Serdang - Rai pelajar berjaya

Kerjaan Selangor dengan kerjasama Jabatan Pelajaran Selangor dan Pejabat Pelajaran Daerah Hulu Langat akan meraikan kejayaan pelajar di daerah Hulu Langat yang memeperoleh semua A dalam peperiksaan Penilaian Menengah Rendah (PMR) tahun lalu

Reimagining university curriculum for a disrupted future of work : partnership pedagogy

Universities across the globe are increasingly challenged to demonstrate the relevance and value of the education they offer to prospective students and employers of their graduates. Work on enhancing the employability of graduates has coalesced over the last 30 years into a distinct and influential sub-genre of educational research and scholarship (Barrie et al., 2009; Yorke, 2006). Employability has gained a new prominence as a challenge for higher education in recent years in part due to the increasingly rapid pace of change in the nature of the world of work. This has seen an increasing emphasis on the development of transferable and generic skills intended to buffer graduates against shifts in their professional situations, allowing them to be more adaptable and agile in dealing with an unpredictable employment landscape

Repurposing an online tutor training resource

This paper presents a reflective case study that illustrates the challenges associated with repurposing, for the human health sciences, an existing high-quality staff development and tutor resource website originally developed by the Faculty of Veterinary Sciences at the University of Sydney. The discussion focuses on the experience of negotiating, planning, and executing repurposing the site for staff development and tutor support in postgraduate programs offered by the Faculties of Health Sciences and Medicine. Benefits and challenges associated with repurposing this resource within the same overall university context are considered

Realizing a framework for enhancing the laboratory experiences of non-physics majors : from pilot to large-scale implementation

Physics experiments for students not majoring in physics may have little meaning for those students and appear to them unconnected in any way to their majors. This affects student engagement and influences the extent to which they regard their experiences in the physics laboratory as positive. We apply a framework for the development and evaluation of experiments for nonphysics majors, which draws on the perspectives of a range of stakeholders and is designed to bring relevance and context to the fore. We report the application of the framework to a particular experiment over four semesters. The framework assisted in identifying features of laboratory work that often go unrecognized. These include the discord that can exist between the ambitions of the laboratory demonstrators and the expectations of the students; the change in the response of the students to an experiment once it moves from the trial phases to being implemented in classes that comprise several hundred students; and the impact of contextual factors, such as the quality of the laboratory environment

Stepping through the orientation looking glass : a staged approach for postgraduate students

Postgraduate coursework is now delivered to a largely mature age study population, in what may be an unfamiliar mix of online and distance learning to many students. This paper reports on a novel approach to student orientation in this new environment. Orientation is conceptualised as a process of transition between the domain of everyday life and the domain of academic study over a period of time commencing prior to enrolment and continuing into formal studies. A schema addressing three dimensions (interpersonal, technical and reflective) was constructed and operationalised as a staged orientation plan (GettingOnTrack). Students are able to move through the three stages participating in activities which align with their needs before, during and after enrolment. This builds on critical concerns reported in earlier literature, highlighting the need for an extended time line and authentic learning tasks in a risk free environment

National science agency : university collaboration inspires an inquiry-oriented experiment

An initiative involving the University of Technology, Sydney (UTS) and Australia's premier science agency, the Commonwealth Scientific and Industrial Research Agency (CSIRO), connects first year students in a large enrolment physics service subject to research of national standing through a co-developed inquiry-oriented experiment. We describe the background to the initiative which we believe to be the first of its kind, how it was piloted, and our findings from the first running of the experiment with enrolled students. The initiative applies a previously published framework for designing and evaluating new and existing experiments with regard to student engagement and learning, laboratory logistics, and scale. Evidence from focus groups, student surveys, and classroom observations indicates that the experiment is regarded by students as: 1) a worthwhile, very valuable or outstanding learning experience; 2) engaging; and 3) benefitting their learning through group discussions. Student feedback during the development phase highlighted issues to be addressed, including allowing students greater time to design and carry out their own investigations, more explicit assistance for students in the use of supporting technology, and better guidance on the assessed component of the experiment

A partnership mindset : students as partners in and beyond the academy

The Students as Partners (SAP) literature is flooded with case after case from around the world of students, staff, practices, and institutions being transformed by authentic encounters of pedagogical partnership. We read narratives of students genuinely astonished that staff seek out their perspectives and act on them in some way that improves the student experience (Peseta et al. 2016; Bell et al. 2017). We come to learn that staff are reenergized by the thoughtfulness students display about their learning and education more broadly, despite the circling of contested SAP understandings and agendas (Sabri 2011; Matthews et al. 2018). We understand that there are significant learning gains for students when they are engaged in partnership initiatives in ways that are consequential to their futures. Students engage with their studies differently—with more agency—and start to see themselves as part of the university community. In many ways, these are precisely the kinds of educational and developmental outcomes that advocates of SAP are interested in disseminating more widely, despite the suggestion that SAP is better conceived as an ethos rather than a set of outcomes (Healey, Flint, and Harrington 2014). Taken together, these insights add compelling nuance to the evidence base for not only continuing SAP initiatives but also for scaling up these schemes for richer and thicker impact