Proceedings of the Australian Conference on Science and Mathematics Education (2012)

• Editorial

  Pauline Ross

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Keynote Presentations (Abstract)

• Developing final year and capstone projects to engage students in research and inquiry: maintaining standards while encouraging creativity and diversity

  Mick Healey

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• Teaching and learning standards agenda in Australian higher education: Policy and practical implications

  Kerry-Lee Krause

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• Teaching and learning standards

  Alan Robson

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Plenary Presentation (Abstract)

• Changing the game: The ACDS centre for teaching and learning

  Elizabeth D. Johnson

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• Scientific inquiry in the undergraduate curriculum: Challenges and benefits in the new age of standards

  Les Kirkup

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• Defining learning outcomes for a chemistry degree: The story of a process

  Gabriella Weaver

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Abstracts

• Aligning an Agricultural Science Curriculum with the national Science threshold learning outcomes

  Tina Acuna, Peter Lane, Jo-Anne Kelder, Greg Hannan

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• Chemistry to biology knowledge transfer does it work? Mapping of TLO’s by multi-evaluation techniques

  Simon B Bedford, Karen Fildes, Glennys O'Brien

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• Standard and effectiveness of online learning in engineering physics

  Ragbir Bhathal

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• Defining standards for research-based learning

  Angela Brew, Lilia Mantai

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• Using online discussion forums to develop students’ analytical and reasoning skills in physiology courses

  Xuebin Chen

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• The stumbling blocks of integrating quantitative skills in science

  Carmel Coady, Kelly Matthews, Shaun Belward, Peter Adams, Leanne Rylands, Vilma Simbag

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• Out of one’s comfort zone: Developing a non-traditional first-year university mathematics subject

  Carmel Coady, Pauline Ross

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• Facilitating timely feedback in the Biomedical Sciences

  Kay Colthorpe, Christian Cobbold, Kirsten Zimbardi

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• Reducing Social Isolation and Enhancing Engagement by First Year Students

  Andrea l Crampton, Angela T Ragusa

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• Initial data analysis of teachers’ and students’ reported and type of use of laptops in science in 14 Sydney secondary schools

  Simon Crook, Manjula D. Sharma

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• A pilot program to build research competence in teaching and learning in academics

  Vaille Dawson, Marianne McLaughlin, Katherine Carson, Marjan Zadnik

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• Best practices in the use of learning outcomes in chemistry education

  Maja Elmgren, Siegbert Schmid, Eva Akesson, Nina Aremo, Jan H Apotheker, Pascal Mimero, Ilka Parchmann, Christiane S Reiners, Marcy Towns, Himli Namli

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• The impact of systematic reflection and student learning outcomes in a first-year numeracy skills subject at a regional Australian University

  Yvette Everingham, emma gyuris

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• Scientific inquiry skills in first year biology: building on pre-tertiary skills or back to basics?

  Mary Familari, Karen Burke da Silva, Gerry Rayner, Jeanne Young, Arwen Cross, Tania Blanksby

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• Student Guided Transition Assistance

  Dawn Gleeson, Deborah King, Michelle Livett

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• Cross-sectional analysis of undergraduate nursing students’ perceptions of bioscience

  Christopher J. Gordon, Mark Plenderleith, Peter Hudson, Lisa Wirihana, Judy Craft

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• Does outreach influence enrolment?

  Tom Gordon

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• Don't dumb it down - mix it up! (Maintaining academic standards and enhancing metabolic biochemistry student learning capacities)

  Mary Sarah-Jane Gregory, Ian Cock

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• Building a supportive learning and teaching culture for science academics

  Mary Sarah-Jane Gregory, Wendy Loughlin, Jason Lodge, Glenn Harrison

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• Comparing second year student experiences across the Pacific

  Glenn John Harrison, Sarah-Jane Gregory

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• Which representation is best? How students use representational information in problem solving

  Matthew Hill, Manjula Sharma, John Airey, Burkhard Priemer, Cedric Linder

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• Student Attitudes and Expectations in Undergraduate Forensic Science

  Rhiannan C Horton, Daniel C Southam, Tamsin Kelly, Claire E Lenehan, Chris Lennard, Simon W Lewis, Kieran F Lim, Claude Roux

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• Results of redesigned oral presentations and assessment

  Zoia Hristova

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• Bioscience assessments: Making connections to clinical practice

  Vanessa K. Hughes, Christopher Gordon

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• Change Process for a Laboratory Program

  Stefan G. Huth, Emma Yench, Ian Potter, Elizabeth Johnson

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• Maths skills programs for first year science and statistics

  Deborah C. Jackson, ELizabeth Johnson

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• Video blogs to enhance student explanations of structure/property relationships in chemistry.

  Gwen A. Lawrie, Emma Bartle

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• Relationships between confidence, gender, high school performance, a concept inventory, and success in first-year chemistry.

  Gwen A. Lawrie, Madeleine Schultz, William Macaskill

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• The effect of grading matrix assessment on student performance in a large first year biology class

  Lesley J. Lluka, Prasad Chunduri

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• The impact of prerequisites on student success and academic rigour

  Janet O. Macaulay

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• Quantitative skills in science: findings from 13 case studies

  Kelly E Matthews, Peter Adams, Shaun Belward, Carmel Coady, Leanne Rylands, Vilma Simbag

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• Outcomes of the chemistry discipline network mapping exercises

  James Mitchell Crow, Glennys O'Brien, Madeleine Schultz, Brian Yates

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• Games For Physics

  Alan A. Murray, Manjula Sharma, Joseph Khachan

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• Transforming the clinical bacteriology classroom

  Mark O'Brien, Stephanie Beames

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• ‘Just in time’ for the lecture

  John W. O'Byrne

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• Inquiry based approach to laboratory experiences: Investigating students' ways of active learning.

  Maria B Parappilly, Salim Salim Siddiqui, Marjan Zadnik, Joe Shapter, Lisa Schmidt

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• Sophistication snapshot: analytical tool for measuring lecturers’ online technology use in science teaching and learning

  Luke Powter, Paula Newitt

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• An evaluation and redevelopment of current first year laboratory practices

  Reyne Pullen

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• Using toys to increase graduate primary education students’ confidence and knowledge in science and technology

  Christine Preston

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• Using laboratory experience to investigate student learning trends in chemistry

  Samuel J. Priest, Simon M. Pyke, Natalie Williamson, John Willison

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• More than just lab reports – Introducing students to academic literacies

  Simon M. Pyke

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• Enabling Chemical Conversations: Investing five minutes in First Year Students.

  Susan G Pyke

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• What standards should be set for qualitative research conducted in a science faculty: Psychology, rigour and the politics of evidence

  Paul Rhodes

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• Vision and Innovation in Biology Education (VIBEnet)

  Pauline Ross, Susan Jones, Elizabeth Johnson, Charlotte Taylor, Vicky Tzioumis

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• The perspectives of scientists and mathematicians on quantitative skills

  Leanne Jill Rylands, Vilma Simbag, Kelly Matthews, Carmel Coady, Shaun Belward, Peter Adams

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• Use of an online system for student responses in first year chemistry

  Madeleine Schultz, Stephanie Beames

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• Who's afraid of the chemistry lab?

  Philip C. Sharpe

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• Targeting key student attributes: using POGIL in a senior undergraduate class to develop spatial reasoning

  Daniel C Southam, Jennifer E Lewis

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• Using ASELL as a framework for driving change

  Chris Stewart, Sashi Kant, Gareth Denyer

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• Developing distance learning curriculum for outcome achievement

  Ieva Stupans

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• Using threshold concepts to design a first year biology curriculum

  Charlotte Taylor, Danny Liu, Matthew Pye, Vicky Tzioumis, Jan Meyer

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• Refurbishing and assessing the concept of ‘pre-reading’: Multimedia snapshots and web-based assignments.

  Christopher D. Thompson

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• Interdisciplinary integration of Inquiry-oriented Learning in Science

  Christopher D. Thompson, Theo Hughes, Gerry M. Rayner

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• Use of online video in the teaching of exponential functions

  Ian van Loosen, Vaille Dawson

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• Science Learning Outcomes: The Student Perspective

  Cristina Varsavsky, Kelly Matthews, Yvonne Hodgson

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• Personal standards: Measuring the impact of values and identity on first-year physics learning

  Margaret Wegener, Serene Choi

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• Employing an online microscopy tutorial in the collaborative classroom to reinforce laboratory-based practical skills

  Eliza Whiteside, Stephanie Beames

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• Development of POGIL-style introductory organic chemistry activities

  Natalie Williamson, Gregory Metha, David M. Huang, John Willison, Simon M. Pyke

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• Academic standards and professional accreditation

  Brian F Yates, Mark Buntine

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• Designing a concept inventory test for student in first year genetics

  Jodie Young

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• Academic standards in science - The good practice guide for Threshold Learning Outcome 1: Understanding science

  Robyn Yucel

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Refereed Papers

• Code for Success: A Roadmap as an Organising Device for the Transition of First Year Science Students and the Development of Academic Skills

  Michael Arndell, Adam James Bridgeman, Rebecca Goldsworthy, Charlotte Taylor, Vicky Tzioumis

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• Using very short writing tasks to promote understanding in chemistry

  Adam J. Bridgeman

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• A Consideration of quality, standards and compliance

  Christine A Creagh, David Parlevliet, Gareth E Lee

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• PROGOSS: Mastering the curriculum

  Richard Gluga, Judy Kay, Raymond Lister

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• Measuring the impact of early mathematics support for student enrolled in an introductory calculus unit of study

  Sue Gordon, Jackie Nicholas

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• Learning and teaching academic standards for science: Where are we now?

  Susan M Jones, Brian Yates, Jo-Anne Kelder

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Ideas Exchange

• How can we design robust MCQ (multiple choice question) tests, and is it possible to assess higher-order skills using MCQs?

  Stephanie Beames

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• Standards and learning outcomes for undergraduate research projects

  Susan Howitt, Anna Wilson, Denise Higgins

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• Developing higher order thinking skills

  Susan Miller

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• Leading change beyond your classroom – Capacity building in SoTL and leadership by SaMnet

  Will Rifkin, Manjula Sharma, Stephanie Beames, Elizabeth Johnson, Cristina Varsavsky, Susan M. Jones, Andrea I. Crampton, Kelly E. Matthews, Brian F. Yates, Marjan Zadnik, Simon M. Pyke

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• Assessing standards in science

  Pauline Ross, Simon Pyke

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• Standards- be careful what you name, you might just become!

  Jeff Trahair

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• Achieving genuine critical engagement of third year students with the scientific literature.

  Heather Verkade

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