Centre for Learning and Professional Development publications
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Item Metadata only Being First in Family: motivations and metaphors(Taylor & Francis, 2017) Luzeckyj, A.; McCann, B.; Graham, C.; King, S.; McCann, J.First in Family (FiF) is an under-recognised equity grouping which may encompass low-SES, mature-aged, regional and remote, and Indigenous students. FiF tertiary students are more likely to be in a position of educational disadvantage over students who have other family members available to share the experience of university life and discuss aspirations. Building on previous research, we conducted semi-structured interviews with 18 FiF university students from a range of disciplines across three South Australian institutions. We analysed the interview data based on themes derived through readings of FiF literature, adding new ones as they emerged as part of the process of analysis. In this paper, we specifically focus on the interview responses which included metaphors or analogies. Metaphors provide a conceptual framework for thinking about a particular problem and drawing comparisons between unlike situations. Our experience as educators told us that students often subtly and unintentionally utilise metaphors when articulating lived experiences. We both specifically asked the FiF students to identify a metaphor that reflected their experience of being at university and also considered their use of metaphors in response to other questions. In exploring these metaphors, we have gained insight into students’ day-to-day experience of attending university and have gained information about their motivations and their struggles. When considered by university staff and policy-makers, this information could be used to guide the development of strategies that may help future FiF students.Item Metadata only Hub Central: utilising co-created ‘space design’ to foster a sense of belonging across diverse First Year student groups(Queensland University of Technology, 2014) Reberger, H.; 17th International First Year in Higher Education Conference (6 Jul 2014 - 9 Jul 2014 : Darwin, N.T.)Hub Central is an area of 10,500 square metres that has built its own unique community that embraces diverse interaction and supports the first year experience. Students were used in the co-creation of a space that has been designed to promote academic achievement by enhancing the student experience. By reflecting on their own needs, roles and contributions, a space has been delivered that is multifunctional, allows repurposing and fosters students developing their own approaches to interaction. A space largely with a philosophy of self management by students and filled with staff that are student centric has resulted in a community with an overall heightened sense of awareness and empathy towards the goals of their peers. The Hub includes 11 bookable student project rooms, 13 student projects booths, 290 fixed student computers, training rooms, Wi-Fi, a student kitchen, 3 commercial food outlets, a general store, the Maths Learning, PASS and Writing Centres and Student and IT Support Services operating extended hours (8am to 10pm weekdays, 10am to 5pm weekends). The collocation of all this has provided a greater feeling of belonging and encouraged the students to interact in diverse groups beyond the classroom. The paper aims to provide real world examples to encourage discussion of how ‘space’ can be designed and utilised for fostering a sense of belonging for first year students.Item Metadata only A characterisation of the planes meeting a non-singular quadric of PG(4,Q) in a conic(Janos Bolyai Mathematical Soc, 2013) Butler, D.; Division of the Deputy Vice-Chancellor and Vice-President (Academic)By counting and geometric arguments, we provide a combinatorial characterisation of the planes meeting the non-singular quadric of PG(4,q) in a conic. A characterisation of the tangents and generators of this quadric when q is odd has been proved by de Resmini [15], and we give an alternative using our result. © 2013 János Bolyai Mathematical Society and Springer-Verlag Berlin Heidelberg.Item Open Access Hub Central: utilising co-created 'space design' to produce peer interaction across diverse student groups(ISANA International Education Association, 2012) Reberger, H.; ISANA International Education Conference (23rd : 2012 : Auckland, New Zealand); Division of the Deputy Vice-Chancellor and Vice-President (Academic)Planning interaction between students needs to start as part of the space design. The University of Adelaide opened ‘Hub Central’ in September 2011. A 42 million dollar project co-created with students has seen an area of 10,500 square metres that has built its own unique community that embraces diverse interaction. Staff working with international students have been socially engineering opportunities or creating ‘programs’ that aim to foster interaction between diverse groups for years. Experience shows that these programs often support interaction between a diverse range of international students but are not so successful in promoting interaction between international and domestic students. A new approach has been used at Hub Central. Students were used in the co-creation of a space that has been designed to promote academic achievement by enhancing the student experience. By reflecting on their own needs, roles and contributions, a space has been delivered that is multifunctional, allows repurposing and fosters students developing their own approaches to interaction. A space largely with a philosophy of self management by students and filled with staff that are student centric has resulted in a community with an overall heightened sense of awareness and empathy towards the goals of their peers. Hub Central is the complete package as a student space. The Hub includes 11 bookable student project rooms, 13 student projects booths, 290 fixed student computers, training rooms, Wi-Fi, a student kitchen, 3 commercial food outlets, a general store, the Maths and Writing Centres and Student and IT Support Services operating extended hours (8am to 10pm weekdays, 10am to 5pm weekends). The collocation of all this has provided a greater feeling of belonging and encouraged the students to interact in diverse groups beyond the classroom. The paper aims to provide real world examples of how ‘space’ can be designed and utilised for enhancing student support services and interaction between all students, staff and community.Item Metadata only Blended learning approaches to practical teaching in pharmacology: the best of both worlds?(2011) Smid, S.; Salem, A.; Musgrave, I.; ERGA Conference (6th : 2011 : Adelaide, Australia); Centre for Learning and Professional Development (CLPD)Third year Pharmacology courses are offered in various Sciences programs with a compulsory assessable practicum, which reinforces teaching and learning objectives of lecture material while also introducing students to a range of research skills in experimental design, methods, analysis and reporting. These so-called ‘wet labs’ use conventional discipline-specific methodologies to investigate the effects of drugs directly on biological systems. These are highly valued by students as reported by consistent course evaluations indicating not only their value in reinforcing lecture theory, but also fostering further engagement in research methods. Budgetary and class size constraints associated with conventional wet lab practicals and noted limitations in computer simulation-based practicals (Hughes, 2001) necessitate further innovation in wet lab practical delivery in pharmacology. While students are often enthusiastic about practical classes in pharmacology, they also express being overwhelmed by the range of new techniques and practical skills they have to acquire quickly in order to be successful. This includes a familiarity with new experimental equipment, data acquisition and management software and graphical and statistical software for data analysis and reporting. Much of the specialised hardware and software is only accessible in the laboratory setting and it is difficult to therefore prepare students in advance of the practical class. There exists a need to better integrate the data acquisition, analysis and interpretive software in a way that can be utilised (i) in an incremental and staged manner and (ii) in a formative setting during the laboratory class. In this University-funded project we sought to integrate proprietary instructional practical software applications (LabTutor, ADInstruments®) into custom-designed practical sessions (via LabAuthor). Students worked in small groups generating biological data from conventional in vitro isolated tissue apparatus that was transmitted from each group’s laptop computer via wireless signal to a central LabTutor client server. Practical implementation was performed as a series of sequential tasks managed via LabTutor software, with pop-up help boxes that describe how the equipment, computer hardware and software operate while enabling students to generate biological data via discrete prompts at each step. At the completion of the practical, students could access their data file in the 'central server' for later online submission and reporting. Students therefore had the capacity for data analysis and reporting in a more flexible environment. This also had the advantage of the capacity for the provision of online assessment and feedback of practical reports. Student feedback suggested this had the potential to be a more intuitive, step-wise approach to discipline-specific learning, enhancing student engagement in practical classes while utilising the pedagogic advantages of the interactive online material (Bonakdarian et al., 2010). This blended approach of traditional and innovative techniques is readily adaptable for use in other compatible disciplines utilising similar in vitro methodologies in practicum delivery.Item Open Access Report on Student Evaluation of ALL Writing Centre: Semester 1, 2010(University of Adelaide, 2010) Centre for Learning and Professional Development (CLPD)Item Open Access Report on Student Evaluation of ALL Writing Centre: Semester 2, 2009(University of Adelaide, 2009) Centre for Learning and Professional Development (CLPD)Item Open Access Report on Student Evaluation of ALL Writing Centre: Semester 1, 2009(University of Adelaide, 2009) Centre for Learning and Professional Development (CLPD)Item Open Access Streaming media pilot: Student survey findings November 2004(University of Adelaide, 2004) Baron, Judith Ann; Centre for Learning and Professional Development (CLPD)Item Open Access Course and teacher SELT questionnaires: validity, reliability and measurement properties(University of Adelaide, 2009) Curtis, David D.; Ben, Francisco; Centre for Learning and Professional Development (CLPD)Item Open Access Report on Maths Drop-In Centre Survey: Semester 1, 2010(University of Adelaide, 2010) Butler, D.; Centre for Learning and Professional Development (CLPD)Item Open Access Report on Introductory Academic Program (IAP): Semester 2, 2010(University of Adelaide, 2010) Warner, R.; Centre for Learning and Professional Development (CLPD)Item Open Access Program and Course Mapping to Scaffold Learning: Final Report Project Stage II(University of Adelaide, 2004) Centre for Learning and Professional Development (CLPD)Item Open Access University Matching Funds for Information Technology Development: Program and Course Mapping to Scaffold Learning: Final Report, February 2003(University of Adelaide, 2003) Centre for Learning and Professional Development (CLPD)Item Open Access Report on the Trial of Plagiarism Detection Service: Turnitin(University of Adelaide, 2003) Crisp, Geoffrey Thomas; Centre for Learning and Professional Development (CLPD)Item Open Access Factors influencing the adoption and use of web-supported teaching by academic staff at the University of Adelaide(University of Adelaide, 2003) Shannon, S.; Doube, L.; Centre for Learning and Professional Development (CLPD)Item Open Access MyMedia student evaluation 2009(University of Adelaide, 2009) Hall, Dayle; Centre for Learning and Professional Development (CLPD)Item Open Access External Review: Graduate Certificate in Education (Higher Education), The University of Adelaide(University of Adelaide, 2007) Nightingale, Peggy; Centre for Learning and Professional Development (CLPD)Item Open Access First year students’ expectations of university study: Executive summary(University of Adelaide, 2006) Centre for Learning and Professional Development (CLPD); School of PsychologyFirst year students attending introductory lectures in 2006 were surveyed on their expectations of study at the University of Adelaide. This report highlights areas where there appear to be mismatches between the current facilities, resources or practices at the University and student expectations. Recommendations to assist in better aligning resources and practices with student expectations are presented.Item Open Access Factors influencing the adoption and use of web-supported teaching by academic staff at the University of Adelaide: Executive summary(University of Adelaide, 2003) Shannon, S.; Doube, L.; Centre for Learning and Professional Development (CLPD)Report prepared for the Deputy Vice Chancellor (Education) & Provost, supported by a University of Adelaide Learning and Teaching Development Grant, June 2003.