2009 Conference Proceedings

The theme for this year's conference was "Motivating Science Undergraduates: Ideas and Interventions."

Papers for the 2009 Conference,have been reviewed to meet the Department of Education, Employment and Workplace Relations standard for research conference publications.

 

 

 Keynote speakers
 
  Designing learning environments that engage science undergraduates: Principles from motivational theory and research

     Richard Walker, Faculty of Education and Social Work, The University of Sydney, Australia

 4

Raising the profile of teaching and learning: Scientists leading scientists
    
Karen Burke da Silva, School of Biological Sciences, Flinders University, Adelaide, Australia

 4
 Oral Presentations (refereed)  

  Student perceptions of graduate attributes in the Bachelor of Animal and Veterinary Bioscience
     Melanie Collier, Sarah Jobbins and Rosanne Taylor Faculty of Veterinary Science, The  
University of Sydney

 5

Peer marking of talks in a small, second year biosciences course     
Michelle Coulson, School of Molecular and Biomedical Science, The University of Adelaide

 12
 Maintaining connections: An investigation of the factors that influence student participation in health science classes

     James Dollman and Sharron King, School of Health Sciences, The University of South Australia, Elizabeth Hemphill, Ehrenberg-Bass Institute for Marketing Science, The University of South Australia

 19
  Learning and teaching in summer: is it better and why?     
     David Easdown, School of Mathematics and Statistics, The University of Sydney, Tiho Ancev, Thomas Bishop and Sarah Mansfield, Faculty of Agriculture, Food and Natural Resources, The University of Sydney, Anna Ougrinovskaia, Neil Saunders and Di Warren, School of Mathematics and Statistics, The University of Sydney
 24
  To Podcast or not to Podcast? Pedagogical decision making in the use of new technologies
    
Elizabeth Elliot, School of Pharmacy and Medical Sciences, The University of South Australia,Sharron King, School of Health Sciences, The University of South Australia, Sheila Scutter, School of Health Sciences, The University of South Australia
 30
   Educating the next generation of bioscientists: the challenge for higher education in Australia

Kristine Elliott and Anna Boin, Medical Education Unit, The University of Melbourne,  Helen Irving, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Elizabeth Johnson, Faculty of Science, Technology and Engineering, La Trobe University, Victor Galea, School of Land, Crop and Food Sciences, The University of Queensland

 37
 Creation of a collegial network between researchers and undergraduate students at The University of  Queensland.
    Kirsten Farrand School of Biomedical Science, The University of Queensland, Paula Myatt Teaching and Educational Development Institute, The University of Queensland
 44
  University students' conceptions about familiar thermodynamic processes and the implications for instruction    
    Helen Georgiou, Manjula Sharma, John O'Byrne, Ian Sefton and Brian McInnes, School of  Physics, The University of Sydney
51 
  Using examples to promote statistical literacy 
    Sue Gordon and Jackie Nicholas Mathematics Learning Centre, The University of Sydney
 58
Using multiple representations to enhance understanding of molecular structure: a blended learning activity 
    
Gwen Lawrie, and Trevor Appleton, SCMB, The University of Queensland, Tony Wright, School of Education, The University of Queensland, Joanne Stewart, Hope College, Holland, Michigan 47907 USA 
 65
  Identifying common thresholds in learning for students working in the 'hard' discipline of Science

Rebecca LeBard, Rachel Thompson, Adam Micolich and Rosanne Quinnell, Faculty of Science and Faculty of Medicine, The University of New South Wales

 72
 Student perceptions of lecture approaches in first-year Engineering Physics 
     David J. Low, School of Physical, Environmental and Mathematical Sciences, The University of New South Wales at the Australian Defence Force Academy, Canberra
 78
   Student perceptions of the undergraduate research experience: what do they think they really gain and how much influence does it have?

Paula Myatt, Teaching and Educational Development Institute, The University of Queensland

 85
  First-year Human Biology students in the ivory tower

Eleanor Peirce, Mario Ricci, School of Medical Sciences, The University of Adelaide, Irene Lee and John Willison, Centre for Learning and Professional Development, The University of Adelaide

 91
 Science without Borders: students' perceptions of international exchange 
    Rosanne Quinnell, Chong Eng Tay, Michelle Kofod, Noel Whitaker and Julian Cox, Faculty of Science, The University of New South Wales
 98
   Motivate students by having them publish in new media: An invitation to science lecturers to share and test

Will Rifkin, Science Communication Program, The University of New South Wales, Nancy Longnecker, Science Communication Program, The University of Western Australia, Joan Leach, Science Communication Program, The University of Queensland, Lloyd Davis, Science Communication Program, University of Otago, Lindy Orthia, Centre for Public Appreciation of Science, Australian National University 

 105
   Year 13 or first-year university - a holistic learning design that attempts to combine elements of secondary and tertiary learning and teaching    
    Leanne Rylands and Carmel Coady, School of Computing and Mathematics, University of  Western Sydney
 112
    Motivation, learning and group work - the effect of friendship on collaboration

Erica Sainsbury, Faculty of Pharmacy, The University of Sydney, Richard Walker, Faculty of Education and Social Work, The University of Sydney

 118
   Introducing a group research project into a second-level mathematics course

Susan Worsley, Anthony Bracken, Katrina Hibberd and Phillip Isaac, School of Mathematics and Physics, The University of Queensland

 125
    Increasing students' interest and motivation through effective design of online learning environments 

Alexandra Yeung, Siegbert Schmid and Adrian George, School of Chemistry, The University of Sydney, Michael King, Faculty of Education and Social Work, The University of Sydney

 132
  Embedding in-discipline language support for first year students in the sciences: outcomes and future directions  
     Felicia Zhang, Faculty of Arts and Design, The University of Canberra, Brett Lidbury, Faculty  of Applied Science, The University of Canberra, Jurgen Schulte, University of Technology Sydney, Adam Bridgeman, School of Chemistry, The University of Sydney, John Rodgers, Tom Farrell Institute for Environment, Newcastle University, Brian Yates, School of Chemistry, The University of Tasmania
 139
 

Poster presentations (refereed)

 
   The research-teaching nexus as a driver for science communication skills enhancement

Catriona Bonfiglioli, Faculty of Arts and Social Sciences, University of Technology, Sydney, Les Kirkup and Ian Woolf, Faculty of Science, University of Technology, Sydney

 146
   Mastery learning in a large first year physics class 

Paul Francis, Cristina Figl and Craig Savage, Centre for Learning and Teaching in the Physical Sciences, Australian National University

 152
  Adding value to physics labs to help build confident, knowledgeable teachers
     Lorna Jarrett, and Professor Brian Ferry, Faculty of Education, University of Wollongong, George Takacs, Faculty of Engineering, University of Wollongong
 160
   Embedding research principles into multimedia teaching and learning tools 
     Nigel Kuan, Manjula Sharma, Christine Lindstrøm and Derek Muller, School of Physics, The University of Sydney
 167

  The CASPiE Experience: Undergraduate Research in the 1st Year Chemistry Laboratory     
    Gwen Lawrie, Denise Adams, Joanne Blanchfield, and Lawrence Gahan, SCMB, The University of Queensland, Gabriela Weaver, Discovery Learning Centre, Purdue University, West Lafayette,Indiana 47907 USA 

 173
    Classroom practices: engaging the first year university student in "the novel" practical experience

Ieva Stupans, Trenna Albrecht, Jane Coffee, Elizabeth E. Elliot, Eileen Giles, Sharron King, Karma Pearce, Tim Sawyer and Sheila Scutter, Division of Health Sciences, University of South Australia, Helena Ward, School of Medicine, Flinders University of South Australia

 180
 Oral Presentations (non-refereed)  
  ALIUS: Active Learning in University Science: Leading Change in Australian Science Teaching 
Danny R. Bedgood, Jr, Charles Sturt University, Adam Bridgeman, The University of Sydney, Kieran Lim and Gayle Morris, Deakin, Brian Yates and Michael Gardiner, The University of Tasmania; Simon Pyke, The University of Adelaide; Mark Buntine, Mauro Mocerino, and Mario Zadnik, Curtin University of Technology
 186
  An integrated approach to scientific writing in first year biology

     Tania Blanksby, School of Molecular Sciences, La Trobe University, Fiona Bird and Brian Malone, Department of Zoology, La Trobe University, Robyn Yucel, Language and Academic Skills Unit, Faculty of Science, Technology & Engineering, La Trobe University, Tony Gendall, Adele Harvey, and Kim Plummer, Department of Botany, La Trobe University, Kristine Valenta, Library, La Trobe University

 187
  Laboratory practical experience: an innovative and distinctive approach to student learning

Giovanna Di Trapani, Sarah-Jane Gregory and Frank Clarke, School of Biomolecular and Physical Sciences, Griffith University

 188
  Development of a Physics Goal Orientation survey

     Christine Lindstrom and Manjula Sharma, School of Physics, The University of Sydney

 189
  Do interventions using threshold concepts assist learning in Biology?

Louise H. Lutze-Mann and Anne M. Galea, School of Biotechnology and Biomolecular Sciences, The University of New South Wales, Chris Hughes, School of Public Health and Community Medicine The University of New South Wales, Pauline M. Ross, College of Health and Science, University of Western Sydney, Charlotte E. Taylor, Vicky Tzioumis and Noel Whitaker, School of Biological Sciences, The University of Sydney

 189
  A virtual way to teach introductory physics

Dominic McGrath, Teaching and Educational Development Institute, The University of Queensland, Margaret Wegener and Timothy McIntyre, School of Mathematics and Physics, The University of Queensland, Craig Savage and Michael Williamson, Centre for Learning and Teaching in the Physical Sciences, Australian National University

 190
  Are our students engaged with their learning?
    Janet Macaulay and Elizabeth Davis, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University
 190
  Transitions and overcoming barriers through the development of writing skills in science and technology postgraduate research candidature: an investigation of pedagogical approaches

Pauline Ross and Shelly Burgin, College of Health and Science, Claire Aitchison and Janice Catterall, Student Learning Unit, University of Western Sydney

 191
  Poster Presentations (non refereed)  
  Using student lens to reflect on teaching and learning resources

     Navneet Dhand Faculty of Veterinary Science, The University of Sydney

 192
  Complying with The Code: optimising student learning in animal based practicals

             Ashley Edwards and Susan M. Jones, School of Zoology, The University of Tasmania, and Natalie Brown, Centre for the Advancement of Learning and Teaching, The University of Tasmania

 193
 The Pedagogy of Relativity
     Eric Gibbings, Manjula  Sharma, and Ian M. Sefton, School of Physics, The University of
    Sydney
 194
  Motivating & Developing Research Skills in Undergraduate Students - Selecting, Evaluating and Using Print and On-Line Resources for Optoelectronic Technology Profiles Deb M. Kane, Department of Physics, Macquarie University  195
  Getting it right: further investigations on the impact of an online writing tool used by first year biology students

Osu Lilje and Mary Peat, School of Biological Sciences, The University of Sydney

 196
  New Ideas for Motivating and Engaging Science Undergraduates in a Context-Based Learning Environment: Enhancing the Transition from University Classroom to Professional Practice

Mark O'Brien and Dr. Christine Know, Microbiology, School of Life Sciences, Queensland University of Technology

 197
From M&M's to developing innovative foods: A scaffolded approach to developing research skills in

      Food Science classes 
    
 Karma L. Pearce, School of Pharmacy and Medical Sciences, The University of South Australia

 198
  Revision more of the same, or is there greater merit in a different approach?

George Pinniger, Manjula Sharma, Ian Johnston, Philip Dooley, School of Physics, The University of Sydney

 199
  Motivating Science Undergraduates using pre-lecture preparation

Judith Pollard, School of Chemistry and Physics, The University of Adelaide

 200
  Teaching Physics Concepts by Using Forensic Real Life Activities

Singha Prasitpong Institute for Innovative Learning, Mahidol University, Bangkok, Thailand. and Ratchapak Chitaree, Department of Physics, Faculty of Science, Mahidol University, Bangkok, Thailand

 201
  The Power of Demographic and High School Experience Factors on Geoscience Success

Suttida Rakkapao Institute for Innovative Learning, Mahidol University, Thailand, and Julie C. Libarkin Department of Geological Sciences and Center for Research on College Science Teaching and Learning, Michigan State University, USA

 201
  Postgraduate students as research mentors for secondary school students in science: experiences from UNSW

Chong Eng Tay, Michelle Kofod, Rosanne Quinnell, Bianca Lino, Noel Whitaker, Iona Reid and Julian Cox, Faculty of Science, The University of New South Wales

 202
  Ideas Exchange  
  Jumping on the wiki bandwagon with 'Google docs'

     Helen Georgiou, School of Physics, the University of Sydney

 203
  Cementing Core Concepts with Crafty Constructions

Sarah-Jane Gregory and Frank Clarke, School of Biological and Physical Sciences, Griffith University

 203
  Motivated and Engaged Students via Co-operative Problem-Based Learning

Sarah-Jane Gregory, Frank Clarke, Martin Bridgestock, School of Biomolecular and Physical Sciences, Griffith University, Brisbane

 204
  Moving UniServe Science website to Web2.0 and beyond     
    
Hazel Jones and Alexandra Hugman, UniServe Science, Faculty of Science, The University of
Sydney
 205
  Preparing Demonstrators for First Year Science Laboratories Mauro Mocerino, Department of Applied Chemistry, Shelley Yeo, Faculty of Science and Engineering and Marjan Zadnik, Department of Imaging and Applied Physics, Curtin University of Technology  205
  Teaching science 'as it is practised' and the pedagogy of uncertainty

Philip Poronnik School of Medical Sciences, RMIT University and Phillip D. Long, Centre for Educational Innovation and Technology, The University of Queensland.

 206
  Sydney Network of University Science Educators (SNUSE): I must have dozed off!

Noel Whitaker, Michelle Kofod, Rosanne Quinnell, Iona Reid and Julian Cox, Faculty of Science, University of New South Wales

 206
  Potential and Problems of Explicit Research Skill Development in Undergraduate Physics, Chemistry, Biochemistry and Geology

Eleanor Peirce, Mario Ricci, School of Medical Sciences, The University of Adelaide, Irene Lee and John Willison, Centre for Learning and Professional Development, The University of Adelaide

 207
  How to use 'Survey Methods' as a useful survey tool 

Aida Yalchin, School of Biological Sciences, The University of Sydney

 207