A framework to evaluate what we value in science practicals, and what we assess

Practical work (laboratory or fieldwork) is considered a key part of undergraduate studies in the science disciplines. As practical work is often a resource intensive form of learning, requiring specialist equipment, materials, and staff, it is useful to consider how it is being used within the university setting. Bruck and Towns (2013) describe growing concerns around the justification of chemistry laboratory work and sought to describe the laboratory goals for institutions across the United States of America. They suggest there is a need to document laboratory outcomes to provide data that drives iterative cycles of curriculum improvement, greater communication of faculty around laboratory goals, and research into the student perspective (Bruck & Towns, 2013). In Australia, the science Threshold Learning Outcomes (TLOs) were developed to describe the minimum standards of knowledge, skills and professional capabilities a tertiary science graduate should achieve (Yates, Jones, & Kelder, 2011). These have been further developed into discipline specific TLOs such as Biology, Chemistry and Physics TLOs (Australian Council of Deans of Science [ACDS], n.d.). These discipline TLOs provide a nationally recognised standard for the outcomes of learning in the sciences, including the practical components. However, concerns have been raised that the TLOs may not be covered and/or assessed to the extent that we may expect. For example: A study to map the coverage of TLOs in Chemistry across a range of institutions found that some TLOs were not well covered in existing degrees (Schultz, Crow, & O’Brien, 2013). Development of a tool to evaluate assessment items for coverage of Chemistry TLOs found that some assessment items did not actually assess the TLOs, as claimed by their assessors (Schmid et , 2016). Benchmarking of practical skills in first year Biology courses found that there was a dependence on using written practical reports as assessment items, rather than assessing the actual skills (Rayner et al., 2012). A framework will be presented to map the coverage and assessment of practical LOs in university science courses, which when complemented with surveys to ascertain the values academics place on student development of practical skills, will enable evaluation of whether or not we assess what we value in science practical courses. REFERENCES Bruck, A. D., & Towns, M. (2013). Development, implementation, and analysis of a national survey of faculty goals for undergraduate chemistry laboratory. Journal of Chemical Education, 90(6), 685-693. Yates, B., Jones, S., & Kelder, J. (2011). Learning and teaching academic standards project: Science. Final Report. Retrieved from http://www.acds-tlcc.edu.au/science-threshold-learning-outcomes-tlos/science-tlos/ Australian Council of Deans of Science. (n.d.). Comparison of Science TLOs and Disciplines. Retrieved from http://www.acds-tlcc.edu.au/science-threshold-learning-outcomes-tlos/science-threshold-learning-outcomes-tlosbenchmarking/ Schultz, M., Crow, J. M., & O'Brien, G. (2013). Outcomes of the chemistry Discipline Network mapping exercises: are the Threshold Learning Outcomes met? International Journal of Innovation in Science and Mathematics Education, 21(1), 81-91. Schmid, S., Schultz, M., Priest, S. J., O’Brien, G., Pyke, S. M., Bridgeman, A., Lim, K. F., Southam, D. C., Bedford, S. B., & Jamie, I. M. (2016). Assessing the Assessments: Development of a Tool To Evaluate Assessment Items in Chemistry According to Learning Outcomes. In Technology and Assessment Strategies for Improving Student Learning in Chemistry (pp. 225-244). American Chemical Society. Rayner, G., Familiari, M., Blansby, T., Young, J., & Burke da Silva, K. (2012). Assessing first year biology student practical skills: Benchmarking across the landscape. In 15th international first year in higher education (FYHE) conference. Brisbane: QUT Events

Ocelet modelling language and simulation tool: possible applications in pest management

Modelling spatial dynamics may be used to gather understanding on how insect populations develop in a given environment. Hypotheses and independent knowledge inferred from ground observations can be confronted for consistency, and the mechanisms requiring finer descriptions can also be identified. Different scenarios of pest management can then be simulated and the possible consequences of the measures taken assessed. However, spatial dynamics are expressions of multiple and complex ongoing processes, and their modelling at different temporal and spatial scales remains a challenging task. Various approaches have been proposed to address this, including cellular automata, agent-based systems, discrete event systems, system dynamics and geographic information systems, each displaying specific benefits in some domains of application, and weaknesses in others. In this area of research, we are exploring an approach based on the manipulation of graphs (mathematical object expressing a set of entities, some of which are linked) that are employed here in an innovative way for modelling landscape dynamics. Concepts essential for modellers had to be identified and formally defined. A modelling computer language (called Ocelet) was then developed, together with the grammar and syntax needed to manipulate these concepts, the compiler, and the environment/interface for building models and running simulations. Ocelet is thus both a modelling language and a simulation tool. To illustrate its usage, two case studies possibly pertinent for pest management are presented: 1) the dissemination of a pathogen among neighbouring agricultural plots, and 2) temporary pond and mosquito population dynamics for understanding Rift Valley Fever (RVF) occurrence. (Texte intégral

Investigation of the role of Capicua in the FGF signalling pathway and the wound response

Fibroblast growth factor (FGF) signalling is critical for the initiation and regulation of multiple developmental processes including gastrulation, mesoderm induction and limb development. Despite extensive understanding of FGF signal transduction via tyrosine kinase receptors (RTKs), the specific mechanism responsible for regulation of target gene transcription is still not fully understood. The protein Capicua (CIC) has been linked to transcriptional regulation in RTK signalling via the ERK pathway in multiple organisms. ERK signalling cascades also mediate wound signal transduction and transcription of associated genes. We hypothesise that transcription of a subset of FGF target genes, and genes involved in the wound response, rely on ERK mediated relief of CIC transcriptional repression. The aims of this project were to establish if CIC operates downstream of FGF signalling through analysis and validation of RNA-seq data, and to investigate the relationship between CIC and ERK in FGF signalling and wound healing in Xenopus embryos. The work in this thesis shows that CIC knockdown and FGF overexpressing embryos exhibit similar phenotypes and transcriptomes. Immunostaining for myc-tagged CIC indicates that CIC expression is reduced following activation of FGF signalling or the wound response. 75% of the putative CIC and FGF regulated genes analysed have enriched CIC binding sites and 75% were upregulated in RT-PCR analysis of CIC knockdown and FGF overexpressing embryos. Additionally, genes associated with wound healing (fos and gadd45a) are upregulated in CIC knockdown embryos. These data support the notion that CIC has a transcriptional regulatory role for a subset of FGF target genes and genes involved in the wound response. Misregulation of the FGF signalling pathway and/or CIC repression is associated with a range of disorders and cancers. Consequently, understanding the molecular mechanisms involved in these pathways may allow development of more effective treatments for injury, neurodegenerative and developmental disorders, and cancer