success. This study designed, piloted, and evaluated a set of adaptable activities that scaffold the explicit teaching and learning of science communication with non-scientific audiences. These activities were implemented in undergraduate science classes from three disciplines at an Australian research-intensive university. A mixed- methods approach was used to evaluate learning gains by collecting data from: student surveys; semi-structured interviews with academic teaching staff; and student performance by marking of assessment tasks. Self-reported learning gains showed 95% of all students perceived improvements in their ability to do all communication skills and 94% perceived improvements in their confidence in communicating science as a result of the activities. Academic teaching staff reported improvements in students’ communication skills and understanding of core science content, and indicated that the tasks were explicit, engaging, and sustainable for use in future years. Students successfully transferred their learning to their assignments, demonstrating on average, a ‘good,’ ‘excellent,’ or ‘outstanding’ standard for each of the science communication criteria. These activities provide a promising starting point for integrating employable communication skills into undergraduate science degrees

Integrating communication skills into undergraduate science degrees: A practical and evidence-based approach

The introduction of generic skills, such as communication, into undergraduate science degrees is becoming common in higher education and has met with mixed implementation success. This study designed, piloted, and evaluated a set of adaptable activities that scaffold the explicit teaching and learning of science communication with non-scientific audiences. These activities were implemented in undergraduate science classes from three disciplines at an Australian research-intensive university. A mixed-methods approach was used to evaluate learning gains by collecting data from: student surveys; semi-structured interviews with academic teaching staff; and student performance by marking of assessment tasks. Self-reported learning gains showed 95% of all students perceived improvements in their ability to do all communication skills and 94% perceived improvements in their confidence in communicating science as a result of the activities. Academic teaching staff reported improvements in students' communication skills and understanding of core science content, and indicated that the tasks were explicit, engaging, and sustainable for use in future years. Students successfully transferred their learning to their assignments, demonstrating on average, a 'good,' 'excellent,' or 'outstanding' standard for each of the science communication criteria. These activities provide a promising starting point for integrating employable communication skills into undergraduate science degrees

A Documentary Video Assignment to Enhance Learning in Large First-Year Science Classes

The video documentary assignment described in this paper provides students with learning opportunities in a range of core competencies in biology, framed by and including communication skills. The design, presented as a flow chart to illustrate scaffolding activities, is a culmination of six years of reflective practice and evidence based evaluation (e.g., student perspectives, teacher perspectives and student performance on certain criteria). The assignment forms part of a large (600 student) first year biology course and requires groups of four students to investigate and explain the biology behind an environmental issue to a lay audience. Scaffolding activities support development of interpersonal communication skills (team training activities), visual and oral communication skills (through interaction with a journalist and/or TV presenter) and the basics of audience analysis. They also develop information literacy skills and involve students in evaluation of basic logic and argument in a selection of Youtube videos. Student engagement and motivation with the assignment is very high and it provides a fun and bonding experience for students in their first semester of university. Evidence and justification for design decisions are presented in this article and should prove useful for others looking to implement a similar task in a different context, either as a whole or part

Communication in Undergraduate Science - What are we doing?

BACKGROUND Communication is a ubiquitous graduate attribute and learning outcome for undergraduate science degrees across the world and an invaluable tool for students to demonstrate their learning. Most vocation-focussed science degrees, such as engineering and health professions, articulate clear, highly specific communication outcomes for students that are informed by feedback from industry groups. These outcomes combined with best practice within the profession help to guide the design and implementation of student learning activities. General science degrees, such as a Bachelor of Science, have neither clear, specific goals nor feedback from specific industry groups. A valuable start has been made to guide good practice in educating undergraduate science students in the TLO4: Communication (Colthorpe, Rowland & Leach, 2013). However, there is little evidence available as to what aspects of communication are currently taught in a science context, and detailed discussions have not yet been had as to what elements of communication are most relevant for modern undergraduate science students to learn. This presentation will bring these two topics into focus by reporting on preliminary research findings to help stimulate and garner momentum for clarity and change around the education of undergraduate science students in communication. AIMS 1. Quantify the proportion and types of communication-style assessment tasks in the Bachelor of Science program (across all majors) at research-intensive universities. 2. Review and critique existing literature on what constitutes effective science communication. DESIGN AND METHODS 1. Data for 1500 units of study (e.g., courses) assessment tasks were collected from profiles publicly available on university websites from five research-intensive Go8 in 2012/2013. Assessment tasks were categorised as “exam”, “communication” or “other”. “Communication” assessment tasks across 8 majors were categorised according to audience, medium and purpose. 2. Over 25 relevant published articles, mostly peer-reviewed, from the disciplines of science, communication and science communication were reviewed and critiqued according to research methodology and relevance to undergraduate education. RESULTS Communication style assessment tasks constituted about 20-30% of assessment in BSc programs, with the exception of mathematics

Framing renewable energy: a comparative study of newspapers in Australia and Sweden

Australia and Sweden display very different institutional settings and contexts for the production of environmental journalism. This empirical study examined how two major quality newspapers in Sweden and Australia have framed renewable energy as an environmental, political, scientific, economic and civil society issue. A deductive, quantitative methodological approach was used to identify dominant frames and actors in articles in The Australian (Australia) and Dagens Nyheter (Sweden) between October 2010 and June 2011 2010/2011. The findings suggest that the attention given to different types of renewable energy in the two newspapers and how issues were framed was contingent on the domestication of the discussion of renewable energy in the two countries. Reporting on renewable energy in both newspapers was characterized by a focus on “elite” actors and economic frames, the absence of civil society frames and negative (The Australian) or ambiguous (Dagens Nyheter) environmental frames. The study extends our understanding of the contextual conditions that enable and limit journalists when reporting environmental issues

Metabolic responses of the South American ornate horned frog (Ceratophrys ornata) to estivation

We examined the metabolic responses of the South American frog, Ceratophrys ornata, to laboratory-induced estivation. Whole-animal and mass-specific oxygen consumption rate (VO2) did not change during fasting or 56 days of estivation, despite observing significant decreases in body mass. The maintenance of mass-specific metabolic rate at routine levels during estivation suggests that metabolic rate suppression is not a major response to estivation in this species. There was a significant decline in liver glycogen and a loss of adipose tissue mass during estivation, suggesting that both carbohydrate and lipid pathways are used to fuel metabolism during estivation. The activity of pyruvate dehydrogenase, an important regulator of carbohydrate oxidation, and carnitine palmitoyltransferase and 3-hydroxyacyl-CoA dehydrogenase, regulators of lipid oxidation, showed no significant change in activity in liver, heart, and muscle between estivating and active frogs. There was an increase in plasma osmolality, which is characteristic of estivating animals. Overall, our metabolic analysis of estivation in C. ornata indicates that this species does not employ a dramatic suppression metabolic rate to survive dehydration stress and that both endogenous carbohydrates and lipids are used as metabolic fuels