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dc.contributor.convenorUniversity of Melbourne
dc.contributor.authorGregory, Sarah-Jane
dc.contributor.authorMcDonnell, Ann
dc.contributor.editorAustralian Conference on Science and Mathematics Education
dc.date.accessioned2017-05-03T12:57:50Z
dc.date.available2017-05-03T12:57:50Z
dc.date.issued2011
dc.date.modified2013-06-04T03:39:32Z
dc.identifier.urihttp://hdl.handle.net/10072/47184
dc.description.abstractThe noticeable increase in diversity of the student population over the past decade has now highlighted engagement issues (Lawrence, 2005) that will be compounded by the general dissociative tendencies that Gen Y and other individuals of today's society now commonly participate in. More and more of our students try to complete degrees in an isolated, relatively off-campus, and academic environment. This is somewhat facilitated by the ever-increasing, time-flexible, blended learning approaches that incorporate the new information technologies. However, these strategies are often at the expense of extrinsic and intrinsic social interactions for students. Moreover, when the "Second Year Slump" is experienced by students (Tobolowsky, 2008) their engagement in learning and motivation are often impaired (Granuke & Woosley, 2005) and they potentially find themselves without the supportive social networks that typically would provide both assistance and encouragement during this time and aid in the progression through their degree (Sanchez-Leguelinel, 2008, Anderson & Schreiner, 2000). In turn, this may negatively impinge upon student retention (Tobolowsky, 2008).
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherACSME
dc.publisher.placeMelbourne, Australia
dc.publisher.urihttp://sydney.edu.au/iisme/conference/2011/index.shtml
dc.publisher.urihttp://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/4834
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameACSME 2011
dc.relation.ispartofconferencetitleAustralian Conference on Science and Mathematics Education (ACSME) Proceedings 2011 | Teaching for Diversity – Challenges and Strategies
dc.relation.ispartofdatefrom2011-09-28
dc.relation.ispartofdateto2011-09-30
dc.relation.ispartoflocationMelbourne, Australia
dc.rights.retentionY
dc.subject.fieldofresearchLearning Sciences
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchcode130309
dc.subject.fieldofresearchcode130212
dc.titleAddressing the “Second Year Slump” Phenomenon in Australian Science Undergraduates
dc.typeConference output
dc.type.descriptionE3 - Conferences (Extract Paper)
dc.type.codeE - Conference Publications
gro.facultyGriffith Sciences, School of Natural Sciences
gro.date.issued2011
gro.hasfulltextNo Full Text
gro.griffith.authorMcDonnell, Ann A.
gro.griffith.authorGregory, Sarah-Jane S.


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    Contains papers delivered by Griffith authors at national and international conferences.

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