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  • Building a supportive learning and teaching culture for science academics

    Author(s)
    Gregory, Sarah-Jane
    Loughlin, Wendy Anne
    Lodge, Jason
    Harrison, Glenn
    Griffith University Author(s)
    Harrison, Glenn J.
    Loughlin, Wendy A.
    Gregory, Sarah-Jane S.
    Lodge, Jason
    Year published
    2012
    Metadata
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    Abstract
    The introduction of the Bradley voucher system has resulted in many universities focussing on specific strategies to enhance student engagement and retention. This is particularly the case with undergraduate science programs where interest is already lower than other disciplines (Norton, A., 2012). In one strategy, our SaMnet team has been working to facilitate an active culture with all teaching staff (both continuing and sessional) involved in the learning journey of this particular student cohort. In the hard, pure world of science academia (Becher & Trowler, 2001) the pressures to produce high levels of quality ...
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    The introduction of the Bradley voucher system has resulted in many universities focussing on specific strategies to enhance student engagement and retention. This is particularly the case with undergraduate science programs where interest is already lower than other disciplines (Norton, A., 2012). In one strategy, our SaMnet team has been working to facilitate an active culture with all teaching staff (both continuing and sessional) involved in the learning journey of this particular student cohort. In the hard, pure world of science academia (Becher & Trowler, 2001) the pressures to produce high levels of quality scientific research actively compete with academic priorities towards issues around teaching and learning and student experience. Identifying and overcoming potential barriers to success (Buckley & Du Toit, 2010) and ensuring key elements of community of practice (CoP) development are addressed (Kimble, Hildreth, & Bourdon, 2008) are critical to the success of this strategy. Our SaMnet team has been guided by the knowledge and resources of both the SaMnet team leaders and our own dynamic group capabilities. We have been strategically identifying and developing information to support the implementation of a Second Year Student Experience CoP within a research-focussed science school. These include the “What’s In It For Me?” matrix to help facilitate this process.
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    Conference Title
    Proceedings of the Australian Conference on Science & Mathematics Education 2012
    Publisher URI
    http://sydney.edu.au/iisme/conference/2012/index.shtml
    Subject
    Education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/53393
    Collection
    • Conference outputs

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