scholarly journals First Year Introductory Chemistry at the University of Western Australia: Reflections and Perceptions

2018 ◽  
Vol 71 (4) ◽  
pp. 203
Author(s):  
Tristan D. Clemons ◽  
Robert B. Bucat ◽  
Dino Spagnoli
Keyword(s):  
Western Australia ◽  
Chemistry Education ◽  
Tertiary Education ◽  
First Year ◽  
Emeritus Professor ◽  
Introductory Chemistry ◽  
Perceptions Of Students ◽  
Student Cohorts ◽  
The University ◽  
Real World Problems

This study investigated two student cohorts enrolled in an introductory tertiary chemistry unit designed for students with little or no previous education in chemistry. Emeritus Professor Graham Chandler was instrumental in the design and development of this unit almost 30 years ago. Therefore, this study has particular interest in this special issue of the Australian Journal of Chemistry, which celebrates Emeritus Professor Graham Chandler’s contribution to Australian chemistry. This paper is divided into two distinct parts that provide two unique perspectives of the unit. The first perspective, Part A, is a historical account of the origins of this unit and is based on an interview with E/Prof. Chandler and Dr Peter Simpson OAM. Both E/Prof. Chandler and Dr Simpson provide an excellent reflection on the need for an introductory chemistry unit in tertiary education, which was not as common then as it is in the present day. The second perspective, Part B, is a research study focussing on the perceptions of students taking this unit in 2013 and 2014. In this study, it was found that the number of students who perceived chemistry to be applicable to real world problems increased during the unit, as did the number of students who enjoyed the unit. However, many students, most of whom did not intend to study chemistry further, did not recognise the application of the content to their future careers. There are many similarities between the aims of E/Prof. Chandler and Dr Simpson for the unit and the perceptions of students taking this unit 30 years later, which is testament to Graham’s contribution to chemistry education at the University of Western Australia.

scholarly journals Obituary

2010 ◽  
Vol 16 (2) ◽  
pp. 83
Author(s):  
Andrew A Burbige
Keyword(s):  
Nature Conservation ◽  
Western Australia ◽  
Emeritus Professor ◽  
Public Figure ◽  
Research Fellow ◽  
Distinguished Career ◽  
The University

Albert Russell Main, Emeritus Professor of Zoology and Senior Honorary Research Fellow at The University of Western Australia, had a most distinguished career as a scientist and public figure and greatly influenced the course of science and nature conservation, particularly in Western Australia.

Language Problems of First Year Science Students

2011 ◽  
pp. 1-17
Author(s):  
Felicia Zhang
Keyword(s):  
Language Learning ◽  
International Student ◽  
Tertiary Education ◽  
Approaches To Learning ◽  
First Year ◽  
Student Body ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Language Needs ◽  
The University

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).

scholarly journals “My First Year in The University”: Students’ Expectations, Perceptions and Experiences

2019 ◽  
Vol 14 ◽  
pp. 3134-3145
Author(s):  
Kam-Fong Lee ◽  
Chin-Siang Ang ◽  
Genevieve Dipolog-Ubanan
Keyword(s):  
Intellectual Development ◽  
Tertiary Education ◽  
Academic Staff ◽  
Structured Interview ◽  
First Year Experience ◽  
First Year ◽  
Policy And Practice ◽  
Students First ◽  
Career Prospect ◽  
The University

This study aimed to explore students’ first year experience to provide insights that may prove to be useful for institutional policy and practice. A semi-structured interview was conducted on 30 undergraduates from a private university to examine their perceptions, experiences, and attitudes towards first year experience. Themes were derived from the analysis of the transcribed interview transcripts. The results showed that in general students pursue tertiary education as it can guarantee their career prospect and intellectual development. Moreover, classroom engagement and academic staff engagement on students were less crucial in comparison to peer engagement. However, the students’ perceptions of studentship and quality of teaching were positive. Lastly, most students were satisfied with their first year experience in the university. Practical implications, recommendations and limitations for future practice are put forth

scholarly journals Students and Tutors’ Perceptions of the Use and Functioning of University Tutoring

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Nadia Soledad Peralta ◽  
María Antonella Klug
Keyword(s):  
Theoretical Orientation ◽  
Private University ◽  
First Year ◽  
Listening Skills ◽  
Structured Interviews ◽  
First Year Students ◽  
Perceptions Of Students ◽  
University Life ◽  
The University

This article aims to study the functioning and perceptions of students and tutors of the university tutoring system in a private university institute in the city of Rosario. An exploratory-descriptive study was used, wich included a case study design. The university tutoring functioning was analized from the tutors’ perspective (with semi-structured interviews) and the first-year students’ perceptions (with the application of a questionnaire). The results indicate that, for tutors, the listening skills, the need for training, and the teamwork capacity are important. With regard to the students, it was found that more than half do not know about the tutoring, and that those who know about it manifest to have received the information from teachers and peers. Some of them consider that this space relates to the theoretical orientation and manifest preference toward the academic tutoring function, while others consider that tutoring enables them to carry out a comprehensive vision of university life.

A Cross-Professional Collaborative Educational Approach to Building Student Feedback Literacy

2020 ◽  
pp. 262-274
Author(s):  
Anbarasu Thangavelu ◽  
Tyler Cawthray ◽  
Ron Pauley
Keyword(s):  
Study Skills ◽  
Tertiary Education ◽  
Literacy Learning ◽  
Student Feedback ◽  
First Year ◽  
Learning And Development ◽  
Educational Approach ◽  
Assessment Feedback ◽  
The University ◽  
Student Resources

Understanding and engaging with assessment feedback is a crucial step in contributing to a student's development of academic skills and content knowledge. However, in order for feedback to be effective, students need to be aware of its importance and how to engage with it. Preliminary benchmarking of the tertiary education sector in Australia demonstrates that publicly and openly accessible student resources on feedback are not available. Rather, most student resources at universities focus on common academic and study skills. At the University of Southern Queensland, a student resource was developed to inform students on the value of feedback and how to engage with it through a three-step process. This resource was embedded in first-year courses as part of a suite of academic and study skills resources. This chapter explores how student feedback resources have the potential to positively contribute to student feedback literacy, learning and development.

Take-Home Tests: Educational Fast Food for the New Millennium?

2001 ◽  
Vol 7 (2) ◽  
pp. 50-57
Author(s):  
Liz Hall
Keyword(s):  
Fast Food ◽  
Tertiary Education ◽  
The United States ◽  
Student Loan ◽  
Control Group ◽  
First Year ◽  
Education Students ◽  
Home Tests ◽  
The University ◽  
Experimental Group

AbstractChanges such as a ‘user pays’ philosophy in tertiary education and the student loan scheme have placed pressure on New Zealand academics and students alike. Teachers of adults may need to adjust to the ‘new breed’ of student and the faster paced semesterised education system. It is proposed that focussing on the learner and creating a learning environment that encourages students to assume responsibility for their own learning is more important in the new educational environment.The present paper conceptualises take-home tests as being analogous to an educational fast food - a familiar, made-to-order commodity - that curiously appears to be missing from the educational smorgasbord outside the United States of America. Results of a pilot study using take-home tests in a first year management class at the University of Otago suggested they fit the proposed new mood of education. Students in the self-selected experimental group (n=35) achieved a higher course grade than those in the control group (n=35). The students recommended that take-home tests be used more frequently and they saw them as having ‘learning’ and ‘anxiety reducing’ benefits.

Take-Home Tests: Educational Fast Food for the New Millennium?

2001 ◽  
Vol 7 (2) ◽  
pp. 50-57 ◽  
Author(s):  
Liz Hall
Keyword(s):  
Fast Food ◽  
Tertiary Education ◽  
The United States ◽  
Student Loan ◽  
Control Group ◽  
First Year ◽  
Education Students ◽  
Home Tests ◽  
The University ◽  
Experimental Group

AbstractChanges such as a ‘user pays’ philosophy in tertiary education and the student loan scheme have placed pressure on New Zealand academics and students alike. Teachers of adults may need to adjust to the ‘new breed’ of student and the faster paced semesterised education system. It is proposed that focussing on the learner and creating a learning environment that encourages students to assume responsibility for their own learning is more important in the new educational environment.The present paper conceptualises take-home tests as being analogous to an educational fast food - a familiar, made-to-order commodity - that curiously appears to be missing from the educational smorgasbord outside the United States of America. Results of a pilot study using take-home tests in a first year management class at the University of Otago suggested they fit the proposed new mood of education. Students in the self-selected experimental group (n=35) achieved a higher course grade than those in the control group (n=35). The students recommended that take-home tests be used more frequently and they saw them as having ‘learning’ and ‘anxiety reducing’ benefits.

scholarly journals Learning in Facebook: First year tertiary student reflections from 2008 to 2011

2013 ◽  
Vol 29 (3) ◽  
Author(s):  
Josh McCarthy
Keyword(s):  
International Students ◽  
First Year ◽  
Online Learning Environment ◽  
Positive Outcomes ◽  
Online Forum ◽  
Student Cohorts ◽  
Design Students ◽  
The University ◽  
Technological University ◽  
Student Reflections

<p>This paper reflects on the use of Facebook as an online learning environment for first year design students from 2008 to 2011. Between 2008 and 2010 three student cohorts from the University of Adelaide engaged with their peers through forums hosted by Facebook, submitting work-in-progress imagery and critiquing peers' submissions. In 2011 the study expanded to include national and international collaborators with first year cohorts from Swinburne University in Australia, and Nanyang Technological University in Singapore also participating, allowing students to interact with their global peers. The online forum facilitated increased peer interaction, particularly between local and international students, and improved academic performance as a result of consistent feedback from a range of sources. At the end of 2011 students from the four participating cohorts between 2008 and 2011 were invited to take part in a survey reflecting on and evaluating the learning experiences in Facebook. The results highlighted many positive outcomes regarding the online forum, and have led to the establishment of a series of recommendations for the future use of Facebook as a learning tool, outlined at the conclusion of this paper.</p><p> </p>

Chemistry Education, Kindergarten through College. Should We Be Changing the Direction of Where It Is Going?

2018 ◽  
Vol 17 (4e) ◽  
pp. 228
Author(s):  
Dorothy Gabel
Keyword(s):  
High School ◽  
Young Woman ◽  
Chemistry Education ◽  
Introductory Chemistry ◽  
High School Chemistry ◽  
University Of Maryland ◽  
The University

<span>In the 1980s I assisted in directing a summer sixweek workshop at the University of Maryland for high school chemistry instructors on the teaching of chemistry. A young woman, who had recently graduated from the University, was the workshop secretary/ assistant. She had been selected for the job, not only because of her nice personality and skills, but because of her chemistry background. She had obtained the highest average in the introductory chemistry class of about 500 students at the University of Maryland.</span>

Prepare, Do, Review: a model used to reduce the negative feelings towards laboratory classes in an introductory chemistry undergraduate unit

2017 ◽  
Vol 18 (1) ◽  
pp. 26-44 ◽  
Author(s):  
Dino Spagnoli ◽  
Lawrence Wong ◽  
Shannan Maisey ◽  
Tristan D. Clemons
Keyword(s):  
Action Research ◽  
Western Australia ◽  
Research Study ◽  
Introductory Chemistry ◽  
Laboratory Component ◽  
Action Research Study ◽  
Online Activities ◽  
Review Model ◽  
Negative Feelings ◽  
The University

Student feelings towards the laboratory component of an introductory chemistry unit were evaluated in an action research study, over a three-year period at the University of Western Australia. In 2013 we found that the percentage of students with negative feelings towards the laboratory increased over the duration of a semester. In 2014 we developed and introduced the use of pre-laboratory online activities, which the students found to be helpful in preparing them for the laboratory. However, there was no change in trend of negative feelings towards laboratory classes from 2013 to 2014. In 2015 we introduced the Prepare, Do, Review model and found that there was a reduction in the percentage of students with negative feelings towards laboratory classes compared with previous years. The Prepare, Do, Review model allows students more time to process the information given in the laboratory. We believe that this model could apply to laboratory programs in any discipline.

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