Evaluating the impact of the Learning Centre on student learning and satisfaction

This paper discusses the importance of evaluating the impact of the Learning Centre on student learning and satisfaction at a regional university with a significant online presence. The foci of this article are the aspiration and challenges in creating a database to begin a formal self-evaluation process to help determine the benefits that student learning support programs have on student learning accomplishments in academic programs. An argument is made for how to evaluate a mature student learning support program in an era of change and high accountability expectations and how this framework will shape the creation and use of a database using existing data heretofore not collected, with potential capacity for linkages to other campus student record databases

Meet-Up Program: Peer learning for success

Meet-Up is a peer-assisted learning (PAL) program and is one of the suite of co-curricular services offered by Student Learning and Development and Library Services. Meet-Up provides opportunities for students to enhance or develop their academic learning skills and their understanding of discipline concepts through engagement with peers and peer leaders, both in a discipline-based context and in a general study enquiry mode called Meet-Up Student Community (MUSC)

The Learning Centre: Supporting student success

LAPs have been empirically shown to contribute to student success through opportunities for academic development and personal growth. But this success is a shared responsibility between administrators, academics, professional staff, and the students themselves. The Learning Centre builds upon a holistic and integrated service model to improve student outcomes through quality learning support initiatives and strong collaborative networks This support applies to both staff and students Together, we can work to maximise student success at USQ and beyond

Students' mathematical preparation Part B: students' perceptions

There is a growing concern worldwide over the decrease in the number of mathematics and science graduates. Associated with this are factors such as the mathematical underpreparedness of students entering the university system, and a lack of emphasis on the importance of mathematics for post-secondary studies. This paper analyses students' perceived preparation in mathematics encountered in their first semester of undergraduate study at the University of Southern Queensland. The excerpts are drawn from surveys and interviews of students enrolled in first year courses that have mathematical content. The survey showed that there was a broad response of being 'well prepared' for mathematics across first year courses. Interviews generally confirmed the responses to the survey in terms of students' confidence in their mathematical preparation. However a significant number of students in the science based degrees acknowledged that they were inadequately prepared

Students' mathematical preparation Part A: lecturers' perceptions

This paper analyses first year lecturers' perceptions of mathematics topics and skills needed in the respective courses that they teach and their perceptions of students' preparedness for these topics. Surveys and interviews with lecturers were conducted at a regional university in Australia and showed many lecturers regarded that little mathematics was needed in their courses and that mathematics was compartmentalised into specific courses. However, when mathematics was evidenced, lecturers often perceived their students having poor skills and some have adjusted their courses accordingly

Studying Maths

Mathematics (or maths) is a common part of daily life and forms an important part of our learning journey. In many instances, although we use maths every day, we don’t always recognise it. Likewise, maths may be part of your studies in obvious and subtle ways. This chapter examines approaches to empower you to study maths in whatever form you encounter it at university. It begins by identifying the value of studying maths. It then examines a common problem experienced by students known as maths anxiety and presents six strategies for overcoming it. Next, the chapter addresses how to approach studying maths in general, then how to approach a single module of work in maths, followed by a discussion of problem-solving and hints for success. It concludes with some tips for how to approach maths assessments. Altogether, the chapter will put you on the path to a successful encounter with maths at university

Types of Exams

There are many different types of exams and exam questions that you may need to prepare for at university. Each type of exam has different considerations and preparation, in addition to knowing the course material. This chapter extends the discussion from the previous chapter and examines different types of exams, including multiple choice, essay, and maths exams, and some strategies specific for those exam types. The aim of this chapter is to provide you with an overview of the different types of exams and the specific strategies for preparing and undertaking them. The COVID19 pandemic has led to a number of activities previously undertaken on campus becoming online activities. This includes exams, so we have provided advice for both on campus (or in person) exams as well as alternative and online exams. We recommend that you read the chapter Preparing for Exams before reading this chapter about the specific types of exams that you will be undertaking

Preparing for Exams

Exams are a common method of assessment at university and it is likely that you will need to undertake different types of exams as a student. This chapter is the first of two covering exams. It aims to equip you with the skills needed to plan consistently for your exams. It has a range of techniques to assist you to cope with large volumes of revision information and strategies for improving your memory and retention. It also covers on-the-day exam strategies and tips for dealing with exam stress. If you would like information on preparing for specific types of exams, we recommend that you continue to read the next chapter Types of Exams where essay, multiple choice, short answer, open book, closed and restricted exams, take home, online and numeracy (maths) exams are covered in more detail

Creating space to quell the ‘I can’t do maths’ factor through piloting an applied numeracy framework within course content and advising

The University of Southern Queensland (USQ), Learning Advisors (Maths) together with their Manager, designed an academic numeracy framework addressing conventional mathematical content but also accommodates ‘social, contextual, and critical aspects of the use of mathematics’ (Geiger, Goos, & Dole, 2015; p.1131) such as communication, mathematising, and using mathematical tools. Most USQ students study online, and some numeracy heavy courses are within non-traditional pathway options catering to a diverse student demographic. The numeracy framework is the foundation for a pilot where numeracies are mapped across courses including those in which students traditionally experience difficulty. The mapping of numeracies to courses may reveal gaps in numeracy content and provide direction for learning advisor practice and student success. Academically numerate students possess confidence and competence in applying mathematical concepts and knowledge (Galligan, 2013a; 2013b). Jain and Rogers (2019) found many adult learners demonstrated degrees of mathematical experience, confidence, ability, needs, and motivation when working with mathematical tasks (Jain & Rogers, 2019). Galligan and Taylor (2005) observed a lack of academic numeracy skills in commencing students undertaking non -mathematical coursework. Moreover, students could not uniformly demonstrate course numeracy demands. These observations signify that higher education students require preparation for entry into ‘data drenched, technology integrated worlds and workplaces,’ (Geiger, Goos, & Dole, 2015; p.1132). Mapping and deployment of identified numeracies to courses and advising activity, may support students in preparing for these worlds