Avoiding the second year blues: A transition framework assisting student progression at Deakin University

Second year students can face difficulties returning to study after successfully completing year one. Many students experience a loss of engagement and do not make a smooth transition into second year as a result of stress from academic pressure and personal development issues (Gump, 2007). Much effort is put into welcoming students to their first year of University but little has been previously done in Australia to assist the transition into second year (Hunter et al., 2010). Second year students are not necessary second year at University students but may include students articulating from MIBT or TAFE. These students need to form and build networks with students at the same level, not with “first year students”. We identified a “slump” in the grades of second year students completing science courses at Deakin University with the greatest decline occurring between 1st and 2nd trimester. Since 2009 we have run a “Welcome to Second Year” program during orientation week for students entering second year of their science course. Student evaluations have indicated that the activities presented in the program made them feel more prepared, assisted them to re-establish connections with the student cohort and academic staff. REFERENCES Gump, S. (2007) Classroom research in a general education course: exploring implications through an investigation of the Sophomore Slump. The Journal of General Education, 56, 2

The value of community-based monitoring in marine protected areas

There is an increasing realisation of the importance of community or volunteer collected data for management programs that are otherwise limited by the availability of funds or resources. However, there are concerns regarding the reliability of scientific data collected by inexperienced people. We investigated the potential for community-based monitoring in Victoria&rsquo;s newly established system of Marine Protected Areas. The main objectives for the study were to 1) develop a template for the scientific monitoring of marine habitats suitable for community groups, 2) assess data quality and data integrity collected by community volunteers and 3) determine a sustainable model for ongoing community participation in monitoring marine habitats. Three different habitats (subtidal, intertidal, and seagrass) were investigated and data collected by volunteers across these habitats was compared to that collected by scientists. Reliability of data collected by volunteers was dependent on habitat type and the type of measurement the volunteers were required to make. Qualitative estimates made by volunteers were highly variable across all three habitat sites, compared to quantitative data collection. Subtidal monitoring had the greatest inaccuracy for data collection, whereas intertidal reef monitoring was most reliable. Sustainability of community-based monitoring programs is dependent on adequate training for volunteers and the development of partnerships to foster greater community engagement.<br /

Sessional staff training for improved student experience

It is widely recognised that the quality of the undergraduate experience in science often depends on student interactions with sessional staff. In some cases, sessional staff have primary responsibility for teaching within tutorials, workshops and practicals, on field trips, and sometimes in lectures. Preparing postgraduate students to teach requires them to accept responsibilities that they may not have signed up for when they decided to become scientists, and they are unlikely to have been exposed to pedagogical theories in their science studies. In their role as teachers, postgraduate students and other sessional staff bring their own experiences, knowledge and attitudes towards teaching, which will influence their personal teaching practice. We held a full-day workshop with the goal of improving the learning experiences of undergraduate students by improving the training of sessional staff in teaching. This was designed based on the latest literature with three aims: 1. To enhance sessional staff’s sense of psychological empowerment; 2. To develop the belief that sessional staff can enhance undergraduate students’ learning experiences; 3. To increase the level of communication and harmonise experiences across campuses. Results from surveys and interviews before and after the workshop will be presented

Australian students transitioning through the “lost year” of higher education

The Issue Student transitions through university have previously focussed on the move into first year (retention and success strategies) from high school or out of university into the workforce (with career readiness and employability). However, second year transitions have only recently begun to attract attention as an area where students may experience hurdles which impact on their progression and overall degree experience and success. Evidence from Australian universities to date has shown similarities between Australian and International second year science cohorts in their thriving behaviours and their risk of academic slump (Loughlin et al, 2013; Gregory & McDonnell, 2012) Previous success strategies have looked at initial transition into second year (McBurnie et al, 2012, Harrison, 2007) or an embedded support strategy (Quinlavan, 2010). However, a more holistic approach to second year transition using multiple interventions is more likely to demonstrate long-term impact on student transition and success. There is also a need to gather more evidence of the “sophomore slump” within Australian institutions and to work collaboratively to achieve this. Approach Currently at Griffith University in the School of Biomolecular & Physical Sciences multiple aspects of engagement scheme has been implemented across all year levels. However, in second year, identifying and reflecting on individual student cohort challenges and providing support as appropriate is being trialled. Elements of both curricular and co-curricular in activities are incorporated, staff awareness is being developed and the entire process is being overseen by a second year student co-ordinator. At James Cook University initial interest has been cultivated with early adoption of identification of second year challenges specifically in the Faculties of Health and Arts/Education. At Deakin University a successful re-introduction activity for second year students has been hosted for several years and uptake of the Thriving Quotient survey will occur in 2013. At University of South Australia early interest in second year student transitions has developed from first year activities with initial evaluations being conducted. Development of a cross-institutional OLT submission for 2014 that looks at both gathering more evidence of slump using a triangulated data approach and then investigating and evaluating activities that will potentially reduce the impact slump may have on persistence and progression

Development and evaluation of a metadata system for biophysical estuarine data

Biophysical investigations of estuaries require a diversity of tasks to be undertaken by a number of disciplines leading to a range of data requirements and dataflow pathways. Technology changes relating to data collection and storage have lead to the need for metadata systems that describe the vast amounts of data now able to be stored electronically. Such a system is described as the first step in the creation of an efficient data management system for biophysical estuarine data

Avoiding the second year slump : a transition framework for students progressing through university

The ‘Sophomore Slump’ is a lack of engagement that can be experienced by students entering their second year at University. It has been a recognized phenomenon in American universities for many years but has gone largely unrecognized within Australian Universities. In 2009 a program called ‘Welcome to Second Year’ was introduced at a Metropolitan Australian University for Science students returning as second years or articulating straight into second year. The one day program took place during the week before trimester 1 classes commenced. The aim of the program was to re-engage students both socially with their peers, and academically with their course, and also to introduce them to professionals in their field. This paper provides a description of the program as well as student evaluation of the program over the three years it has now been run

Community-based monitoring of Victoria´s marine national parks and marine sanctuaries

This study investigated community-based monitoring in Victoria&rsquo;s Marine National Parks (MNPs) and Sanctuaries (MSs) from January to May 2004. The primary aim of this study was to evaluate the potential for community-based monitoring projects to assist in the collection of data for the management of Victoria&rsquo;s MNPs and MSs. The pilot habitats that were assessed included subtidal reefs at the Merri MS, intertidal reefs at Ricketts Point MS and seagrass beds at Corner Inlet MNP. The three main objectives for this study were to:&nbsp;- Develop a template for the monitoring of marine habitats by community groups.&nbsp;- Assess the quality and integrity of data collected by community volunteers.&nbsp;- Determine a sustainable model for community monitoring of marine habitats.Three standard operating procedures (SOPs) in the form of a &ldquo;how to&rdquo; manual, were developed for each habitat type. The SOPs were adapted from scientifically robust studies and developed in consultation with community volunteer groups by means of field trials. Volunteer feedback assisted in the final SOP design. The SOP will allow Parks Victoria Rangers to develop community-based programs within the parks. The SOPs are accessible as Parks Victoria Technical Series Numbers 16, 17 and 18. Data collected by volunteers across the three habitat sites were assessed and compared to that collected by scientists. It was found that data quality collected by volunteers was dependent on habitat type and the type of measurement the volunteer was required to assess. Volunteer estimation measurements were highly variable across all three habitat sites, compared to quantitative data collection. Subtidal monitoring had the greatest potential for inconsistency in data collection. Intertidal monitoring is the most sustainable of the three habitat monitoring procedures. Sustainability of community-based monitoring programs is dependent on continued support and training by the management authority of Victoria&rsquo;s MNPs and MSs. For the expansion of the monitoring programs to other MNPs and MSs, the management authority could expand strong relationships with the community volunteer groups.<br /