Centre for Learning and Professional Development publications
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Item Metadata only The development,trial and evaluation of a constructiviust teaching and learning approach in a preservice science teacher education program(Australian Science Education Research Association, 1995) Hand, Brian; Peterson, Raymond Frederick; ACUE (now Learning and Teaching Development Unit)This paper reports on the use of a constructivist teaching/learning approach to improve first year pre-service primary teachers' confidence in, and attitude to, teaching science. The two-semester program was based on allowing the students to explore science concepts in detail during the first semester and then developing constructivist pedagogy in the second semester. There were many benefits reported by students including ownership of knowledge, the development of pedagogic skills and the use of group work to develop ideas. However, a number of concems were raised such as uncertainty of knowing what to do when exploring knowledge for themselves and the lack of note taking which occurred. A number of issues that need to be considered when re-implementing the program are discussed.Item Metadata only Disability Issues in Higher Education: the more things change?(1995) Noble, A.; ACUE (now Learning and Teaching Development Unit)Item Metadata only Developing preservice teachers' pedagogical reasoning ability(Australian Science Education Research Association, 1995) Peterson, Raymond Frederick; Treagust, David F.; ACUE (now Learning and Teaching Development Unit)Item Metadata only Disability Issues in Higher Education: the more things change?(1995) Noble, A.; ACUE (now Learning and Teaching Development Unit)Item Metadata only Self-assessment: the first step in life-long learning(Higher Education Research and Development Society, 1995) Wetherell, J.; Mullins, Gerald Patrick; ACUE (now Learning and Teaching Development Unit)Item Metadata only Gender and learning: does emotion make a difference?(Elsevier, 1995) Ingleton, Christine; ACUE (now Learning and Teaching Development Unit)Item Metadata only The challenge of self-assessment - how can it work?(Higher Education Research and Development Society, 1995) Wetherell, J.; Mullins, Gerald Patrick; ACUE (now Learning and Teaching Development Unit)Item Metadata only The experiences of international and local students at three Australian universities(Higher Education Research and Development Society of Australasia, 1995) Mullins, Gerald Patrick; Quintrell, Neil; Hancock, Lisa; ACUE (now Learning and Teaching Development Unit)In 1992 international fee‐paying and local students currently enrolled at the three tertiary institutions in South Australia were surveyed by a common questionnaire on students’ study‐related and personal experiences, and issues related to students’ choice and subsequent evaluation of their institution. The breadth of the student sample and the comparative data the questionnaire generated present an overarching view of the experiences and evaluations of a diverse range of university students. The results of the survey show that while international students experience more problems, and experience them to a more serious degree than their Australian counterparts, the nature of the issues which are of most concern are generally shared. These are concerns about financial issues such as access to Austudy for local students, and the level of fees for international students and the ability to find part‐time work for both groups. The other broad group of issues of concern was study related: workload, fear of failure, loss of motivation, doubts about academic ability, nervousness and tension. Notably, in spite of the differences ‐between the three institutions – the University of Adelaide representing a ‘traditional’ university, Flinders University of South Australia, a ‘1960s’ university and the University of South Australia a ‘post‐1987’ university – the student responses across the three institutions were remarkably similar. In terms of student evaluations of the quality of the education and services provided, Australian students were consistently more likely to rate aspects of teaching more positively than their international counterparts, but for both groups it was evident, particularly in their comments, that aspects of teaching such as the quality of lectures, accessibility of staff, availability of resources and staff: student ratios were of major concern. The findings lead to the recommendations that universities could improve both local and international student experience by providing clear information about courses and course expectations, by the provision of effective feedback on assignments, by embedding the teaching of academic skills within courses, by increasing course flexibility to enable students to balance study and earning demands, and by ensuring that student support services are adequately resourced.Item Metadata only The relationship between Identity and Academic Writing in a second language: An issue for language teachers?(1996) Cadman, K.; ACUE (now Learning and Teaching Development Unit)Item Metadata only A collaborating colleague model for inducting international engineering students into the language and culture of a foreign research environment(Institute of Electrical and Electronics Engineers (IEEE), 1996) McGowan, U.; Seton, J.; Cargill, M.; ACUE (now Learning and Teaching Development Unit)Practitioners of research in a particular field have extensive knowledge of how to operate successfully in that field and communicate effectively with others, within the boundaries of their own language and culture. However, when it comes to inducting novice researchers into these skills, difficulties are often encountered, and more so when the novice comes from a different language and cultural background. At the same time, specialists in English teaching or cross-cultural communication aiming to prepare novices to enter such a research environment often lack access to the details of how things are really done there. At The University of Adelaide, South Australia, this situation is being addressed through a new program for international postgraduate students in their first semester of enrolment. This Integrated Bridging Program (IBP) relies on collaboration between the discipline specialist researcher and language and learning specialists and is informed by the perspectives of systemic functional linguistics (SFL). This paper presents an overview of the IBP, followed by details of its operation in the Faculty of Engineering. Information is included on outcomes of the collaboration in specific instances, and how SFL theory has been applied to develop a flexible and effective induction which is highly valued by both staff and student participantsItem Metadata only An Integrated Bridging Program for International Postgraduate Students(Informa UK Limited, 1996) Cargill, M.; ACUE (now Learning and Teaching Development Unit)International postgraduate students from language backgrounds other than English face difficulties in Australian universities related not only to language but also to learning and relational styles and discipline-specific expectations. Academic staff who supervise these students are often well aware of these issues but may lack specialist skills to help improve outcomes. At The University of Adelaide, collaboration between language and learning staff and discipline specialists has resulted in an integrated model of language and academic skill development which may be widely applicable in the Australian context. The Integrated Bridging Program (IBP) has been trialled in seven faculties and subsequently introduced university-wide. This paper describes the development of the IBP and its 1994 pilot, summarises the evaluative data collected and outlines resulting changes. The final section discusses factors found to have been important to the success of the program and suggests ways in which they may be more generally applicable. © 1996, Copyright Taylor & Francis Group, LLC.Item Metadata only Action teaching in academic language classrooms: A learner-centred approach to analytical writing in English(1997) Cadman, K.; ACUE (now Learning and Teaching Development Unit)Item Metadata only The long-term effects of 'one shot' professional development courses: An Indonesian case study(1997) Cannon, Robert Anthony; Hore, Terry; ACUE (now Learning and Teaching Development Unit)Item Metadata only Action Teaching Student-Managed English for Academic Contexts(Southwood Press, Sydney, 1997) Cadman, K.; Grey, M.Item Metadata only Factors contributing to lower participation of women in the study of economics in Australia: an exploratory study(1997) Ingleton, Christine; ACUE (now Learning and Teaching Development Unit)Item Open Access Literacy matters: strategies for teaching communication skills to university students(University of Adelaide, 1997) Ingleton, Christine; Wake, Barbara; Centre for Learning and Professional Development (CLPD)"This booklet provides a very interesting and challenging account of what happened in a University of Adelaide project as departments sought to integrate literacy matters into their normal curriculum expectations. It contains arguments of interest to all who are concerned with improving the effetiveness of tertiary education..." -- cf. ForewordItem Metadata only Metaphor and congruence in the media: Barriers for international students of economics and commerce(1997) McGowan, U.; ACUE (now Learning and Teaching Development Unit)Item Metadata only Self-assessment in dentistry: the first steps in life-long learning(Australian Problem Based Learning Network, 1997) Wetherell, J.; Mullins, Gerald Patrick; ACUE (now Learning and Teaching Development Unit)Item Metadata only Thesis writing for international students: A question of identity?(Elsevier BV, 1997) Cadman, K.; ACUE (now Learning and Teaching Development Unit)International postgraduates in the humanities and social sciences face particular challenges in writing English language theses, and in my experience often express these challenges negatively despite all the helpful explanations which they receive about our practices and conventions. A significant cause of difficulty may lie in the different epistemologies in which these students have been trained and in which their identities as learners are rooted. In this paper I explore this issue of identity in relation to postgraduate argument texts and examine research students' own perceptions about their writing experience. The clear associations which these students make between their self-concepts as learners and their English language texts have, I suggest, significant implications for pedagogic practice. © 1997 The American University.Item Metadata only Plagiarism: An LBOTE Perspective(1999) Warner, R.; ACUE (now Learning and Teaching Development Unit)This paper challenges traditional notions of plagiarism as an act of academic deviance and suggests that, particularly for LBOTE students.'plagiarism'is often a text-based practice that reflects different cultural and linguistic norms. The author suggests that western institutions' ambivalent and inconsistent approach to the practice further clouds the issue for students and teachers