TRANSITIONING BIOLOGY: SECONDARY TO TERTIARY Silva_report... · 2017-10-29 · transition for...

TRANSITIONING BIOLOGY: SECONDARY TO TERTIARY

Final Report 2014

Flinders University (Lead institution) Karen Burke da Silva (Project leader) Jeanne Young The University of Melbourne

Tania Blanksby

Monash University Gerry Rayner La Trobe University

Mary Familari (Project leader)

www.transitionsinbiology.com

http://www.transitionsinbiology.com/

Support for the production of this report has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this report do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.

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TRANSITIONING BIOLOGY: SECONDARY TO TERTIARY 3

Acknowledgements The Transitions in Biology project team would like to thank the subject coordinators/teaching staff who kindly contributed information about their programs to our first year biology benchmarking database. Special thanks to tertiary and secondary teaching staff who participated in workshops and provided constructive comment on our approach to enhance student transition for first year biology students through developing continuity and connectivity across the secondary and tertiary education sectors. Many thanks to our reference team members Dr Kristine Elliot, Professor Jenny Graves, Professor Susan Jones, and Professor Martin Westwell for their time to provide guidance, insight, and valuable research links through all phases of the project. The outcomes and deliverables of this project were specifically enhanced through the careful consideration and knowledge of Associate Professor Elizabeth Johnson who acted as our external evaluator but more importantly as our critical friend. Her work on this project cannot be understated and was extremely valuable. Additional thanks to Ms Amy Butler, Dr Arwen Cross, Ms Narelle Hunter, Dr Masha Smallhorn, and Dr Alexandra Yeung for their assistance with the running of the Transitions in Biology ASELL in Schools Workshop for South Australian senior secondary teaching staff. Thank you to Professor Luciano Beheregaray and Professor Jim Mitchell for supporting the workshop through academic presentations. Professor Warren Lawrence, Dean of the Faculty of Science and Engineering provided in-kind support for the running this workshop and kindly welcomed the teachers to Flinders University.


List of acronyms used ACARA Australian Curriculum, Assessment and Reporting Authority ACSME Australian Conference on Science and Mathematics Education ALTC Australian Learning and Teaching Council Ltd ATN Australian Technology Network of Universities ASELL Advancing Science by Enhancing Learning in the Laboratory ASS Aspirational Skills Set –skills proposed in the Australian Curriculum that also

complemented the Threshold Learning Outcomes CONASTA Conference of the National Australian Science Teachers Association FYHE International First Year in Higher Education Conference Go8 Group of 8 GSS Generalised skills Set - skills derived from benchmarking first year biology

across the tertiary sector, i.e. what are currently desirable learning outcomes IRU Innovative Research Universities LO Learning outcomes LTAS Learning and Teaching Academic Standards Project MGCT Molecules, Genes, Cells and Tissues Subjects OH&S Occupational Health and Safety OLT Australian Government Office for Learning and Teaching OTH Other or non-grouped Australian universities RUN Regional Universities Network TLO Threshold Learning Outcomes


Executive summary The formation of the Australian national secondary curriculum allows for a unique opportunity to simultaneously review and potentially reform the way students are taught within Australian universities. Integrated reforms leading to the alignment of school and tertiary education systems have the potential to improve opportunities for success in higher education among both traditional and non-traditional students. The primary aim of this project was to align the proposed national secondary school biology curriculum against the first year tertiary biology curriculum, in order to identify gaps and to assist in a more seamless transition through building on previous student learning and skills acquisition. This project also aims to identify the teaching approaches that lead to the aspirational skills currently considered to be crucial learning outcomes for senior secondary biology, in order to further develop skills required for 21st century scientifically literate citizens at the university level. A collaborative approach was undertaken between several university educators and secondary school teachers focused on curriculum development. Interestingly, we found a strong degree of commonality across tertiary institutions in both content and structure of first year biology subjects, many of which align closely with the secondary biology curriculum. The value of this latter point is however made less effective given that up to half of students in first year biology subjects may not have studied biology at the year 12 level. That the vast majority of these first year subjects have large enrolments and are well (or even highly) regarded / rated by students suggesting that coordinators make considerable effort to engender meaningful curricula.

We conducted our study at a time when the curricula for several university subjects were in some form of transition, so it is worth noting that given the rate of change in both secondary and tertiary curricula, this study represents a snapshot in time. The findings, outcomes and deliverables however, are unlikely to change significantly as our analyses are represented as averages and in general curricula does not change at a very fast pace.

The specific outcomes of the project were:

• Benchmarking first year undergraduate biology • A framework for curricula alignment • Syrategies to address the diversity of entry-level students • Development of a model for the engagement of science academics in teaching and

learning issues • Professional development of tertiary science educators

With the resources and networking opportunities that this project has provided, university educators will have an improved understanding of the background of incoming students taught under a national curriculum, enabling tailoring of subjects to create a seamless transition for secondary students to university science programs. University staff will have a better understanding of what is being taught at all secondary schools nation-wide, thus allowing them to build on and develop further pre-tertiary knowledge and skills and make provision for diversity of backgrounds. The primary areas of concern regarding first year biology subjects, even if they are not of a serious nature, appear to be in the areas of laboratory activities, where there is an overreliance on recipe-driven practicals, at the expense of more valuable, inquiry-type learning that is the foundation of scientific endeavour. There is also very little examination of practical skill development but a heavy reliance on report writing within the laboratory context. Other areas of concern lie in the area of assessment, with a tendency for


summative exams that do not accurately assess the range of skills students acquire and refine during the first year of their studies. In addition we found that the topic area relating to biodiversity is not being covered thoroughly as reported by first year coordinators. An important, but often overlooked aspect of biology education is the disparity in assessment practices between the secondary and tertiary sectors. First year coordinators who are knowledgeable of the national secondary biology curriculum will be better prepared to assist students who are struggling to negotiate their pathway into first year university. The development of closer working relationships between secondary teachers and university academics will foster consistency in assessment practices, for example through the use of consistent definitions across institutions or broader alignment of criteria and performance levels. In addition, secondary teachers will have a better understanding of what students should expect in their first year biology programs. Secondary and tertiary educators will have open access to the project’s website resources. These materials will include not only examples of best practice but also animations and interactive online programs that can be used at both teaching levels to enhance vertical integration. For example, access to and reuse of materials to introduce basic concepts reinforce learning and understanding for those students who have previously studied Year 12 biology and provides the same background information for those without such prior learning. In addition, the website incorporates a discussion board to allow ongoing dialogue and the refinement of on-line resources. These resources are dynamic in that they will be used, shared and continually added to and improved by the broader community of educators, not left static and undisturbed. This project has sought to make fundamental changes to the way student preparation from secondary school is viewed by university staff. Through a collaborative approach, scientists across Australian universities have taken the opportunity to provide information about their subjects and to learn about the subjects their colleagues are teaching. In addition to the formation of this community of practise, a functioning website and a network that includes and supports secondary school teachers will have a direct impact on the advancement of teaching and learning at the tertiary level. By providing guidelines developed by science educators for science educators, we have enhanced the likelihood that innovative teaching methods will become known and embedded within science academia.


Recommendations 1) That First Year biology educators use the resources generated by this project, including

this report, the transitions reference guide booklet, the transitions in biology website and other scholarly output to improve teaching and learning within their subjects, schools and faculties.

2) That first year biology coordinators use the alignment between the senior secondary and tertiary biology curriculum to build on and further develop pre-tertiary knowledge and skills.

3) That for first year biology coordinators to be better informed through the resources provided to enhance orientation and transition of students from a diverse range of backgrounds. This is of particular importance given increases in the diversity of students entering higher education as a result of the federal government’s implementation of recommendations arising from the Bradley report (2008).

4) That the benchmarking exercise will be used to provide a foundation to frame the Threshold and Learning Outcomes (Jones et al. 2011) for the purposes of educational quality assurance. This can be facilitated through the OLT funded Australian Biology Education Networks VIBENET and CUBENET.

5) That the project findings be used to inform higher level biology coordinators and thus improve the overall quality of university biology experience across Australia.

6) We strongly support the need for high quality practical activities (e.g. Inquiry) across first year biology, to enhance student engagement and skill development and embed important biological concepts and ways of thinking including the scientific method.

7) That the first year biology network becomes more formally combined with the New Zealand First Year Biology Education Colloquium (FYBEC) to an Australasian Association of First Year Biology Educators who meet annually to present and discuss relevant issues.

8) That professional development of teachers occurs through programs such as ASELL in Schools be initiated and developed more generally across Australia. This will also enhance communication between secondary and tertiary biology educators thus enhancing secondary educators’ understanding of the university biology experience and enable them to better prepare their students for undergraduate studies.


Table of Contents Acknowledgements ..................................................................................................................... 3

List of acronyms used ................................................................................................................. 4

Executive summary ..................................................................................................................... 5

Recommendations ...................................................................................................................... 7

List of Tables ............................................................................................................................... 9

List of Figures .............................................................................................................................. 9

Introduction .............................................................................................................................. 10

Project Methodology ................................................................................................................ 11

Benchmarking of First Year Biology ................................................................................. 11

Alignment of First Year Biology with the Australian Senior Biology Curriculum ............ 14

Summary of Australian First Year Biology Curricula ................................................................. 15

Prerequisites and Assumed knowledge .......................................................................... 15

Proportion of students with a year 12 background ........................................................ 17

First Year Biology enrolments ......................................................................................... 18

Subject Content: What are we teaching? ....................................................................... 20

Modes of Teaching: ......................................................................................................... 21

Assessment Overview ...................................................................................................... 23

Transition and At Risk Programs ............................................................................................... 28

Alignment of Secondary and Tertiary Knowledge and Skills Content ...................................... 31

Knowledge Content Alignment ....................................................................................... 31

Alignment of ASS with GSS .............................................................................................. 35

Networking and Connections ................................................................................................... 36

Tertiary Educators ........................................................................................................... 36

Senior Secondary Educators ............................................................................................ 37

Value to First Year Biology Teaching ......................................................................................... 39

Value to Senior Secondary Teaching ........................................................................................ 39

Outcomes .................................................................................................................................. 40

Future Directions ...................................................................................................................... 42

References ................................................................................................................................ 42

Appendix A ................................................................................................................................ 44

Appendix B ................................................................................................................................ 60


List of Tables Table 1. Universities surveyed and their institutional groupings (Go8 - Group of Eight; IRU - Innovative Research universities; ATN - Australian Technology Network; RUN - Regional Universities Network; OTH - Other non-grouped universities) ............................................... 12 Table 2. Benchmarking information collected for each first year general biology subject offered by Australian universities in 2011. .............................................................................. 13 Table 3. Number of Australian first year biology subjects (out of 78) reporting prerequisite or assumed knowledge of Biology or other disciplines. .............................................................. 16 Table 4 The percentage of first year biology subjects that specify learning outcomes (Generalised Scientific Skills, GSS) that aligned with Aspirational Scientific Skills (ASS). * denotes that unless the subject description specifically made reference to an open inquiry planned and executed by students, then ‘conduct an experiment’ was taken to mean guided-inquiry .......................................................................................................................... 26 Table 5 Proportion of EEB and MGCT subjects covering each of the content alignment criteria derived from “Understanding Science” sections of the May 2012 Draft of the ACARA senior secondary biology curriculum. ......................................... Error! Bookmark not defined.

List of Figures Figure 1 Frequency of the proportion (%) of students with a year 12 (biology or otherwise) background enrolled in first year biology across 75 first year biology subjects offered in the Australian university sector. .................................................................................................... 17 Figure 2 Frequency of first year biology subject enrolment, based on n = 74 subjects. ......... 18 Figure 3 Mean (+/- SE) subject enrolment of based on university groupings. ........................ 18 Figure 4 Proportion of EEB and MGCT biology subjects reporting to cover each of 10 core topic areas. ............................................................................................................................... 19 Figure 5 Average (+/- SD) hours per semester reported for the common modes of teaching (lectures, tutorials and practicals) across first year biology subjects sorted subject type (MGCT vs. EEB). ........................................................................................................................ 20 Figure 6 Average (+/- SD) hours per semester reported for the common modes of teaching (lectures, tutorials and practicals) across first year biology subjects sorted university affiliation (grouping – ATN, Go8, IRU, OTH, and RUN). ........................................................... 20 Figure 7 Use of online resources among first year general biology subjects (n=81) taught within the Australian tertiary sector (based on 2011 data) .................................................... 21 Figure 8 Reported use of online resources among Australian first year general biology subjects (n=81) clustered by university grouping (based on 2011 data). ............................... 21 Figure 9 Proportion of subjects that include each type of assessment grouped by university grouping. .................................................................................................................................. 23 Figure 10 Mean proportion of overall assessment allocated to exams, practical and other assessment types. Data is expressed as mean ± standard error and based on institutional groups. ..................................................................................................................................... 23 Figure 11 Total time allocated per semester to practical activities for surveyed first year biology subjects (n=63) (From Rayner et al. 2012). ................................................................. 24 Figure 12 Practical hours per semester and practicals as a proportion of overall percentage assessment for MGCT (n=40; red) versus EEB-type first year biology subjects (n=34; blue) by university grouping. Number of subjects included for each subject type per grouping included above the bars........................................................................................................... 25 Figure 13 Proportion of biology subjects offering biology-specific student assistance programs (N=76). ..................................................................................................................... 28 Figure 14 Transition programs used in first year biology ........................................................ 29 Figure 15 At-risk strategies used in first year biology ............................................................. 30


Introduction One of the educational initiatives of the Australian Federal Government has been the development of a standardised national curriculum across the K-12 education system, mediated through the Australian Curriculum Assessment and Reporting Authority (ACARA). The proposed Australian biology curriculum includes a focus on scientific inquiry and the development of generic skills such as critical thinking, problem solving and working in collaboration in context of the discipline rather than knowledge acquisition per se (see Learning Outcomes, Draft Senior Secondary Curriculum – Biology, released May 2012).

The implementation of a national curriculum raises a number of important questions for university educators. One crucial question is whether students undertaking first year biology will have opportunities to further develop the scientific inquiry skills acquired as part of the new Australian senior secondary school biology curriculum. The answer to this question, we believe, is important for two reasons. First, alignment of secondary school coursework and assessments with those in higher education can positively impact subsequent tertiary completions (Achieve, 2007). Second, as student diversity increases over the next decade (Bradley, Noonan, Nugent and Scales, 2008), academics need to be cognisant that student preparation may be less than adequate for successful transition to, and retention within, higher education.

The higher education sector should engage more fully with secondary educators, in an open dialogue, about the level of preparedness students require for successful transition to university. By fostering a more widespread and focused conversation, a stronger nexus can be made between the two groups of educators, one that will enhance the probability that students will have the best chance of success in their university studies. Australian universities are accustomed to a high degree of autonomy, whilst also relying upon secondary education to prepare students for university entrance. There is a growing concern among university staff that secondary schooling is not adequately preparing students for university, in terms of both content knowledge and, and perhaps more importantly, generic skills. This may be linked, to some extent, with a perception among staff of a gradual decline in overall university standards (Trotter and Roberts, 2006). A 2004 survey of over 2000 Australian first year students at nine different institutions revealed that despite enhanced efforts to bridge the gap between school and university over the previous decade, some 60% of first year students did not feel school adequately prepared them for university study (Trotter and Roberts, 2006). For students lacking prior learning and skills in science subjects, attributes which are strengthened and refined at university, transition and successful engagement with their studies are likely to become even more difficult. However, through strengthening the collaborations between secondary school and university educators, students may have greater opportunities to build upon a newly acquired skill set. A dialogue between university educators and school teachers will also allow for a better understanding of the different learning objectives, and the approaches considered beneficial at each level, will likely have the effect of fostering and encouraging activities that support students. Scientists across Australian universities can benefit from communities of practise that focus on teaching and learning and engage with secondary school staff. By providing guidelines developed by educators for educators, there is a greater chance that innovative teaching methods will become known and embedded within science academia, building on the findings and outcomes of the ALTC project ‘Scientist teaching scientists’ (Burke da Silva et al. 2009).


Project Methodology This study was conducted by a team of first year biology coordinators from four universities (Flinders University of South Australia, together with La Trobe University, Monash University and The University of Melbourne, in Victoria). The project team members have on-going links with secondary school educators and have a thorough knowledge of their own particular state senior secondary biology curricula. The data gathered for these analyses comprised part of a comprehensive benchmarking of first year biology subjects offered at Australian universities. These institutions included at least four members of every major university grouping (Table 1).

Benchmarking of First Year Biology

Information regarding first year biology subjects was collected from 37 of the 39 Australian universities listed on the Australian Universities website (Table 1) <www.australianuniversities.com.au/list/>. Two universities offered no subjects that met the criteria for first year general biology so were not included in the analysis. For example, do the Australian Technology Network Universities have a larger practical component in their biology programs as their mission is to prod On one hand did the G08 university members place a greater emphasis on theory and summative assessments compared to the other groupings. Or, do the ATN universities which focus on improving and embedding technology embedded learning in their programs have more laboratory based activities. Although the non-grouped universities. The unaligned universities were grouped together to allow them to be included in the analyses, however, we acknowledge that they do not represent a coherent grouping with a mission that aligns them as the other groups do.

The benchmarking data was collected in two stages. The first stage was to populate the first year biology curriculum database with information available through online handbook and subject websites, including identification of the subject coordinator for each subject. Table 2 outlines the nature and extent of the information requested for each subject. Data was reviewed by subjects that fit within one of two subject themes: molecules, genes, cells and tissues – ‘MGCT’ and evolution, ecology, evolution and biodiversity – ‘EEB’ were shortlisted. Subjects with a discipline specific and/or narrower focus, for example, biomedical science and human anatomy and physiology, were not included in this analysis.

During the second stage of the benchmarking exercise subject coordinators were contacted via email and followed up by telephone for a more in depth conversation about their subject. Coordinators were asked to confirm the details collected in stage 1 and self-report information not available through handbook entries and subject websites. Each coordinator was asked to provide a copy of their subject outline where possible. Subject outlines and/or lecture schedules were provided for 24 subjects (14 MGCT and 10 EEB). Subject coordinators who did not respond to the initial request for information were recontacted on 2 additional occasions until excluded from the list.

http://www.australianuniversities.com.au/list/


Table 1. Universities surveyed and their institutional groupings

Institutional Grouping University

Group of Eight ( GO8)

Australian National University Monash University University of Adelaide University of Melbourne University of New South Wales University of Queensland University of Sydney University of Western Australia

Innovative Research universities (IRU)

Charles Darwin University Flinders University Griffith University James Cook University La Trobe University Murdoch University University of Newcastle

Australian Technology Network (ATN)

Curtin University of Technology Queensland University of Technology RMIT University University of South Australia University of Technology Sydney

Regional Universities Network (RUN)

Central Queensland University Southern Cross University University of Ballarat University of New England University of Southern Queensland University of Sunshine Coast

Other or non-grouped universities (OTH)

Bond University Charles Sturt University Deakin University Edith Cowan University Macquarie University Swinburne University University of Canberra University of Notre Dame University of Tasmania University of Western Sydney University of Wollongong


Table 2. Benchmarking information collected for each first year general biology subject offered by Australian universities in 2011.

Broad Category Specific Information Subject Details Institution

Subject Name and Code Coordinator contact details

Class Dynamics Core subject to which courses/degrees Prerequisite and/or Assumed knowledge Class size % of cohort with a year 12 biology

Contact Hours and Modes of Teaching

Teaching weeks per semester Contact hours per week allocated to:

• Lectures • Practicals • Tutorials/workshops • Online learning/Modules • Revision/Feedback

Transition and At Risk Support

Global (university) and Local (faculty/school/topic) • Transition assistance • At Risk intervention

Knowledge and Comprehension

Overview of subject content and learning outcomes Content covered relevant to the following areas:

• Animal Form and Function • Biodiversity and Taxonomy • Cell biology/Cell Cycle • Cellular Energy • Genetics • Evolution • Ecology • Molecular biology • Microbiology • Plant form and function • Other

Skills Scientific

General

Identify Scientific and General skills covered: • Scientific approach/experimental design • Data observation, recording and interpretation • Statistics • Critical Thinking • Microscopy – observing cells/tissues/microbial structure • Dissection/Histology • Scientific Drawing • Microbial/Aseptic techniques • Molecular techniques • Scientific writing • Scientific presentation • Computer literacy • Information literacy • Group work • Ethics • OH&S • Time management • Independent learning • Other – not covered by other categories

Assessment Details of each assessment component (Practical, Exams, Quizzes, Oral presentation, group work, online, essays/reports) and contribution to overall subject mark


Summary and Comparison of First Year Biology Benchmarking Data

The subjects were categorised for comparison on the basis of each university’s institutional grouping (Table 1; current as at May 2012) and/or subject theme (MGCT or EEB). Membership in institutional groupings is based on the mutual benefits of the members through providing numbers for increased lobbying, marketing promotion, etc.; and as per the Australian Education Network website <www.australianuniversities.com.au/list/> “the groupings represent universities which have a similar style and focus”. The rationale for aligning data with institutional groupings was to investigate whether there were any underlying trends in the first year biology curricula that might reflect the particular teaching style or focus of each grouping. Subjects were separated into themes (‘molecules, genes, cells and tissues’ and ‘ecology, evolution and biodiversity’) to investigate if differences in content generally attributed to the two subject themes, result in differences in teaching styles and assessment.

For each broad category (Table 2), information was summarised across all subjects and by institutional grouping and subject theme where enough data was available for appropriate analysis. Specific analysis details (sample size and statistical analysis) relevant to each broad category are included in the relevant section.

Alignment of First Year Biology with the Australian Senior Biology Curriculum The biological knowledge, content and skills were the aspects of the first year biology curricula to be aligned with the Australian senior biology curriculum.

The Australian senior biology curriculum is divided into 4 units – Biodiversity, Cells and Multicellular Organisms, DNA and the Continuity of Life and Surviving a Changing Environment. The subject ‘content alignment criteria’ were derived from the “Understanding Science” statements relevant to each unit of the ACARA biology curriculum (see Appendix A). Statement of learning objectives relevant to knowledge and understanding of science gained and details of topic content of lectures (where available) from each first year biology subject were manually aligned with each of the content criterion derived from the Australian senior biology curriculum. For most university subjects the data collected regarding knowledge content was limited to information provided in handbook and subject website entries. The information regarding topic content covered by each subject varied greatly in the degree of detail that was reported and subsequently it was difficult to ascertain a complete overview of all subjects.

The learning outcomes for the three strands in the Australian Curriculum; science inquiry skills, science as a human endeavor and science understanding, were aligned to the Science Threshold Learning Outcomes (Jones and Yates 2011) for a pass level graduate from a bachelor degree program as described in the Learning and Teaching Academic Standards (LTAS) project Jones et al. 2011). Two skills sets were derived, one designated as an aspirational skills set (ASS) for senior secondary students undertaking biology under the Australian curriculum and the second called the generalised skills set (GSS) based on the summary of skills reported to be included in first year biology subjects across the sector.

http://www.australianuniversities.com.au/list/


Summary of Australian First Year Biology Curricula A median of two (range: 1-6) first year biology subjects are offered at the universities investigated with generally one subject focusing on each of the major subject types; Molecules, genes, cells and tissues (MGCT), and Ecology, evolution and biodiversity. Based on university groupings (Table 1), Go8 members offer more subjects (median of 3; range: 2-4) and RUN members offer fewer (median = 1; range: 1-2). No trend was found among university groupings for the number of subject types (MGCT vs EEB) offered, as this is likely determined by the degree requirements at each institution.

Prerequisites and Assumed knowledge

Of the biology subjects for which detailed information was gathered (n=78), 85% reported no prerequisite of any discipline. Six subjects had a biology prerequisite, with only one specified year 12 biology (Table 3). Five other subjects specified prerequisites from other disciplines and included chemistry, English, and OH&S (see Table 3).

For subjects with no prerequisite requirement from any discipline (Table 3), most (n=50) do not specify assumed knowledge of any discipline. Seventeen percent (n=11) specify assumed knowledge of basic biology with 2 of these also listing basic math and chemistry knowledge. Five other subjects only specify assumed knowledge of basic math and chemistry.

There is no apparent trend relating prerequisite/assumed knowledge for a subject to the university’s membership in a particular group. For example, subjects offered by GO8 universities were not more or less likely to have prerequisite/assumed knowledge than those offered by universities belonging to other groups.

A commonly expressed anecdote was that lack of a biology background was not a good predictor of (or an impediment to) success in first year biology. Coordinators indicated that the issues with proficiency in basic math and chemistry were more likely to create learning issues for some students. Similarly to biology knowledge requirements, very few subjects reported prerequisites or assumed knowledge for these disciplines.


Table 3. Number of Australian first year biology subjects (out of 78) reporting prerequisite or assumed knowledge of biology or other disciplines.

1 Some subjects have prerequisites or assumed knowledge of multiple disciplines.

Prerequisite Number of Subjects1 Comments

None 66

Biology 6 Year 12 biology (1);

Another first year biology topic (5) Chemistry as well (1)

Chemistry 4 Year 12 equivalent (2) or co-requisite of first year chemistry (2)

English 3 All from same institution

OH&S 1 University online course prior to commencing biology

Assumed (includes the 66 subjects with no prerequisite)

None 50

Biology 11 Level of knowledge varies: yr 10 biology

(5); enabling/bridging course (3); or other first year biology subjects (3)

2 of these specify chemistry and math Basic Math and

Chemistry 7 HSC level (6); some organic chemistry (1)

Other disciplines 2 One english, one physics


Proportion of students with a year 12 background

Of considerable concern is the finding that almost two thirds of the first year biology subject coordinators had no knowledge of the proportion of their students who had a year 12 biology background (Figure 1). Without this knowledge, clearly most first year programs are designed without this consideration. Very few coordinators knew the exact numbers but others were able to provide a considered estimate of the proportion of the students with a year 12 biology background (Figure 1).

Figure 1. Frequency of the proportion (%) of students with a year 12 (biology or otherwise) background enrolled in first year biology offered in the 34 Australian universities. Given the significant proportion of students without a biology background, first year programs are unlikely to both engage students with a background or provides enough background information for students without year 12 background. It has been observed that students with year 12 biology background generally achieve higher outcomes than students lacking background knowledge (Burke da Silva and Hunter, 2009; Rayner, pers comm.). This clearly identifying a need to provide foundation material embedded within the course, and to do it in such a way as to not lose the interest of students who have studied biology in year 12. Interestingly, prior study in chemistry also appears to impact positively on student performance in biology (Bone and Reid, 2011).

First year biology enrolments

Enrolments ranged from 20 to greater than 1000 students per subject, with only 15% of subjects having less than 100 students (Figure2). First year biology students are faced with class sizes that are considerably more than they would experience in their secondary schooling. This may have considerable ramifications for student transition and could contribute to the gap found between student expectations and experiences as reported by Luzeckyj et al. (2010).

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Figure 2. Frequency of first year biology subject enrolment. (n= 74 subjects)

Mean subject enrolment varied significantly based on university groupings (F = 2.27; p < 0.001; Figure 3). Subjects offered by Go8 universities had the highest mean enrolments (717) which was almost twice as big as both IRU (422), and ATN (408) with RUN (254) and OTH (234) universities having comparatively smaller subject enrolments. Given that two-thirds of the subjects surveyed have student enrolments greater than 250 students there is a clear need for adequate resourcing, as an increase in class size is likely to reflect an increase in student diversity. In the absence of such resourcing, large enrolments have been shown to negatively impact a range of areas, including student engagement and retention (Cuseo 2007) and teacher effectiveness (Bedard and Kuhn 2008). In subjects with large enrolments, there is also an observed tendency for reliance on lecture-based delivery methods (Atkinson 2010), although this trend was not apparent in our data, perhaps due to the considerable variation among universities or perhaps due to the nature of the groupings.

Figure 3. Mean (+/- SE) subject enrolment of based on university groupings.

There appears to be a broad trend toward larger subject enrolments in MGCT (mean = 489.6 +/- 55.4) compared to EEB subjects (mean = 373.4 +/-50.9). This trend is unlikely to be due to the timing or semester in which the subject is taught, as there was no standard pattern of

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course offerings, but rather there was a difference in the degree requirements (with bio medical degrees not requiring students to take EEB subjects). This trend may possibly reflect student interest and perceived jobs in bio-medical careers and post-graduate medical study with fewer students enrolled in the more environmental focused biology subjects. The implication therefore may be that biomedical students do not receive as rounded an education in the biological sciences and may be missing some very important coverage such as evolution (Buckberry and Burke da Silva 2012). Paradoxically, this comes at a time of increasing concern around global environmental issues.

Subject content: What are we teaching? A comparison of the two subject groupings reveals that MGCT subjects are more uniform, with similar knowledge content across the defined topic areas than EEB subjects (Figure 4). Contrastingly, EEB subjects are more varied with most covering the major areas of evolution and ecology but variously focusing on one of the other defined topic areas (Figure 4). Interestingly, the topic area relating to biodiversity is not being reported to be covered well in either subject grouping.

Figure 4. Proportion of EEB and MGCT biology subjects reporting to cover each of 10 core topic areas.

Summary Findings

Very high proportion of first year biology subjects required no prerequisite

High proportion of first year biology subject coordinators had no knowledge of student prior learning in biology

Almost all first year biology classes had considerably high enrolments

GO8 universities had the highest enrolments

MCGT subjects had higher enrolments than EEB subject suggesting a propensity of students towards the biomedical sciences

MGCT subjects are more uniform with respect to content compared to EEB subjects


Modes of teaching

Across universities and subjects (n=81), the most common modes of teaching are lectures and practicals with very little time being spent in tutorials. The average time spent in lectures (32.2 +/- 8.1 hrs/semester) and practicals (26.7 +/-11.5 hrs/semester) and is similar across subject groupings. The average time allocated to the most common modes of teaching (lectures, practicals and tutorials) is also similar when grouped by subject type (MGCT and EEB; Figure 5) and university grouping (ATN, Go8, IRU, OTH and RUN; Figure 6). First year biology subjects have an average of 65 contact hours/semester which is relatively high. The high number of hours spent in practicals is an expensive investment in student learning which is likely associated with the high value that STEM academics put on the development of skills and associated approaches to science (eg. Critical thinking, problem solving, hypotheses testing).

Figure 5. Average (+/- SD) hours per semester reported for the common modes of teaching (lectures, tutorials and practicals) across first year biology subjects sorted subject type (MGCT vs. EEB).

Figure 6. Average (+/- SD) hours per semester reported for the common modes of teaching (lectures, tutorials and practicals) across first year biology subjects sorted university affiliation (grouping – ATN, Go8, IRU, OTH, and RUN).

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ATN (n=8)

Go8 (n=24)

IRU (n=15)

OTH (n=26)

RUN (n=8)


Online resources

Online resources are reported to be used for revision, self-testing and/or assessment (quiz) in 60% of the 81 biology subjects reviewed. Of these, 18 subjects provide online resources for optional revision and self-study with no linked assessment and 31 subjects include online compulsory assessments (Figure 7) with the value of the assessment across subjects ranging from 1-50% of the overall grade. Most of subjects incorporating online assessment also include revision and self-study activities for students (n=22).

Figure 7. Use of online resources among first year general biology subjects (n=81) taught within the Australian tertiary sector (based on 2011 data).

When subjects are clustered on the basis of university grouping, Go8 subjects reported the greatest use of online resources and ATN the fewest (Figure 8). The inclusion of online activities as subject assessment items appears to be influenced by class size. Where online resources are included and student enrolments are less than 500, 50% of subjects use them as an assessment component. This compares with subjects with enrolments >500, where 80% include them as an assessment component. Perhaps online learning is one strategy to support teaching and learning in subjects with very large student enrolments.

Figure 8. Reported use of online resources among Australian first year general biology subjects (n=81) clustered by university grouping (based on 2011 data).

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35

none learning only assessment

Num

ber o

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logy

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ects

Use of online resources


Assessment overview

In terms of assessment, three main categories were identified for comparison: exams (summative: mid-semester and final), practical and other. The summative exams were generally reported to be single component scores, and were predominately to be either comprised of multiple choice questions (MCQ), or a combination of MCQ and short/long answer. The practical component was reported to include written reports, worksheets or assignments completed in the practical class or later, laboratory skills testing and may include some sort of attendance mark. Assessment guidelines and rubrics were provided by some coordinators but a more thorough analysis of assessment practices is beyond the scope of this report. Finally, the ‘other’ component variously included scores for on-going assessments such as multiple choice quizzes, essays or literacy skills assignment, oral presentations, attendance/participation, group works and e-learning modules whether provided by textbook publishers or developed by academics.

All first year biology subjects (except one at an ATN University) incorporated a final exam as an assessment component (Figure 9). Although a similar pattern emerges for the practical component, one ATN, one Go8 and three OTH universities did not include a practical component in the assessment mix (although these subjects may have included formative hands-on learning which was not assessed). There is considerable variation among universities with respect to some form of mid-semester exam; with 5-60% of biology subjects at most university groupings including this, except for RUN, for which only one subject incorporated a mid-semester exam. There is also some variation among university groupings in regard to inclusion of ‘Other’ assessment types, reflecting the diversity of such activities (essays, quizzes, online modules) across the surveyed subjects.

Summary Findings

The most common modes of teaching in first year biology are lectures and practicals

Very little time is allocated to tutorials

Online resources are a common component of first year subjects

GO8 universities reported the greatest use of online resources

High enrolment subjects commonly included online forms of assessment


Figure 9. Proportion of subjects that include each type of assessment according to university grouping.

Summative exams (final and mid-semester) have the highest mean assessment weighting regardless of university grouping (Figure 10). However, the RUN subjects have greater weightings for practical and other assessments and lower exam weightings than all other groupings.

Assessment components for Go8 universities grouped according to subject themes showed no statistically significant difference between any assessment components in MGCT compared to EEB. It is clear that the final exam valued between 40-60% forms a significant portion of assessment for first year biology subjects across universities.

For Go8 and IRU universities, assessment components grouped according to subject theme were not statistically different between any assessment components in MGCT compared to EEB across the university groupings. The practical assessment component is between 20-30% for Go8 and IRU universities.

Figure 10. Mean proportion of overall assessment allocated to exams, practical and other assessment types. Data is expressed as mean ± standard error and based on institutional groups.

There is no apparent relationship between class size and final exam or practical component weighting. Interestingly, universities are making a clear statement that they value the

0102030405060708090

100

Final Exam Practical MidtermExam

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ortio

n of

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ects

inclu

ding

as

sess

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t typ

e

Assessment Type and University Grouping

ATN (n=8)

Go8 (n=24)

IRU (n=13)

OTH (n=27

RUN (n=8)

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OTH

RUN


educational benefits gained from practical activities and continue to maintain this expensive and time consuming activity within the curriculum.

In terms of assessment of practical skills, apart from an MGCT-type subject at a Go8 university for which 50% of the practical evaluation component is an evaluation of laboratory skills, there appears to be a dearth of objective assessments (e.g. measures of observed precision, problem-solving or evaluation of experimental design) of such skills. In fact, for the bulk of the first year subjects, there appears to be an overwhelming reliance on report writing (often comprising 20-30% of the practical component) and summative practical exams (commonly up to 10% of the overall assessment).

Initial benchmarking and evaluation of first year biology curricula indicated that students undertaking MGCT-type subjects spend on average 24.4 hours in laboratory-based activities over a 12 week semester. Contrastingly, students enrolled in the more traditional life sciences biology subjects (‘EEB’ subjects), spend on average 29.3 hours engaged in laboratory or field based activities, which is significantly greater than mean laboratory time for the MGCT-type subjects (F=4.68; p=0.03). When clustered according to university grouping, the same trend of more practical hours spent in EEB-type subjects is apparent (Figure 2).

As a proportion of the overall percentage assessment, practicals in MGCT-type biology subjects comprised on average 26.6% , which is significantly less than for surveyed EEB-type subjects 32.4% (F=6.27, p=0.015). Together with the observed time allocated to laboratory practicals, these results suggest a possible correlation between time and assessment weighting, although this requires greater resolution than is currently available.

Across first year biology subjects (n=72) the time allocated to practical activities falls most commonly in the range of 21-30 hours, with an overall range of 0-64 hours (Figure 11). Four subjects specify no practical activities because a separate dedicated practical skills subject is included as a core topic for some course/degrees. One subject included an estimate of 64 hours required for students to complete self-mediated practical activities and assessments (Figure 11).

Figure 11. Total time allocated per semester to practical activities for surveyed first year biology subjects (n=63) (From Rayner et al. 2012).

The time allocated to practical teaching is similar between EEB (mean = 29.2+/-9.9hrs) and MGCT (26.6+/-8.7) subjects (Figure 12). When the EEB and MGCT subjects are clustered by the university groupings, EEB subjects taught at ATN and OTH universities on average require more practical hours per semester whereas EEB subjects taught at RUN universities on average require less practical hours per semester. Hours are similar between subject

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types at Go8 and IRU universities (Figure 12).

Figure 12. Practical hours per semester and practicals as a proportion of overall percentage assessment for MGCT (n=40; red) versus EEB-type first year biology subjects (n=34; blue) by university grouping. Number of subjects included for each subject type per grouping included above the bars.

When clustered according to university grouping, there appears to be a consistent trend for slightly higher allocation of the overall assessment allocated to practicals for EEB- compared to MGCT-type subjects (Figure 12) for Go8, IRU and Others. The apparent difference in assessment weighting between subject types is greater for RUN and ATN groupings; however for the ATN grouping there is only adequate information for 1 EEB-type subject.

There is a range of assessment methods for student practicals, including written work, skills tests, and practical-specific quizzes or exams. Of these, written forms of assessment (e.g. workbooks or laboratory reports) comprise the majority of the overall practical assessment (20.4%), with hands-on skills tests (3.15%) and quizzes or exams (5.45%) comprising very small proportions of practical assessment weightings. This indicates a heavy reliance on student written work for practical assessment, which may disadvantage non-English speaking background, English as a second language students, or others with some form of language or literary disability (e.g. dyslexia).

Evaluation of specified learning outcomes in subject descriptions indicates that first year biology subjects tend to focus mostly on content transmission (Table 4). Where students are undertaking guided-inquiry investigations, they appear to be developing skills such as analysing and interpreting data, the drawing of conclusions and the communication of results as written laboratory reports and/or answers to practical-related questions (Table 4). Other forms of communication include oral presentations and posters, with 41% of universities including these as learning outcomes (Table 4). Interestingly, 34% of universities list quantitative skills as a learning outcome for biology and in most cases this referred specifically to statistical analysis. A very small proportion of universities included skills in communication to diverse audiences and purposes as a learning outcome (Table 4) but what form these take exactly requires further investigation.

Critical thinking as developed by evaluating information from a range of sources is listed as a learning outcome for 68% of surveyed biology subjects, problem solving 22% and an ability to work in teams, 57% (Table 4). Of surveyed subjects, only 24% list ‘design and plan an investigation’ as an activity where it is made clear that this is a student-driven open-ended inquiry. Otherwise, 57% of subjects state that students will conduct an experiment or undertake a laboratory task or gain experience in the use of scientific equipment. Taken collectively, these results suggest that a considerable proportion, perhaps more than 75% of

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MGCT Assessment

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13

2610


first year biology practical activities lack some form of inquiry-oriented learning in the syllabus. This is of considerable concern given the demonstrated value of inquiry-oriented learning, and that a ‘science inquiry skills’ component uniformly underpins the Australian curriculum for senior secondary biology.

Table 4. The percentage of first year biology subjects that specify learning outcomes (Generalised Scientific Skills, GSS) that aligned with Aspirational Scientific Skills (ASS). * denotes that unless the subject description specifically made reference to an open inquiry planned and executed by students, then ‘conduct an experiment’ was taken to mean guided-inquiry

Aspirational Skills Set (ASS) Generalised Skill Set (GSS) %

Understanding Science An understanding of scientific method 47 Understand scientific knowledge is dynamic 3 Role and relevance of science 19

Scientific Knowledge

Understand and integrates key concepts/models/theories 100 Knowledge in at least one other discipline 3

Inquiry and Problem Solving

Critically evaluate information from a range of sources 68 Apply scientific method 54 Be able to problem solve 22 Design and plan an investigation – Open Inquiry 24 *Conduct an experiment or laboratory task – Guided Inquiry 57 Select appropriate methods and tools to conduct an investigation 0 Collect and accurately record data 92 Use appropriate representations of data 92 Interpret data and draw conclusions 92 Use QS skills for evaluation 34 Communication

Communicate information and findings/report writing 95 Multimodal forms of communications 41 For diverse audiences and purposes 5 Personal and Professional Responsibility Able to work independently 19 Self-directed learning 11 Able to work in team 57 Practise ethical conduct 34


Summary Findings Final exams most commonly comprise multiple choice questions or a combination of multiple

choice and short answer questions Almost all first year subjects included a practical assessable component

Final exams had the highest mean assessment weighting No relationship was found between class size and final exam or practical component weighting A lack of objective assessment of student practical skills High reliance on report writing EEB subjects had significantly higher time devoted to practical activities compared to MGCT

subjects

EEB subjects had significantly higher assessment allocated to practicals compared to MGCT subjects


Transition and At Risk Programs Why use local versus global student-support programs?

Most universities have support programs to enhance student transition to tertiary study and assist those at risk of failure. However, discipline-specific support programs within biology subjects, while common, are not ubiquitous. Support programs fall into two categories. The first are programs that provide academic support and the second are programs that promote social and emotional well-being as students make adjustment to university life. The investment in these programs is worthwhile given that successful transition leads to an increase in competency, confidence and achievement. Information regarding transition and at-risk programs was available for 76 of the biology subjects. Approximately half of these subjects reported programs for transition and/or at-risk students within biology (Figure 13). Some biology subjects used diagnostics that referred students to global university programs.

Figure 13. Proportion of biology subjects offering biology-specific student assistance programs (N=76).

The profile of the student cohorts at university is diverse and perhaps the range of transitional support should reflect this diversity. Global, university-based programs can cater for many students at one time and provide assistance with common problems with numeracy, literacy or information literacy. Discipline-specific programs are needed to address problems that students have within a particular subject. Biology has certain conventions in the way students are expected to use statistics or referencing, in addition to specific content knowledge, and none of these areas can be covered in detail by a global program. Discipline-specific assistance programs can address students’ difficulties in biology subjects more closely than university-level programs alone. The benchmarking survey established that approximately two-thirds of subjects offer discipline-specific assistance programs to their students, with slightly more universities offering at-risk programs than transition programs. Transition and at-risk Global transition programs • Orientation week • Global peer mentoring programs

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Global at-risk programs • Literacy centres • Numeracy centres • Library tutorials • Study skills courses • Assistance for minority students • Counselling services

Current transition programs

Of the benchmarked universities, 60% used one or more discipline-specific student support programs. These programs are based on university recognition of responsibility in fostering engagement and support opportunities for first year university students, and their awareness that this is a difficult and challenging time for many students juggling a number of issues. It is widely recognised that close to a quarter of students seriously consider deferring or discontinuing within their first semester at university. For vulnerable students, these programs help dispel a sense of isolation and promote confidence in negotiating their way through first year. Several types of transition programs were identified through the benchmarking exercise, including social events, academic skills programs with biology-specific content, bridging courses for students without a background in biology and peer mentoring. The most popular program was peer mentoring. A quarter of the biology subjects reported offering Peer Assisted Study Sessions (PASS) or PASS-like programs (Figure 14). A few institutions offered biology bridging subjects (8%) and academic skills programs with a biology focus were only available to students in 7% of subjects.

Figure 14. Transition programs used in first year biology.

The power of peer mentoring cannot be overstated and the research in this area favourably supports the use of these programs that are praised by both educators and students. One significant advantage of peer mentoring is the sense of connection to a larger community conveyed to the mentored student, and another is the positive role model provided by the mentor who is chosen based on academic success and good communication skills.

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Current at-risk support programs

Of the universities benchmarked, 73% used biology-specific programs to assist students at risk of failing. Optional tutorials or extra-assistance tutor sessions are popular support programs, but the most common programs are based on early detection strategies such as monitoring lack of attendance or failing assessments early in semester. Once a student has been identified as at risk, they may be advised to seek help from tutors, peers (e.g. form a study group) or academic skills units about improving study habits or making life-study adjustments. Early detection of a student showing problems with attendance or assessment can indicate that an at-risk student may not have adjusted to university life and with further support will do so. They can then be referred to discipline-specific programs such as extra-assistance tutor sessions or to global programs if their difficulties are with broader learning skills. About 25% of subjects monitor student attendance or assessment marks as part of their early intervention program for at-risk students (Figure 15). At-risk students are referred to demonstrators or duty tutors, sent to university-level assistance, or simply informed that they are at risk of failing. Optional tutorials or duty tutors are a more active program for providing help within biology and are offered in nearly 30% of subjects.

Figure 15. At-risk strategies used in first year biology

To take best advantage of the assistance programs available, all teaching staff, including casual demonstrators, may need training in when to refer students for assistance and what assistance is available.

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Summary Findings Most universities have support programs to enhance student transition and assist those at

risk of failure

The support programs fall into two categories, academic or social

Of the identified transition programs the most popular was peer mentoring

Most at risk programs were embedded within biology subjects rather than being centralised


Alignment of Secondary and Tertiary Knowledge and Skills Content Knowledge Content Alignment The information on biological knowledge content is clearly presented in the Australian biology curriculum and to align secondary and tertiary content a set of ‘content alignment criteria were derived from the ‘Understanding Science” statements of each of the 4 units included in the secondary curriculum (see Appendix A). As previously reported, the detail on topic content of first year biology subjects is highly variable and proved to be the most difficult information to record adequately across the subjects as unit outlines were often not available for all subjects. Many coordinators were happy to provide additional information but confidentiality issues were cited to explain why they were unable to provide the subject outline. The alignment is based on the 75 first year biology subjects for which information in addition to the handbook and website entries was collected. Most of the specific details on subject content were inferred from information available from handbook and website entries. As previously described, the alignment to content criteria was done manually for each subject and a subject was only linked to an individual criterion when the topic details could be clearly and logically attributed. The analysis was completed by a single member of the project team to enable consistency.

Table 5 provides a summary of the proportion of subjects that addresses each content criterion. Based on the alignment, it is apparent that students entering university from year 12 biology will have an adequate foundation in biological knowledge content.

Table 5 Proportion of subjects covering each of the content alignment criteria derived from “Understanding Science” sections of the May 2012 Draft of the ACARA senior secondary biology curriculum.

Unit Sub Unit Content Criteria % Subjects

covering content

Uni

t 1:

Biod

iver

sity

and

the

Inte

rcon

nect

ed-n

ess

of L

ife

Desc

ribin

g bi

odiv

ersi

ty

Biodiversity: genetic, species and ecosystem level 79

Hierarchical Classification and evolutionary relatedness 62

Species concepts 35

Ecos

yste

m

dyna

mic

s Dynamics of ecosystems, including biotic and abiotic factors; Biosphere composition and

interconnectedness with hydrosphere, atmosphere and geosphere

74


Uni

t 1:

Biod

iver

sity

and

the

Inte

rcon

nect

ed-n

ess o

f Life

Ecos

yste

m d

ynam

ics

Population dynamics 56

Human impacts on Biodiversity and Ecosystems 32

Ecosystem modelling; methods of monitoring environmental factors and populations 35

Uni

t 2: C

ells

and

Mul

ticel

lula

r Org

anis

ms

Cells

as t

he b

asis

of l

ife

Energy economy of cells 91

Chemical nature and the movement of substances across cell membranes 79

Cells as the basic units of life; prokaryotes, eukaryotes 88

Regulation of biochemical processes, including enzyme structure and function 59

Mul

ticel

lula

r org

anis

ms

Hierarchical structural organisation of multicellular organisms 44

Cell differentiation and specialisation 38

Animal structure and function: systems facilitating internal and external exchange 88

Plant structure and function: regulation and control in plants 71

Uni

t 3: H

ered

ity a

nd

Cont

inui

ty o

f Life

DNA,

gen

es, a

nd th

e co

ntin

uity

of l

ife

Replication and transmission of genetic information; Structure and Function of DNA 94

Coding and non-Coding DNA sequences: Genes 59

Protein synthesis 82


Uni

t 3: H

ered

ity a

nd C

ontin

uity

of L

ife

DNA,

gen

es, a

nd th

e co

ntin

uity

of l

ife

Roles of proteins in cell structure and function 32

Gene expression and regulation 79

Sources of Genetic variation 59

Prediction of mating outcomes: genotype and phenotype frequencies 71

DNA Sequencing techniques and applications 26

Biotechnology: materials and technologies 38

Uni

t 4: M

anag

ing

the

inte

rnal

env

ironm

ent

Hom

eost

asis

Nervous and Endocrine Control of physiological response 29

Nervous and Endocrine Control of physiological response 29

Homeostasis 65

Infe

ctio

us

Dise

ases

Immune response to pathogens 6

Vertebrate Immune system 21

The initial content alignment was conducted using a 2011 draft and realignment was required after the release of the May 2012 as there were substantial amendments/restructure of the topic content. Most of the content in the new draft was similar to the earlier draft, but the content was shuffled across the units. Thus making the Australian biology curriculum more similar to what is taught in first year biology compared to the earlier draft. A summary of the most notable changes are as followed:

Content removed:

• The focus on Australian examples (e.g. case studies of evolution) is reduced. This isn’t taught particularly thoroughly at first year either, but this could be seen as an area for improvement at both secondary and tertiary levels.

• Several medically-focused outcomes from the last draft have been removed or have reduced emphasis in the new curriculum. In particular, the human immune system and biotechnology in medicine have lost emphasis in the new draft. This is in keeping with


what is taught in general first year biology courses. It may be of concern for medical courses, or for providing general knowledge to help people decide about medical procedures.

• Human evolution has been removed from the new draft. Again this fits with what’s taught in most first year courses in general biology, where there is not an emphasis on human evolution.

Gaps rectified:

• Classification and the definition of species have been added to the new draft. This provides a good link to the way biology is taught in first year.

• The way population dynamics is described in the new draft fits more closely with the way it is taught at university.

• Plant structure and function is more thoroughly covered in the new draft. Remaining gaps/differences

• Single celled organisms are poorly covered in the secondary curriculum (some bacterial biology, but not protists, viruses and algae).

• Tertiary courses cover topics like cell motility, bacterial vs eukaryotic genetics. • Fungi and non-flowering plants are poorly covered in the secondary curriculum. • Body plans of animal phyla are used in first year in connection with classification and

taxonomy. This is beyond what is covered in the ACARA curriculum. • First year looks at the endosymbiotic theory of plastid evolution which isn’t covered at

secondary level. The alignment was conducted on subject content only without consideration of the depth of coverage. It is clear however, that although similar concepts are covered between the sectors the overall depth of knowledge and required understanding is greater in the tertiary subjects.


Alignment of ASS with GSS The information in this section is summarised from one of the peer reviewed articles generated from the project, Familari et al. (2013).

The alignment of the two sectors learning outcomes led to the development of the Aspirational Scientific Skills (ASS) i.e. those for the proposed Australian Curriculum that also complemented the Threshold Learning Outcomes (See Appendix A section 2 for details of the alignment).

The GSS are the skills derived from benchmarking first year biology across the tertiary sector, i.e. what are currently desirable learning outcomes. Data collection was undertaken by scoring specific learning outcomes for MGCT subjects against the ASS. This involved scoring Learning Outcomes in subject descriptions available on university websites and as provided by subject coordinators (see Table 1).

An important concept described in both the Australian Curriculum and Threshold Learning Outcomes - ‘Understanding scientific knowledge is dynamic-, requires further explanation. This learning outcome is about understanding that scientific knowledge is created by consensus within a group of scientists, is re-evaluated when subsequent findings become available, involves critique and uncertainty and therefore is dynamic.

For the purposes of this study, definitions for types of inquiry skills employed by Spronken-Smith et al. (2011) were adapted as follows:

• ‘Open inquiry’ in this study means students are self-directed in formulating the questions through to designing and undertaking the investigation.

• ‘Guided inquiry’ occurs when the teacher provides the question which may be explored either by a specified outline of investigation or through students self-directed investigation.

Alignment of ASS with GSS

In generating the data for GSS a number of assumptions were made regarding categorisation of GSS components for each subject. These included acceptance at face value of learning outcomes in subject descriptions. If, for example, there was a statement in the subject description about developing an understanding of the scientific method in the broad overview of the subject, this was scored within ‘Understanding Science’. If there was a specific statement about using the scientific method in the laboratory (whether additional to the statement in the broad overview or not) this was scored under ‘Inquiry and Problem Solving’. Thus, for first year biology subject descriptions, only specifically stated learning objectives aligning with the ASS were scored, while recognising that subject descriptions do not reflect all activities (learning objectives) that may take place in the subject.

Broadly, first year biology subjects offer a range of inquiry skills including the opportunity to participate in practical classes offering a well-known and successful strategy to develop these skills but there are gaps between ASS and GSS. The most notable is in the need to shift from knowledge acquisition per se to science as a community of practice. While quantitative, generic and communication skill development occur to some extent, these areas need addressing.

Overall, first year biology subjects will build on the skills that pre-tertiary students bring with them when the national senior biology curriculum is fully implemented. There may be a delay to achieve full implementation of this new curriculum, particularly since the emphasis on inquiry skills will likely require professional development of secondary school teachers and perhaps development of resources. During the interim, the first year sector should maintain the laboratory practical in first year biology and review the cross sector curricula, to augment the alignment of the learning outcomes in the two sectors and thereby enhance student transition.


36

Networking and Connections Two key objectives of this project were to:

• Facilitate the building of networks and connections within and between the secondary and tertiary education sectors for the purpose of improving teaching and learning and student experience in biology education.

• Develop models for professional development of tertiary and secondary educators to enable them to self-assess and improve their teaching and learning practices, with a particular emphasis on potential challenges related to the implementation of the Australian biology curriculum.

To address these objectives we participated in and/or hosted the following events for tertiary and secondary educators.

Tertiary Educators An ideas exchange and a colloquium were hosted by the project team at Australian Conference for Science and Mathematics Education (ACSME) in 2011 and 2012 respectively. A description and summary of these events is provided below.

Ideas Exchange

An ideas exchange was hosted by the project team on the 29th of September at ACSME 2011 in Melbourne. The ideas exchange enabled the project team to:

1) introduce the project ‘Strengthening alignment between secondary and tertiary biology education and enhancing students transitions in the sciences’ to first year educators

2) Present preliminary findings of the benchmarking of first year biology curriculum and seek feedback

3) Exchange ideas with other tertiary educators regarding teaching and learning issues, curriculum and best practice in first year biology

Overall, 31 first year tertiary educators from multiple disciplines (Biology (20), (Higher Education Research (1), Statistics (1), Physics (3), Chemistry (2), Other (3)) attended the ideas exchange. The exchange was run as 2 repeat sessions. In addition to presenting the details of the research, each session was asked to choose a focal question (see Appendix B for small group discussion. Both sessions chose question number 3 related to identifying skills sets for first year science students. Interestingly, the skills nominated most often among the participants (75% agreement within a session) as important for first year students were related to data processing skills (hypothesis formation/testing, interpretation, presentation, communication) with the most important laboratory practical skills (50% agreement within a session) including OH&S, pipetting dilutions, microscopy and scientific drawings. Interestingly, between sessions the only common skill nominated was OH&S. The skills sets highlighted in these sessions closely align with the skills sets summarised through the benchmarking database. Due to the brief nature of the ideas exchange a formal evaluation was not completed however the participants were positive and insightful regarding the proposed research.

ACSME 2012 – 26-28th September 2012

The workshop hosted 36 attendees representing 18 Australian universities, 1 New Zealand University (University of Auckland) and 1 government organisation (Office of Teaching and Learning) See appendix B, section 3.


37

Senior Secondary Educators CONASTA

Two members of the project team attended CONASTA 60 in July 2011 in Darwin, Northern Territory. The purpose for attending CONASTA was to introduce the research project ‘Strengthening alignment between secondary and tertiary biology education and enhancing students transitions in the sciences’ and take the opportunity to begin a conversation between secondary and tertiary educators regarding the impending Australian curriculum. Specifically we wanted to find out:

• how the proposed curriculum was being perceived by the secondary sector in regards to how it may affect what and how senior secondary biology is taught,

• how it may affect teaching in the tertiary sector and • how the tertiary sector might provide assistance to secondary educators to address any

challenges presented by the new curriculum. The workshop presented by the project team members was only attended by 2 secondary educators so effective evaluation was not possible, however by using morning/afternoon teas and lunch as networking opportunities we were able to expand the number of senior secondary educators contributing to information regarding some key questions, see section below “SUMMARY OF WORLD CAFE QUESTIONS & DISCUSSIONS” Anecdotally, what we learned was as follows:

• The rollout for the senior secondary curriculum would most likely to be in 2014 rather than 2013.

• Due to the delay to the rollout and the current ACARA proposal draft format many senior secondary educators had not shifted their focus to the impending curriculum.

• Educators in several states did not perceive that the current draft was presenting changes that would strongly impact how and what they were currently teaching.

• Senior secondary educators were pleased that tertiary sector educators were taking an interest in teaching and learning in the secondary sector and were keen to make key connections between the two sectors.

ASELL IN SCHOOLS

Following the model developed by the ASELL program, we presented the “Transitions in Biology ASELL in Schools workshop” on 5th December 2012, at Flinders University in Bedford Park, South Australia. The workshop was specifically designed based on information collected from South Australian senior secondary educators. A pre-workshop survey (paper and online via Survey Monkey) was distributed via email and Australia Post to 225 South Australian secondary institutions. The survey is included below the “Invitation to senior secondary educators”. One hundred responses were returned (36 via Survey Monkey and 66 paper). From the survey information we were able to organise content (topics of the practicals and academic presentations) and select a date and location that targeted the needs of the South Australian educators. All educators who responded to the survey were sent a formal invitation.

The Transitions in Biology ASELL in Schools workshop hosted 55 senior secondary teaching staff from 43 South Australian senior secondary schools, 10 academic staff from 3 universities and 13 students (7 first year biology students and 6 year 12 high school students).

The majority of attendees either agreed or strongly agreed to both of the following statements ‘the workshop was a valuable means to improve student’s learning’ and ‘I


38

benefited from attending the workshop’ (See Appendix B: Transitions in Biology ASELL in Schools Workshop). Additionally, during open discussion at the end of the ASELL workshop there was strong agreement among the teachers that the South Australian Department of Education be approached to become involved in the provision of these types of professional development opportunities for teachers. When surveyed pre-workshop, no teachers were interested in putting forward one of the laboratory practicals used in their schools, however after the workshop several teachers indicated after this experience they would be willing to contribute a student laboratory practical for review by peers.


39

Value to First Year Biology Teaching Within Australia

This project has provided a unique opportunity to benchmark the teaching and assessment of biology across the entire Australian university sector and compare it to a new nationalised secondary curriculum, which is founded on new ways of thinking regarding the balance of teaching content and skills, particularly in regard to enabling students to access appropriate knowledge and critically evaluate it for themselves. The project has also enabled tertiary biology educators to evaluate what and how we are teaching, and to compare the various modes of assessing student knowledge, understanding and capability. The question remains however as to whether tertiary educators have sufficient understanding to best meet the needs of students entering university from senior secondary school. An additional question is whether tertiary educators are currently providing students with the skills they require to be competitive in the workforce and to be confident citizens in a society increasingly influenced by scientific discovery. The information gained in the project could be used to scaffold learning for students as they move from the secondary to the tertiary sector.

Internationally

Most countries are not in a position to benchmark a particular discipline education across the secondary-tertiary ‘divide’, due in part to large population size and also to greater numbers of universities with varying governing systems. Universities elsewhere in the world can benefit from our analysis (and the approach / process) to generate appropriate dialogue between their relevant sectors and develop practices that will enhance their teaching and learning practices in the discipline of biology as well as more broadly in the other sciences.

Value to Senior Secondary Teaching Provision of benchmarking information regarding first year biology curricula is also of considerable value to secondary educators. Secondary teachers can use the resources / outcomes of this project to better inform their teaching approaches and practices, and thus enhance the preparedness and capabilities of students embarking on university studies. Further, strands of the Australian science curricula can be scaffolded through university first year programs, ultimately generating more capable, knowledgeable and better skilled science graduates.


40

Outcomes 1. Benchmarking of first year undergraduate biology course offerings across Australia Data was collected from the handbook entries of 84 general biology subjects from 37 Australian universities (See Table 1). Additional data was collected through direct contact (either phone or email) with the subject coordinators of 75 of the 84 subjects to confirm handbook details and clarify or enhance information.

We prepared a reference guide entitled “Transitions in Biology: A curriculum reference guide for first year biology in Australian universities” that summarises the main findings of our benchmarking as well as providing suggestions about how to use the guide to enhance current teaching and learning practices. The guide has been distributed to all first year coordinators who contributed to the data collection, to educators who attended our symposium on ACSME Discipline Day and to colleagues within our home institutions. The guide is also available as an electronic resource on the Transitions in Biology website <www.transitionsinbiology.com.au>.

Our findings have been presented at two conferences in 2012: FYHE in Brisbane and ACSME in Sydney. Two peer reviewed papers have been published from these conference proceedings (Rayner et al. 2012; Familari et al. 2013).

2. Development of a model for the engagement of first year Biology academics in teaching and learning nation wide

We presented a national colloquium entitled ‘Transitions in Biology Workshop’ as part of the ACSME Discipline Day and the VIBENET Biology network. All subject coordinators identified through the benchmarking process were invited to attend. The symposium was attended by 35 first year subject coordinators representing 18 Australian universities (representatives from all states) and 1 New Zealand university (University of Auckland). One representative from the Office of Teaching and Learning was also present (See Appendix 2 for list of attendees). Using the findings of the OLT (nee ALTC, nee Carrick) ‘Scientists Leading Scientists’ research project, we identified 5 first year biology subject coordinators who were using interesting and innovative practices aimed at improving teaching and learning in first year biology (Appendix 2: Agenda for 2012 Colloquium). Additional speakers were Dr Debra Panizzon, from Monash University, and Dr Amanda Harper from the University of Auckland. Dr Panizzon has had extensive experience in working with teachers in the secondary sector and has also been involved with the development of the ACARA curriculum. Dr Amanda Harper who is active in improving teaching and learning in first year in the New Zealand Tertiary Sector was able to provide a basic overview of the curricula in the secondary and tertiary education sectors of New Zealand and to provide a link with the First Year Biology Educators Colloquium (FYBEC) of New Zealand.

Evaluation of the colloquium indicated that only a small percentage of attendees were regular ACSME participants (16%) and 37% of attendees were attending their first higher-education research focused conference with another 5% having only attended 1 previously (Appendix B). The remaining 42% indicating occasional attendance at higher-education related conferences or symposia. Overall the participants felt they had benefited from attending and would like to continue to discuss issues related to first year as gaps in knowledge regarding first year biology across the Australian tertiary sector and between the secondary and tertiary sectors still exist. Information garnered from the evaluation of this symposium has also assisted us in tailoring the information content to include on the website (see Appendix B).

The development of these communities of practice is particularly valuable for early career researchers and for education focused academics as they provide a forum for sharing ideas


41

and best practice. They also provide opportunities for collaborative inter-institutional research and curriculum exchange.

3. Identify strategies to address the diversity of entry-level students Most universities across Australia have reported using biology-specific programs to assist student at risk of failing. Optional tutorials are popular support programs as are programs utilising peer mentors. Early detection of students who might need additional transition support is essential within first year and all teaching staff, including casual demonstrators may need training in how to enhance the first year experience.

The challenges that face first year students are both academic and transition, and programs that can integrate both are likely to have a greater chance of success.

4. Develop a framework for curricular alignment

Information from the May 2012 senior secondary biology curriculum draft was used to align the content and skills with the data collected from the benchmarking of first year general biology subjects. Content criteria were set based on statements from the ‘Science as Understanding’ stream of each unit, and these were aligned with tertiary subject content. An aspirational skills set (ASS) was generated for senior secondary students undertaking biology based on ‘Science as a human endeavour’ stream. The ASS was compared to a generalised skill set (GSS) which was based on the summary of skills reported to be included in first year biology subjects across the sector.

For the content alignment we determined what proportion of first year biology subjects overlapped with topics and concepts included in the secondary sector and identified apparent gaps and variations between the curricula (Table 5).

The ASS and GSS were aligned with the Threshold Learning Outcomes (TLOs) outlined in the Learning and Teaching Academic Standards Project (Yates et al. 2011). The alignment is presented in Appendix A with the right hand column indicating the overlap between the two sectors skills set. In summary, the alignment of the two curricula indicates that if the ACARA biology curriculum is implemented as outlined then the tertiary educators can assume the prior biology knowledge and skills of the first cohort of students who have studied under the new curriculum. This can be used to inform their teachings practices.

5. Professional development of tertiary science educators

The national first year biology colloquium provided an opportunity for first year biology coordinators to:

• Be informed about the content and developments related to the senior secondary biology curriculum

• Learn about interesting and innovative approaches currently used to improve teaching and learning in first year biology subject in Australia

• Networking opportunities with peers from all states and representing almost half of the Australian universities

At the workshop “Transitions in Biology ASELL in Schools”, ten first year biology lecturers were provided a professional development opportunity to work collaboratively with senior secondary educators during a daylong workshop focused on enhancing laboratory learning for senior secondary students through reviewing unique secondary sector laboratory experiences (see Appendix 2).


42

Future Directions A variety of ideas and questions were put forward during this project, by first year biology coordinators, secondary school teachers and the project team members. A list of these can be found within the appendices.

From our perspective the formation of a bond between secondary and tertiary educators is something that rarely exists, yet when set in place has the potential to have vast impact on the first year experience for university students. Enabling and building the bond needs a greater focus and perhaps a follow up project can investigate more thoroughly how this can be done in a sustainable way, because although the roles of school and university educators are not the same there is a great deal of overlap and knowledge of both can enhance student education dramatically.

References ACARA (2012). Draft Senior Secondary Australian Curriculum – Biology. Released May 2012,

Retrieved 10th June 2012 http://www.acara.edu.au/curriculum/draft_senior_secondary_australian_curriculum.html

Achieve, Inc. (2007). Aligned Expectations? A Closer Look at College Admissions and Placement Tests. Achieve, Inc., Washington D.C. Retrieved 1st June 2012, http://www.achieve.org/files/Admissions_and_Placement_FINAL2.pdf

Atkinson, M. (2010). Teaching large classes. In Black, C(ed) the dynamic classroom: Engaging students in higher education (57-67). Madison, WI: Atwood Publishing.

Bedard, K. and Kuhn, P. (2008). Then class size really matters: Class size and student rating of instructor effectiveness. Economics of Education review, 27 (3), 253-265.

Bone E. K. Bone & Reid R.J. (2011) Prior learning in biology at high school does not predict performance in the first year at university. Higher Education Research & Development. 30 (6):709–724.

Bradley, D., Noonan, P., Nugent H. & Scales, B. (2008). Review of Australian Higher Education, Final Report. Retrieved 12th October 2011. http://www.deewr.gov.au/HigherEducation/Review/Documents/PDF/Higher%20Education%20Review_one%20document_02.pdf

Burke da Silva, K., Fawcett, R., Hunter, N., Buckley, P., Roberts, M., Dent, L., Wood, D. and Gannaway, D. (2009). Raising the profile of teaching and learning: Scientists leading scientists. ALTC report. http://www.altc.edu.au/resource-raising-profile-teaching-scientists-flinders-2009

Burke da Silva, K. and Hunter, N. (2009). The Use of Pre-Lectures in a University Biology Course — Eliminating the Need for Prerequisites. Bioscience Education, (14)2.

Buckberry, S. and Burke da Silva, K. (2012). Evolution: Improving the Understanding of Undergraduate Biology Students with an Active Pedagogical Approach. Evolution: Education and Outreach. 5(2):266-273.

Cuseo, J. (2007). the empirical case against large class size: Adverse effects on the teaching, learning and retention of first year students. Journal fo Faculty Development, 21 (1), 5-21.

https://owa.unimelb.edu.au/OWA/redir.aspx?C=Cpq2tk8xu0GEm_0bcX40eomniQNfHc8ITk8DRWjntDpt13LR6oJ2h8520CShXwAGGYtPxSO3iUI.&URL=http%3a%2f%2fwww.acara.edu.au%2fcurriculum%2fdraft_senior_secondary_australian_curriculum.html

https://owa.unimelb.edu.au/OWA/redir.aspx?C=Cpq2tk8xu0GEm_0bcX40eomniQNfHc8ITk8DRWjntDpt13LR6oJ2h8520CShXwAGGYtPxSO3iUI.&URL=http%3a%2f%2fwww.acara.edu.au%2fcurriculum%2fdraft_senior_secondary_australian_curriculum.html

https://imap.flinders.edu.au/horde/util/go.php?url=http%3A%2F%2Fwww.achieve.org%2Ffiles%2FAdmissions_and_Placement_FINAL2.pdf&Horde=30abf406a5d4193d8626c38d7b4802f9

http://www.deewr.gov.au/HigherEducation/Review/Documents/PDF/Higher%20Education%20Review_one%20document_02.pdf

http://www.deewr.gov.au/HigherEducation/Review/Documents/PDF/Higher%20Education%20Review_one%20document_02.pdf

http://www.altc.edu.au/resource-raising-profile-teaching-scientists-flinders-2009

http://www.altc.edu.au/resource-raising-profile-teaching-scientists-flinders-2009


43

Department of Education, Employment and Workplace Relations: DEEWR. (2009). Future directions for Tertiary Education. Accessed 8 July, 2010. www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx.

Familari, M., Burke da Silva, K., Rayner, G., Young, J., Cross, A., and Blanksby, T. (2013). Scientific inquiry skills in first year biology: building on pre-tertiary skills or back to basics? International Journal of Science and Mathematics Education.

Jones, S., Yates B. and Kelder, J-A. (2011). Science Learning and Teaching Academic Standards Statement. Retrieved 10th June 2012 http://www.olt.gov.au/system/files/resources/altc_standards_SCIENCE_240811_v3.pdf

Luzeckyj, A., Burke da Silva, K., Scutter, S., Palmer, E. and Brinkworth, R. (2010). “Don’t ask me what I think of you I might not give the answer that you want me to”: An exploration of 1st year university students’ expectations and experiences from the students’ and the teachers’ perspectives. First Year in Higher Education conference. http://www.fyhe.com.au/past_papers/papers10/content/pdf/9F.pdf

Rayner, G., Familiari, M., Blansky, T., Young, J. and Burke da Silva, K. (2012). Assessing first year biology student practical skills: Benchmarking across the landscape. 15th International First Year in Higher Education (FYHE) Conference, 2012 proceedings.

Spronken-Smith, R., Walker, R., Batchelor, J., O'Steen, B., & Angelo, T. (2011). Enablers and constraints to the use of inquiry-based learning in undergraduate education. Teaching in Higher Education, 16(1), 15-28.

Trotter, E., and Roberts, C.A. (2006). Enhancing the early student experience. Higher Education Research and Development 25, 371-386.

http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx

http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx

http://www.olt.gov.au/system/files/resources/altc_standards_SCIENCE_240811_v3.pdf

http://www.olt.gov.au/system/files/resources/altc_standards_SCIENCE_240811_v3.pdf

http://www.fyhe.com.au/past_papers/papers10/content/pdf/9F.pdf


44

Appendix A: 1) Content Alignment Criteria and the relevant Understanding Science Statements from

each Unit of the ACARA senior secondary biology curriculum (derived from May 2012 Draft) from which they were derived

Unit Sub Unit Content Criteria

Understanding Science Statements (ACARA, November 2012)

Uni

t 1:

Biod

iver

sity

and

the

Inte

rcon

nect

ed-n

ess o

f Life

Desc

ribin

g bi

odiv

ersi

ty

Biod

iver

sity:

ge

netic

, sp

ecie

s and

ec

osys

tem

le

vel

Biodiversity includes the diversity of species and ecosystems; measures of biodiversity rely on classification and are used to make comparisons across spatial and temporal scales

Hier

arch

ical

Cl

assif

icat

ion

and

evol

utio

nary

re

late

dnes

s Classification is hierarchical and based on different levels of similarity of physical features, methods of reproduction and molecular sequences

Classification systems reflect evolutionary relatedness between groups of organisms

Spec

ies

conc

epts

Most common definitions of species rely on genetic similarity or the ability to interbreed to produce fertile offspring in natural conditions but, in all cases, exceptions are found

Ecos

yste

m d

ynam

ics

Dyna

mic

s of e

cosy

stem

s, in

clud

ing

biot

ic a

nd a

biot

ic fa

ctor

s;

Bios

pher

e co

mpo

sitio

n an

d in

terc

onne

cted

ness

with

hyd

rosp

here

, at

mos

pher

e an

d ge

osph

ere

Ecosystems are diverse, composed of varied habitats and can be described in terms of their component species, species interactions and the abiotic factors that make up the environment ;

In addition to biotic factors, abiotic factors including climate and substrate can be used to describe and classify environments

The biotic components of an ecosystem transfer and transform energy originating primarily from the sun to produce biomass, and interact with abiotic components to facilitate biogeochemical cycling, including carbon and nitrogen cycling; these interactions can be represented using food webs, biomass pyramids, water and nutrient cycles

Ecosystems have carrying capacities that limit the number of organisms (within populations) they support, and can be impacted by changes to abiotic and biotic factors, including climatic events

Ecosystems can change dramatically over time; the fossil record and sedimentary rock characteristics provide evidence of past ecosystems and changes in biotic and abiotic components

http://www.australiancurriculum.edu.au/Glossary?a=SSCSBI&t=Biogeochemical%20cycles







http://www.australiancurriculum.edu.au/Glossary?a=SSCSBI&t=Evidence





45

Uni

t 1:

Biod

iver

sity

and

the

Inte

rcon

nect

ed-n

ess o

f Life

Ecos

yste

m d

ynam

ics

Popu

latio

n dy

nam

ics

Relationships and interactions between species in ecosystems include predation, competition, symbiosis and disease. In addition to biotic factors, abiotic factors including climate and substrate can be used to describe and classify environments

Species or populations, including those of microorganisms, fill specific ecological niches; the competitive exclusion principle postulates that no two species can occupy the same niche in the same environment for an extended period of time

Keystone species play a critical role in maintaining the structure of the community; the impact of a reduction in numbers or the disappearance of keystone species on an ecosystem is greater than would be expected based on their relative abundance or total biomass

Ecological succession involves changes in the populations of species present in a habitat; these changes impact the abiotic and biotic interactions in the community, which in turn influence further changes in the species present and their population size

Hum

an im

pact

s on

Biod

iver

sity

and

Ecos

yste

ms Human activities (for example, over-exploitation,

habitat destruction, monocultures, pollution) can reduce biodiversity and can impact on the magnitude, duration and speed of ecosystem change

Ecos

yste

m m

odel

ling;

met

hods

of

mon

itorin

g en

viro

nmen

tal f

acto

rs a

nd

popu

latio

ns

Models of ecosystem interactions (for example, food webs, successional models) can be used to predict the impact of change and are based on interpretation of and extrapolation from sample data (for example, data derived from ecosystem surveying techniques); the reliability of the model is determined by the representativeness of the sampling

http://www.australiancurriculum.edu.au/Glossary?a=SSCSBI&t=Population






46

Uni

t 2: C

ells

and

Mul

ticel

lula

r Org

anis

ms

Cells

as t

he b

asis

of l

ife

Ener

gy e

cono

my

of c

ells

Cells require inputs of suitable forms of energy, including light energy or chemical energy in complex molecules, and matter, including gases, simple nutrients, ions, and removal of wastes to survive

Photosynthesis is a biochemical process that in plant cells occurs in the chloroplast and that uses light energy to synthesise organic compounds; the overall process can be represented as a balanced chemical equation

Cellular respiration is a biochemical process that occurs in different locations in the cytosol and mitochondria and metabolises organic compounds, aerobically or anaerobically, to release useable energy in the form of ATP; the overall process can be represented as a balanced chemical equation

Chem

ical

nat

ure

and

the

mov

emen

t of s

ubst

ance

s acr

oss

cell

mem

bran

es

The cell membrane separates the cell from its surroundings and controls the exchange of materials, including gases, nutrients and wastes, between the cell and its environment

Movement of materials across membranes occurs via diffusion, osmosis, active transport and/or endocytosis

Factors that affect exchange of materials across membranes include the surface-area-to-volume ratio of the cell, concentration gradients, and the physical and chemical nature of the materials being exchanged

Cells

as t

he b

asic

uni

ts o

f life

; pr

okar

yote

s, e

ukar

yote

s

Prokaryotic and eukaryotic cells have many features in common, but prokaryotes lack internal membrane bound organelles; do not have a nucleus; are significantly smaller than eukaryotes; usually have a single circular chromosome; and exist as single cells

In eukaryotic cells, specialised organelles facilitate photosynthesis, respiration, the synthesis of complex molecules, including carbohydrates, proteins and other biomacromolecules and lipids, and the removal of cellular products and wastes

Regu

latio

n of

bio

chem

ical

pr

oces

ses,

incl

udin

g en

zym

e st

ruct

ure

and

func

tion

Biochemical processes in the cell are controlled by the nature and arrangement of internal membranes, the presence of specific enzymes, and environmental factors

Enzymes have specific functions, which can be affected by factors including temperature, pH, the presence of inhibitors, and the concentrations of reactants and products


47

Uni

t 2: C

ells

and

Mul

ticel

lula

r Org

anis

ms

Mul

ticel

lula

r org

anis

ms

Hier

arch

ical

st

ruct

ural

or

gani

satio

n of

m

ultic

ellu

lar

orga

nism

s

Multicellular organisms have a hierarchical structural organisation of cells, tissues, organs and systems

Cell

diffe

rent

iatio

n an

d sp

ecia

lisat

ion

The specialised structure and function of tissues, organs and systems can be related to cell differentiation and cell specialisation

Anim

al st

ruct

ure

and

func

tion:

syst

ems f

acili

tatin

g in

tern

al a

nd e

xter

nal e

xcha

nge

In animals, the exchange of gases between the internal and external environments of the organism is facilitated by the structure and function of the respiratory system at cell and tissue levels

In animals, the exchange of nutrients and wastes between the internal and external environments of the organism is facilitated by the structure and function of the cells and tissues of the digestive system (for example, villi structure and function), and the excretory system (for example, nephron structure and function)

In animals, the transport of materials within the internal environment for exchange with cells is facilitated by the structure and function of the circulatory system at cell and tissue levels (for example, the structure and function of capillaries

Plan

t str

uctu

re a

nd fu

nctio

n: re

gula

tion

and

cont

rol i

n pl

ants

In plants, gases are exchanged via stomata and the plant surface; their movement within the plant by diffusion does not involve the plant transport system

In plants, transport of water and mineral nutrients from the roots occurs via xylem involving root pressure, transpiration and cohesion of water molecules; transport of the products of photosynthesis and some mineral nutrients occurs by translocation in the phloem

http://www.australiancurriculum.edu.au/Glossary?a=SSCSBI&t=System






48

Uni

t 3: H

ered

ity a

nd C

ontin

uity

of L

ife

DNA,

gen

es, a

nd th

e co

ntin

uity

of l

ife

Repl

icat

ion

and

tran

smiss

ion

of g

enet

ic in

form

atio

n;

Stru

ctur

e an

d Fu

nctio

n of

DN

A

Continuity of life requires the replication of genetic material and its transfer to the next generation through processes including binary fission, mitosis, meiosis and fertilisation

DNA is a helical double-stranded molecule that occurs bound to proteins in chromosomes in the nucleus, and as unbound circular DNA in the cytosol of prokaryotes and in the mitochondria and chloroplasts of eukaryotic cells

The structural properties of the DNA molecule, including nucleotide composition and pairing and the weak bonds between strands of DNA, allow for replication

The structural properties of the DNA molecule, including nucleotide composition and pairing and the weak bonds between strands of DNA, allow for replication

Codi

ng a

nd

non-

Codi

ng

DNA

sequ

ence

s:

Gene

s Genes include ‘coding’ and ‘non-coding’ DNA, and many genes contain information for protein production

Prot

ein

synt

hesis

Protein synthesis involves transcription of a gene into messenger RNA in the nucleus, and translation into an amino acid sequence at the ribosome

Uni

t 3: H

ered

ity a

nd C

ontin

uity

of L

ife

Cont

inui

ty o

f life

on

Eart

h

Biol

ogic

al e

volu

tion

Life has existed on Earth for approximately 3.5 billion years and has changed and diversified over time

Comparative genomics provides evidence for the theory of evolution

In additional to environmental selection pressures, mutation, gene flow and genetic drift can contribute to changes in allele frequency in a population gene pool and results in micro-evolutionary change

Mutation is the ultimate source of genetic variation as it introduces new alleles into a population

Speciation and macro-evolutionary changes result from an accumulation of micro-evolutionary changes over time

Nat

ural

Se

lect

ion

Natural selection occurs when selection pressures in the environment confer a selective advantage on a specific phenotype to enhance its survival and reproduction; this results in changes in allele frequency in the gene pool of a population

Envi

ronm

enta

l Se

lect

ion

Pres

sure

on

gen

e po

ols Differing selection pressures between geographically

isolated populations may lead to allopatric speciation

Populations with reduced genetic diversity face increased risk of extinction


49

Uni

t 4: M

anag

ing

the

inte

rnal

env

ironm

ent

Hom

eost

asis

Ner

vous

and

End

ocrin

e Co

ntro

l of p

hysio

logi

cal r

espo

nse

Hormones alter the metabolism of target cells, tissues or organs by increasing or decreasing their activity; in animals, most hormones are produced in endocrine glands as a result of nervous or chemical stimulation, and travel via the circulatory or lymph system to the target cells, tissues or organs

Homeostasis involves a stimulus-response model in which change in external or internal environmental conditions is detected and appropriate responses occur via negative feedback; in vertebrates, receptors and effectors are linked via a control centre by nervous and/or hormonal pathways

Neural pathways consist of cells that transport nerve impulses from sensory receptors to neurons and on to effectors; the passage of nerve impulses involves transmission of an action potential along a nerve axon and synaptic transmission by neurotransmitters and signal transduction

Hom

eost

asis

Changes in an organism’s metabolic activity, in addition to structural features and changes in physiological processes and behaviour, enable the organism to maintain its internal environment within tolerance limits

Endothermic animals have varying thermoregulatory mechanisms that involve structural features, behavioural responses and physiological and homeostatic mechanisms to control heat exchange and metabolic activity

Animals, whether osmoregulators or osmoconformers, and plants, have various mechanisms to maintain water balance that involve structural features, and behavioural, physiological and homeostatic responses

Uni

t 4: M

anag

ing

the

inte

rnal

env

ironm

ent

Infe

ctio

us D

isea

ses

Imm

une

resp

onse

to p

atho

gens

Infectious disease differs from other disease (for example, genetic and lifestyle diseases) in that it is caused by invasion by a pathogen and can be transmitted from one host to another

Pathogens include prions, viruses, bacteria, fungi, protists and parasites

Pathogens have adaptations that facilitate their entry into cells and tissues and their transmission between hosts; transmission occurs by various mechanisms including through direct contact, contact with body fluids, and via contaminated food, water or disease-specific vectors

When a pathogen enters a host, it causes physical or chemical changes (for example, the introduction of foreign chemicals via the surface of the pathogen, or the production of toxins) in the cells or tissues; these changes stimulate the host immune responses


50

Innate responses in animals target pathogens, including through the inflammation response, which involves the actions of phagocytes, defensins and the complement system

Vert

ebra

te Im

mun

e sy

stem

All plants and animals have innate (general) immune responses to the presence of pathogens; vertebrates also have adaptive immune responses

In vertebrates, adaptive responses to specific antigens include the production of humoral immunity through the production of antibodies by B lymphocytes, and the provision of cell-mediated immunity by T lymphocytes; in both cases memory cells are produced that confirm long-term immunity

In vertebrates, immunity may be passive (for example, antibodies gained via the placenta or via antibody serum injection) or active (for example, acquired through actions of the immune system as a result of natural exposure to a pathogen or through the use of vaccines)

Tran

smiss

ion

and

Spre

ad o

f Dise

ase Transmission and spread of disease is facilitated by

regional and global movement of organisms

The spread of a specific disease involves a wide range of interrelated factors (for example, persistence of the pathogen within hosts, the transmission mechanism, the proportion of the population that are immune or have been immunised, and the mobility of individuals of the affected population); analysis of these factors can enable prediction of the potential for an outbreak, as well as evaluation of strategies to control the spread of disease


2) Alignment of the Learning Outcomes for the three strands of the ACARA biology curriculum and the Threshold Learning Outcomes for a pass level graduate from a bachelor degree program (Learning and Teaching Academic Standards (LTAS; Jones, Yates and Kelder, 2011) can be found on the following 6 pages.


Threshold LOs for Science ACARA Curriculum LOs for Scientific Inquiry Skills (Draft May 2012) (ASS)

Aligned LOs

Understanding Science 1.0 Demonstrate a coherent understanding of science by:

Science as a Human Endeavour

1.1 Articulating the methods of science and explaining why current scientific knowledge is both contestable and testable by further inquiry The methods of science: Although science is a systematic and logical study of phenomena, it is also about creating new knowledge and designing new frameworks in which to understand the natural world. Science graduates will understand the innovative and creative aspects of science and the need to think beyond the confines of current knowledge. Science graduates will be able to recognise the limitations of the methods of science as well as their strengths, and understand that sometimes serendipity is involved in making new discoveries. Contestable: A science graduate will have an appreciation and understanding of the historical evolution of scientific thought. A science graduate will understand the need to re-evaluate existing conclusions when subsequent findings become available. Testable: All scientific knowledge is, in principle, testable. A science graduate will understand that many scientific ‘facts’ have already been tested (and can be reproduced), while other scientific knowledge has been developed by a logical process of scientific thought and awaits testing by experiments which have yet to be designed. Scientific knowledge is dynamic.

Highlights the development of science as a unique way of knowing and doing, the communication of science ideas, and the role of science in decision making and problem solving. In particular, this strand develops both students’ understanding of science as a community of practice and appreciation that science knowledge is generated from consensus within a group of scientists and is therefore dynamic and involves critique and uncertainty. It acknowledges that in making decisions about science practices and applications, ethical and social implications must be taken into account.

An understanding of scientific method Understand scientific knowledge is dynamic


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1.2 Explaining the role and relevance of science in society. Role and relevance: This phrase encompasses the impact, significance and relevance of science to society. Science graduates will have a holistic or overarching understanding of the role of science, and will understand that science creates both challenges and opportunities for society at both the local and global level. Graduates will be able to place current scientific issues within the context of their understanding of science. Society: The impact of science is very broad and a science graduate will understand that ‘society’ includes not only the local community in which they live, but may also include one’s fellow students and academic colleagues; the social, environmental, technological, industrial and military sectors; and the world-wide community of scholars and others.

Through science, humans seek to improve their understanding and explanations of, and ability to predict phenomena in, the natural world. Since science involves the construction of explanations based on evidence, science concepts, models and theories can be changed as new evidence becomes available, often through the application of new technologies. Science influences society by posing, and responding to, social and ethical questions, and scientific research is itself influenced by the needs and priorities of society.

Role and relevance of science

Scientific knowledge 2. Exhibit depth and breadth of scientific knowledge by: 2.1 demonstrating well-developed knowledge in at least one disciplinary area Well-developed knowledge versus knowledge: Science graduates will have specialised in their study and will have acquired a coherent body of knowledge in a particular disciplinary area (which may be recognised as a major in a science degree). They will understand the structure of this knowledge and the way it is integrated, and have some command of the principles, concepts and core knowledge of the disciplinary area. At the same time, a bachelor level science graduate will be expected to have at least a basic foundation of knowledge in one or more other disciplinary areas.

Science Understanding Understands and integrates appropriate science concepts, models and theories to explain and predict phenomena, and applies those concepts and models to new situations.

Understand and integrates key concepts/models/theories


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2.2 demonstrating knowledge in at least one other disciplinary area.

Knowledge in one other discipline

Inquiry and Problem Solving 3. Critically analyse and solve scientific problems by:

Scientific inquiry skills concerned with evaluating claims, investigating ideas, solving problems, reasoning, drawing valid conclusions and developing evidence-based argument by:

3.1. Gathering, synthesising and critically evaluating information from a range of source Gathering and synthesising information: Science graduates will be able to identify, access, select and integrate information. Critically evaluating information: It is important that science graduates are able to assess the validity of the information that they gather in the context of their knowledge and understanding of science as described in TLO 1.1. Range of sources: This term is used to indicate that information can be gathered from traditional sources (including books, refereed papers and journal articles, conference presentations, seminars, lectures and colleagues) as well as non-traditional sources (including non-refereed articles, reports, ‘grey literature’ and electronic posts). It also could include information that is generated through experimentation or the analysis of existing data.

Evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments

Critically evaluate information from a range of sources


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3.2 designing and planning an investigation Designing and planning: Science graduates will be able to apply a sequence of data acquisition, analysis and the drawing of conclusions that is recognised as a ‘scientific method’ in the appropriate disciplinary area. They will be able to form hypotheses in a logical manner and then design activities or experiments to test these hypotheses. This supports a systematic approach to problem solving. In addition, science graduates will have an appreciation of how to frame a problem so that it might be solved in a creative and innovative way by applying scientific method.

Identify, research and construct questions for investigation, proposing hypotheses and predicting possible outcomes Design investigations, including: making decisions about the procedure to be followed, the materials required and the type and amount of primary and/or secondary data to be collected; Conducting risk assessments; and considering ethical research

Apply scientific method And be able to problem solve Design and plan an investigation

3.3 Selecting and applying practical and/or theoretical techniques or tools in order to conduct an investigation Selecting and applying: Through their undergraduate training, science graduates will have some knowledge of the most appropriate techniques to use to solve different types of problems. Practical and/or theoretical techniques: It is recognised that practical, experimental and field techniques will vary from one area of science to another. Science graduates will be able to use practical techniques that are appropriate for their disciplinary area, and will have an appreciation of the techniques used in other areas of science. They will be prepared to work in the office, the laboratory or the field, as appropriate to their disciplinary area. Tools: The tools of science might include instruments, apparatus, mathematical and statistical approaches including modelling, or information and communication technologies

Conduct investigations, including using equipment and techniques safely, competently and methodically for valid and reliable collection of data

Select appropriate methods and tools to conduct investigation


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3.4 Collecting, accurately recording, interpreting and drawing conclusions from scientific data Collecting and accurately recording: It is important that science graduates can accurately record data from experiments or other sources. They will understand that, while different scientists may interpret the data differently, the raw data themselves are inviolate. Interpreting data and drawing conclusions: Science graduates will be able to use holistic forms of analysis and explanation to interpret data. They will have the capacity to develop arguments and draw valid conclusions based on their interpretation of the data. Scientific data: Science graduates will use reproducible evidence which is able to be verified. Quantitative evidence will have been evaluated using one or more of the techniques of reproducibility, numerical uncertainty, precision or statistical analysis. In addition, qualitative evidence may also be used to inform scientific judgements.

Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships, and recognise uncertainty and limitations in data; and select, synthesise and use evidence to construct and justify conclusions

Select, construct and use appropriate representations to communicate conceptual understanding, solve problems and make predictions Under mathematical skills expected: In gathering and recording numerical data, students are required to make measurements with an appropriate degree of accuracy and to represent measurements using appropriate units, and, as appropriate, to specify confidence intervals to indicate accuracy.

Collect and accurately record data Use appropriate representation of data Interpreting data and drawing conclusions Use QS skills for evaluation

Communication 4.1 communicating scientific results, information, or arguments, to a range of audiences, for a range of purposes, and using a variety of modes.

Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, text types and modes, including scientific reports

Communicate information and findings/report writing Be able to use multimodal forms of communication for diverse audiences and purposes


57

Personal and Professional Responsibility 5.0 be accountable for their own learning and scientific work by: 5.1 being independent and self-directed learners 5.2 working effectively, responsibly and safely in an individual or team context 5.3 demonstrating knowledge of the regulatory frameworks relevant to their disciplinary area and personally practising ethical conduct

Conduct investigations using techniques, safely, competently and methodically for the valid and reliable collection of data

Work independently Self-directed learning Work in team Follow safety regulations and procedures Practise ethical conduct


Appendix B: Workshops – Event Details and Evaluation 1) CONASTA 60 (Conference of the National Australian Science

Teachers Association) on 10-13 July 2011 in Darwin, Northern Territory

Abstract: As university biology educators, we believe the implementation of a national secondary biology curriculum in 2012 will profoundly affect how and what we teach in our first year subjects. We have a unique and timely opportunity to stimulate tertiary curriculum reform by aligning it with the impending national biology curriculum. One goal is to bridge the gap for secondary students entering university by promoting exchange between secondary and tertiary biology teachers. To initiate this, we believe that educators in both sectors could develop a collaborative network to inform curriculum development, thereby planning for issues that will arise from implementation of the national curriculum. From this, university educators will be better informed about the knowledge and skills of incoming students, and secondary educators will have greater insight about the destinations of their students.

In this workshop, national benchmarking findings of 1st year undergraduate biology will be presented as a starting point for discussions about aligning biology curricula across the sectors. We invite presentation, discussion, comment and advice about what and how we should be teaching, following implementation of the national curriculum. We also encourage productive dialogue about methods and facilities that will enhance the student transition from secondary to tertiary education.

Evaluation There was no formal evaluation of this workshop due to the low number of participants (4, 2 of whom were project team members). However by networking with senior secondary educators during lunch and morning/afternoon tea breaks, we were able to introduce them to the OLT research project and attain more ideas regarding the below questions.

SUMMARY OF WORLD CAFE QUESTIONS & DISCUSSIONS: Issues to be faced by secondary teachers in light of Australian Curriculum

• In current Victorian VCE biology curricula, students can progress to units 3 & 4 without completing units 1 & 2; they therefore have the potential to miss out on some of the foundation concepts and skills

• Uncertain about being able to align what they currently do in class with the new curriculum

• At present there is extensive material to cover and there is not have enough time to cover anything in any real depth

• Based on the first draft it appears the new curriculum will be even larger than current offerings

• Loss if depth of investigation in some areas • In SA, no units 1-4, content is not prescribed in year 11, students can go to year 12

without year 11. Currently lots of flexibility • Concerned that the new curriculum will reduce flexibility • Stage 2 in SA, is constructed of threads and themes and the teachers like this at it looks

at the broader picture and you focus on particular aspects. Always have had human endeavour and inquiry in SA (not concern for SA, but may be elsewhere)

• There is a perceived continuity in the current SA program


59

• Worried that the Australian curriculum will be more bits and pieces than continuity • Some of the new curriculum maybe going back to ‘old’ concepts (eg. classification keys,

which are covered in year 8 at present) • Assessment against achievement standards

• How are they going to measure this • How do assess ethical behaviour • SA going to change their balance to 70% school base and 30% external

• New Australian curriculum may limit creativity for teachers in the experiences they can provide

How can the tertiary biology sector support secondary educators to deal with change resulting from the Australian Curriculum?

• Somewhere to go to ask questions about specific concepts • Refresher courses/PD during holidays and summer school o Once new curriculum is available these PD refresher courses to be designed to address

teaching in the curriculum • Liked the ideas of the best practice information on the website o These innovative practices and practicals need to take into consideration the budget

of a shoestring o Something like ASELL database for practicals

• ASTA is developing a new PD website, we may be able to link project to this site

Perceptions/Expectations for students transitioning into first year at university

• Guidance from the tertiary sector on what skills are important for the students to come with

• Would like to know more about the actual experience as a first year entering uni in these large classes

• Did not realise communication and decisions are now the responsibility of the student and the parent takes a back seat (privacy issues around parent involvement)

• Concerned about fast pace of delivery at uni Ideas and suggestions:

• Contact state presidents for STA in each state and ask them to send out information/survey to their members

• Attending each meeting/conference in each state to advertise the project • Or send flyers to be distributed at these • SA has a really good STA

o Possibly some presence at CONASTA next year in ACT (advertising or booth?)

2) ACSME 2011 (Australian Conference on Science and Mathematics Education) – 28-30 September 2011

IDEAS EXCHANGE: Strengthening alignment between secondary and tertiary biology education and enhancing students transitions in the sciences

An ideas exchange was hosted by the project team on the 29th of September at ACSME 2011


60

in Melbourne. The ideas exchange enabled the project team to: a) introduce the project ‘Strengthening alignment between secondary and tertiary

biology education and enhancing students transitions in the sciences’ to first year educators

b) Present preliminary findings of the benchmarking of first year biology curriculum c) Exchange ideas with other tertiary educators regarding teaching and learning issues,

curriculum and best practice in first year biology Overall, 31 first year tertiary educators from multiple disciplines (Biology (20), (Higher Education Research (1), Statistics (1), Physics (3), Chemistry (2), Other (3)) attended the ideas exchange. The exchange was run as 2 repeat sessions. In addition to presenting the details of the research, each session was asked to choose a focal question (see Appendix B section #) for small group discussion. Both sessions chose question number 3 related to identifying skills sets for first year science students. Interestingly, the skills nominated most often among the participants (75% agreement within a session) as important for first year students were related to data processing skills (hypothesis formation/testing, interpretation, presentation, Communication) with the most important laboratory practical skills (50% agreement within a session) including OH&S, Pipetting Dilutions, microscopy and scientific drawings. Interesting between sessions the only common skill nominated was OH&S. The skills sets highlighted in these sessions closely align with the skills sets summarised through the benchmarking database. Due to the brief nature of the ideas exchange a formal evaluation was not completed however the participants were positive and insightful regarding the proposed research.

3) ACSME 2012 (Australian Conference on Science and Mathematics Education) – 26-28th September 2012

A. Biology Discipline Projects (2pm-5pm) Abstract: This year the Biology discipline afternoon at ACSME will be led by the ‘Transitions in Biology’ project (http://www.transitionsinbiology.com.au/) which aim is to ‘strengthen the alignment between secondary and tertiary biology education and enhancing student transition”. This colloquium will describe how first year biology is taught across Australian universities including curricula, assessment and strategies to assist at-risk students. Please RSVP to [email protected] for catering purposes.

Vision and Innovation in Biology Education (VIBEnet) will also provide a brief update on the progress from the 15th June University of Sydney workshop. For more information please contact [email protected] or [email protected]

AGENDA Transitions in Biology Colloquium

ACSME Biology Discipline Day Wednesday 26th September 2-6pm

University of Sydney, Eastern Avenue Seminar Room 310 Time

Presentation

2:00 – 2:40 Project report Project Leaders, Mary Familari & Karen Burke da Silva

2:45 – 3:15 Secondary Teaching perspective Debra Panizzon, Monash University

http://www.transitionsinbiology.com.au/




61

3:15 – 3:45 International speaker

Mandy Harper – FYBEC New Zealand, University of Auckland

3:45 – 4:00 Tea/coffee

4:00 – 5:00 Guest speakers Max Cake, Murdoch University Multi-disciplinary transition & generic skills program Marie Heberstein and Matthew Bulbert, Macquarie University Online peer-review method for teaching report writing skills Robbie Wilson University of Queensland Video assessments and large class fieldwork Dale Hancock, The University of Sydney Lab skills testing for large class sizes

5:00 – 5:30 World Café Discussions Conversations with speakers rotate in 10 min blocks, Groups make notes on butchers paper to compile and share.

5:30 – 6:00 Drinks and networking with VIBENET

Attendees

The workshop hosted 36 attendees representing 18 Australian universities, 1 New Zealand University (University of Auckland) and 1 Government organisation (Office of Teaching and Learning).


Evaluation: Transitions in Biology: Colloquium participant survey A. How often did participants attend higher-education related conference or symposium?

B. Which higher education conferences did participants attend?

C. Experience of participants with Year 1 biology Teach/coordinate Year 1 biology 84% No teaching/ coordination role 5%

D. Session evaluation Rating Scale: 5 (strongly agree) to 1 (strongly disagree) Survey statement As a result of this colloquium, Sc

ore

Q Information and discussion 1 I know more about the range of first year biology teaching in Australian

universities 4.2 2 I know more about the range of issues affecting undergraduate student learning 3.7 3 I know more about senior secondary biology curriculum 3.8 4 I know more about innovative teaching practices 4.1 5 I know more about transition issues for first year students 3.3 6 I have learned something that I plan to incorporate in my teaching 4.2 7 I believe that discussions with peers about biology teaching were valuable1 4.5 8 I believe the Transitions in Biology Reference Guide will be a useful resource 4.0 9 I have decided to use the Transitions in Biology Reference Guide to

enhance/compliment my teaching 3.8 Relationships between secondary school and Year 1 10

I feel that studying science and mathematics subjects at school helps students succeed in first year biology 4.5

11

I believe that studying chemistry at school helps students succeed in first year biology 4.1

12

I believe that studying biology at school helps students succeed in first year biology2 3.7

13

I feel that understanding the secondary biology curriculum will make my teaching more effective 3.7

1participant comment: “no group discussion” 2participant comment: “mainly because the curriculum for biology conflicts with the

ACSMEannually

once before

occasionally

never

FYHE

HERDSA

ERGA

vibe/cube

ASELL

other


65

requirements in first year biology” Q14: What further information re 2ndary biology teaching/curriculum would be useful? • more information to schools about university curriculum is likely to be more beneficial.

We are involved in producing the end product being scientists. So in a sense we should be providing the benchmarks for school curricula

• information about science as a human endeavour • simply more details • final content of the national curriculum and variations in each State • at the moment I feel that there is such diversity in the way biology is taught in

secondary schools that I'm not convinced that it’s important for students to take the high school courses - so, I think improvement in 'way' science is taught should be improved in both secondary and first year by focussing on the process of science rather that the content or practical skills. Yes, I know this is controversial but it’s not when you realize I'm talking about the technique skills rather than the 'thinking' skills.

• but I could just look at their recommended texts etc. • what content is actually covered and what practical experience students may or may

not have (rather than simply basic requirements and a v brief syllabus) • too much to list • The depth that is expected of students in high school for molecular biology and organic

chemistry • how is evolution taught • Already well informed

Q15: What further information re first year biology at other universities would be useful? • innovative approaches to teaching • assessment practices and moderations • typical content taught in lectures/pracs • more innovative programs/processes from other universities • I would like to see how other Universities bring real research into first year science

courses. • practices • How much do first year courses actually cover? How do you deal with large numbers

with small resources -> attention to individual assessments and feedback that effectively reflects student understanding in a standardised marking scheme

• General course outlines, number of hours lectures/pracs/ workshops • innovative practices • curricula, rubrics, marking • how first year biology courses are 'arranged' or structured at other universities • list of skills taught by first year units to prepare for 2nd and 3rd year • consistency helpful for students moving between unis interesting to know about other

curricula/ learning outcomes as check or for improvements/changes

4) Transitions in Biology ASELL in Schools Workshop– 5th December, 2012

INVITATION TO SENIOR SECONDARY EDUCATORS:

TRANSITIONS IN BIOLOGY presents an “ASELL in Schools” senior secondary professional development workshop. Thank you for completing our survey regarding senior secondary biology teaching and expressing your interest in attending our workshop.

The workshop will be held on Wednesday, 5th December in the Biology Discovery Centre at Flinders University. The workshop is FREE and morning/afternoon tea and lunch will be provided. Please use the following link to register to attend the workshop: http://www.flinders.edu.au/events/show/event/transitions-in-biology-asell-science-in-

http://www.flinders.edu.au/events/show/event/transitions-in-biology-asell-science-in-schools-workshop


66

schools-workshop. The deadline for registration is 30th November. The agenda for the workshop can be found at the link above. If you have any queries, please email [email protected]

AGENDA:

Transitions in Biology ASELL Science in Schools Workshop

Wednesday 5th December 8:45-5pm Biology Discovery Centre, Flinders University

Time Activity 8:45 – 9:15 Registration 9:15-10:30 Welcome, Introduction and Pre-Survey 10:30 – 10:45 Tea/coffee

10:45 – 12:00 Session 1: Ecology - Discrimination in Male Bean Beetle Mounting Behavior – presented by Jeanne Young (Flinders University)

12:00-12:30 Feedback/Discussion 12:30-13:00 Lunch 13:00:13:15 Academic Presentation

13:15-14:30

Session 2: A: DNA Technology - The pGlo Investigation (Bacterial Transformation) – presented by Cat Stone (Australian School of Mathematics and Science) B: Enzymes - Designing your own Experiment: Enzyme Activity – presented by Mark McTier (John Monash Science School)

14:30-15:00 Feedback/Discussion 15:00-15:15 Tea/coffee 15:15-15:30 Academic Presentation 15:30-16:15 Wrap up/Post Surveys 16:15 -17:00 Networking Social (Drinks and Canapé’s)

Attendees

56 senior secondary school teachers from all regions of South Australia.

7 First year biology coordinators from South Australia and Victoria.

EVALUATION The following figures summarise the responses of the attendees regarding their overall experience of attending the ASELL in Schools workshop. The majority of attendees agreed or strongly agreed that the workshop was a valuable means to improve student’s learning and that they benefited from attending the workshop. Additionally, during open discussion at the end of the ASELL workshop there was strong agreement among the teachers that the South Australian Department of Education be approached to become involved in the provision of these types of professional development opportunities for teachers. A pre-workshop surveyed however, had no teachers volunteer to put forward a laboratory practicals used in their school. After the workshop however, several teachers indicated that they would be willing to contribute a student laboratory practical for review by peers. The figure below provides feedback on several of the survey questions asked to teachers during the workshop. See below for a summary of the responses from senior secondary educators regarding their perceptions of the ASELL in schools workshops.

http://www.flinders.edu.au/events/show/event/transitions-in-biology-asell-science-in-schools-workshop



67

0%10%20%30%40%50%60%70%80%90%

100%

StronglyAgree

Agree Neutral Disagree StronglyDisagree

The ASELL workshop is a means to improvestudents' learning in laboratory exercises

0%10%20%30%40%50%60%70%80%90%

100%

StronglyAgree


Participating in the ASELL workshop has increased my understanding of educational issues

0%10%20%30%40%50%60%70%80%90%

100%

StronglyAgree


Participation in the ASELL workshop has been a valuableexperience for me

0%10%20%30%40%50%60%70%80%90%

100%

StronglyAgree


Participating in the ASELL workshop has increased my understanding of scientific issues/content

TRANSITIONS:BIOLOGYALIGNMENTPROJECT:EVALUATIONREPORT 1

Project Evaluation Report Strengthening alignment between secondary and tertiary biology education and enhancing student transitions in the sciences (i.e. 12 to 1 pathway)

ProjectEvaluator:AssProfLizJohnson,LaTrobeUniversity

Summary

This project has constructed a comprehensive snapshot of first year biology teaching in Australian universities. This is an important data set that should underpin future development of learning and teaching on biology and, more broadly, first year learning and teaching in science.

Comparison of the Year 1 Biology curricula and the ACARA Year 12 Australian Curriculum shows substantial alignment with the two levels in content and in the focus on inquiry. The project did not have the capacity to investigate the depth in topics or to determine if assessment was aligned to the curricula.

The project has addressed all of its objectives. The impact of the dataset is hard to judge in the short term as its contribution to curriculum development will continue to grow over time. Dissemination to university biology educators and links to existing biology education networks have begun useful conversations which should be extended through future networking and professional development.

Table of Contents

Summary ........................................................................................................... 1

Project objectives and the evaluation plan ........................................................ 2 Evaluation Process ...................................................................................................... 2

Significance and value of the project ................................................................. 3

Evaluation data ................................................................................................. 4 Workshop participant feedback ................................................................................. 4 Team member feedback ............................................................................................. 4

Comments on project recommendations .......................................................... 5 Biology curriculum ...................................................................................................... 5 Supporting transition .................................................................................................. 6 Networking and professional development ............................................................... 6

APPENDIX ......................................................................................................... 7 1. Modified Evaluation Plan (Jan 2012) ...................................................................... 7 2. Impact and quality of resources ........................................................................... 10 3. Feedback from Team Members ............................................................................ 13


Project objectives and the evaluation plan

The stated objectives of this project were:

1. Benchmarking of first year undergraduate biology course offerings across Australia 2. Development of a model for the engagement of first year Biology academics in

teaching and learning nation wide 3. Identify strategies to address the diversity of entry‐level students 4. Develop a framework for curricular alignment 5. Professional development of tertiary science educators

The scope of this project was quite ambitious. The project team planned to collect and analyse a broad information set from all Australian universities on their first year biology offerings, compare to the ACARA senior secondary Australian curriculum and also to interact with relevant stakeholders at both University and school level. The project team is to be congratulated for successfully addressing all of these ideas.

The evaluation plan for the project was developed during 2011 following withdrawal of the original evaluator. The agreed evaluation plan focussed on the project outcomes with less emphasis on the conduct of the project. The key evaluation questions were:

1. Did the project achieve its objectives? a) Did the project produce the planned resources/activities? b) What is the quality of the resources? c) What is the current and potential impact of the resources?

2. Is there evidence that less tangible or unexpected outcomes have been achieved?

Comments on the conduct of the project and, in particular, implications for future projects were collected through evaluation interviews with team members and are included in this report.

Evaluation Process

For this project, the evaluator also acted as a critical friend providing feedback during the course of the project when requested. The evaluator attended three face‐to‐face project team meetings, interacted informally via email and through opportunistic face‐to‐face meetings with team members and attended two project events at ACSME meetings in 2011 and 2012.

Two formal summative evaluation steps were included in the project design: survey of project workshop participants at ACSME 2012 and individual interviews with team members. Individual team member interviews were designed to encourage reflection on the project and its legacy. Summary data from the workshop evaluation is included in the project report. Summary data from team member interviews is appended to the Evaluation Report.


Significance and value of the project

As described in the project report, this project has addressed all of its objectives. Deliverables from the project that relate directly to the project objectives are listed in Table 1 with comments on the value of the deliverables.

The most important output from the project is the snapshot of current practice in first year biology in Australian universities. The project has collected a significant dataset that provides the foundation for further development of biology curricula. The experience of the project team in gathering the data is instructive for other groups that seek to establish a national description of their discipline. The project used publicly available data in its first phase but then contacted each first year biology co‐ordinator individually to move beyond the limited public information. This highlights the difficulty of obtaining comparable information on the provision of higher education in a very complex system. There are three areas in which data and analysis from this project is particularly pertinent.

Description of the first year curriculum is especially important for biology, which usually fragments into a multiplicity of sub‐disciplines for study at Year 2 and above. Most sub‐disciplines have their own professional association and a sense of belonging to a coherent group with a definable body of knowledge and approach to research. The broader idea of biology does not have a professional affiliation and, arguably, is most easily drawn from first year biology subjects. Hence this data collection and its analysis gives insight into the ideas and learning considered central to biology in its broad sense. It invites a broad conversation about the core curriculum for biology.

The lack of alignment between secondary and tertiary curriculum is not surprising since Year 12 biology is not used as a pre‐requisite for University study of biology. A more important question is how much difference alignment of the curriculum can make. Although this question is not in the scope of this project, it is important for successful curriculum design and. Early Australian studies appear to show varying effects which should prompt a second area for investigation arising from the project.

A third focus for future research and development is assessment in biology and its alignment to intended learning outcomes. This project exposes a range of practice and particularly variable emphasis on the some elements represented in the national Science Threshold Learning Outcomes1 and the Australian Senior Secondary Curriculum2. The analysis of the first year biology curriculum has some parallels in

1Jones, S., Yates, B., Kelder, J. . (2011). Learning and Teaching Academic Standards Project:

Science Learning and Teaching Academic Standards Statement. Sydney: Australian Learning and Teaching Council.

2http://www.acara.edu.au/curriculum_1/senior_secondary.html


the work of the chemistry discipline network, Chemnet3, and a current OLT project investigating assessment practice in Mathematical Sciences4.

Evaluation data

Two evaluation studies were completed as planned: feedback from workshop participants and feedback from team members. A planned survey of contributing first year biology co‐ordinators was not completed, however feedback from the workshop was largely from university biology teachers or co‐ordinators and may be regarded as a representative sample.

Workshop participant feedback

The 2012 ACSME workshop presented the project reference guide and examples of innovative practice to 36 attendees. Participants gave written feedback at completion of the session. The summarized data is presented in Appendix B of the Project Report. Most respondents identified as university biology teachers or co‐ordinators. The certainly wanted to know more about, particularly, first year biology curricula in Australian universities and appreciated opportunities for discussion with peers. Not surprisingly participants felt it was too early to judge the value of the Transitions booklet. The workshop results suggest there is interest in a peer group for first year biology teachers/co‐ordinators.

Team member feedback

Team member interviews were conducted from Dec 2012 to Feb 2013. Three team members were interviewed face‐to‐face, one via telephone and one was unavailable for interview. Team members were encouraged to reflect on the outcomes and conduct of the project. Consensus comments are recorded in Table 3.

Team members were positive about the value of the project and agreed that the project had achieved its objectives. Team members felt they had collected a significant data set, which had important messages about first year biology teaching. Dissemination activity was generally rated well although the team is aware that it is too early to judge the impact of their booklet for co‐ordinators or the impact of the analysed data.

Interactions between secondary and tertiary educators proved more challenging. Team members felt the final activity, the ASELL workshop did provide a successful model for interaction and linked participants to a wider, well‐established program.

3http://chemnet.edu.au/4 “Developing a shared understanding of assessment criteria and standards for

undergraduate mathematics “, Office for Learning and Teaching, DEEWR, Australian Government


Although not further tested in this project, it seems likely that future interaction should focus on tangible tasks rather than conference presentations.

The conduct of the project was also discussed. Good project leadership and management, as always, are considered very important for success particularly where teams are geographically spread. In this case, there was a need to discuss and establish agreement on roles and responsibilities, which were perhaps not clear at the outset. One suggestion was to incorporate professional development for project teams around project leadership and management.

Comments on project recommendations

Recommendations from the project fall into three categories: development of the biology curriculum, networking and professional development for educators and transition to university.

Biology curriculum

1. First Year biology educators use the resources produced by the outcomes of this project, including this report, the transitions reference guide booklet, the transitions in biology website and other scholarly output to improve teaching and learning within their subjects, schools and faculties.

2. That first year biology coordinators use the alignment between the Senior Secondary and tertiary biology Curriculum to build on and further develop pre‐tertiary knowledge and skills.

4. The benchmarking exercise be used to provide a foundation to frame the Threshold and Learning Outcomes (Jones and Yates 2012) for the purposes of educational quality assurance. This can be facilitated through the OLT funded Australian Biology Education Networks VIBENET and CUBENET.

5. That the project findings be used to inform higher level Biology coordinators and thus improve the overall quality of university biology experience across Australia.

6. We strongly support the need for high quality practical activities (e.g. Inquiry) across first year biology, to enhance student engagement and skill development and embed important biological concepts and ways of thinking including the scientific method.

These recommendations build on the analysis of the collected data from first year biology curriculum in Australian universities. They are sensible extensions of the findings. Given their experience through this project, team members should be leaders in the dissemination of useful resources from this and other relevant projects. It is also important that this dataset be widely available to educational researchers for further investigations.


Supporting transition

3. For first year biology coordinators to be better informed through the resources provided to enhance orientation and transition of students from a diverse range of backgrounds. This is of particular importance given increases in the diversity of students entering higher education as a result of the federal government’s implementation of recommendations arising from the Bradley report (2008).

The project has uncovered interesting information regarding the cohort of students studying first year biology. The question of whether of not Year 12 biology strongly affects first year learning outcomes is still debated and there is probably no simple answer.

First year biology classes are often large and core for a range of degrees. They are therefore a primary target for orientation and transition programs and should be actively involved. This project supports the use of peer support programs. This work needs further development, particularly relating to considerable work in the Australian context5.

Networking and professional development

7. That the first year biology network becomes more formally combined with the New Zealand First Year Biology Education Colloquium (FYBEC) to an Australasian Association of Frist Year Biology Educators who meet annually to present and discuss relevant issues.

8. That professional development of teachers occurs through programs such as ASELL in Schools be initiated and developed beyond South Australia. This will also enhance communication between secondary and tertiary biology educators thus enhancing secondary educators’ understanding of the university biology experience and enable them to better prepare their students for undergraduate studies.

The project has not focussed on building networks apart from providing discussion via workshops. It has made connections through its team members who are also active in related networks (FYBEC, VIBEnet). It is important that they continue to actively build connections and link colleagues.

Professional development for secondary teachers and interaction with tertiary educators has been an interesting challenge for the project. The recent ASELL in Schools project which covers chemistry and physics as well as biology is one model for interaction via a shared activity. Others already exist (eg CSIRO’s Scientists in Schools Program) and the scale and experience of this and other existing outreach programs makes them good vehicles for continued interaction. Although the evaluation of the workshop is not yet available, anecdotal feedback suggest this activity‐based model is very successful.

5 Kift (2009) Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final Report. Office for Learning and Teaching, Australian Government.


APPENDIX

1. Modified Evaluation Plan (Jan 2012)

Program stakeholders:

Year 1 biology teachers

Year 12 curriculum developers and teachers

ALTC

Other biology/first year education networks/groups: VIBEnet, NZ first year biology group, those working in first year experience (FYE conference), QL skills project, Kirkup IOL fellowship

Key evaluation questions The stated objectives of evaluation are firstly to monitor and support project activities (ie act as a critical friend). This is achieved through good communication between the project team, the evaluator and the reference group – inviting comment and thinking laterally about the project. The second objective is to assess the products of the project. Possible evaluation questions are: 1. Did the project achieve its objectives?

a) Does the project produce the planned resources/activities: b) What is the quality of the resources? c) What is the current and potential impact of the resources?

2. Is there evidence that less tangible or unexpected outcomes have been achieved?


C: Evaluation Data Formative evaluation is achieved through meetings, informal contact (emails, discussions) and reports. Summative evaluation is achieved through the collection of data during the project and following completion.

Table 2: Planned collection of evaluation data

Evaluation question Who, where, when? Data/Tools

Monitoring progress Meetings with evaluator and reference group Meeting notes

Progress reports to ALTC, evaluator and reference group Dec 2011 Dec 2012

Progress Reports

Does the project produce the planned resources/activities?

Project team publishes materials and delivers events/web site

Publications: map of skills development in Year 1 biology

comparison of Yr 12 national curriculum and Yr 1 biology curricula

list and description of innovative programs for at risk students

final project report Activities web site for alignment of first year biology teaching

conference on first year biology teaching Also: Database of Year 1 curriculum documents

Network database of Yr 1 biology co‐ordinators What is the quality of the resources? (perception data)

Survey 1. of participants (Yr 1 biology educators,Yr 12 curriculum writers) Survey 2. of audience at presentations re utility of data

Survey instruments prepared by project team and collected from events and after publication of the final project report. Survey 1: ask about participation in the project (interaction with the team), utility of resources (will this help you with your own subject/work?, what else would be useful?, what would you like to


Data on actual inputs collected compared to potential relevant inputs

see happen next?) Survey 2: ask about utility of resources (will this help you with your own subject/work?, what else would be useful?, what would you like to see happen next?) (ie build on CONASTA survey)

What is the current and potential impact of the resources?

Participation:

from events (audience attendance, follow‐up interactions)

on web site (hits, forum)

interactions with other groups and potential future dissemination

Impact (partly answered by above):

Surveys of participants and audiences Scope of inputs

Records of interactions and collaborations with target audiences Survey questions from surveys 1 and 2 Records of interactions and collaborations with other interested groups

Evidence of less tangible or unexpected outcomes?

professional development for biology educators

partnerships between secondary and tertiary educators

engagement of Yr 1 biology educators

interactions with related groups (VIBEnet, FYE conference)

Include evidence in project reports

Delivery of workshop/conference Examples of professional development using tools and/or mentoring from the project (this is going to be quite hard!) Document interactions with other groups Forward planning for resources beyond the life of the project:

Availability of resources (publication beyond the web site)

Further use of the database


2. Impact and quality of resources

Table 1: Project deliverables achieved

Project objective Deliverable(s) Comment

Benchmarking of first year undergraduate biology course offerings across Australia

Description of first year biology subjects in 37/39 Australian Universities. Data includes overview of intended learning outcomes, content topics, teaching mode, assessment practice and student support.

This is a rich and valuable data set for future analysis. It can:

inform future benchmarking in provision between Universities and supports quality assurance of relevant curricula

inform future research & development of learning and teaching in biology The project did not attempt to verify the information provided. This is a very large undertaking which will possibly result from sector or inter‐University moderation programs in the long term. It was not in the scope of the project.

Identification of common characteristics, divergence and gaps in University first year Biology curricula

Analysis:

shows similarity rather than divergence between University first year biology curricula. Little differences was observed between self‐identified university groups as might be expected for foundation study. Some interesting differences between large and smaller classes emerged.

highlights future issues such as alignment of biology curricula with national reference points such as the Australian Science Threshold Learning Outcomes

Development of a model for the engagement of first year Biology academics in teaching

Project Team interaction with:

First year biology co‐ordinators through data collection

Biology educators through workshops

The project has not attempted to create a new network of first year biology educators but recommends building through existing groups. This is a sensible strategy given the demands on the time and resources of educators. Team


and learning nation wide First year co‐ordinators through the First Year Higher Education Conference

Connections with biology networks: New Zealand First Year Biology Education Colloquium (FYBEC) and VIBEnet (Vision and Innovation in Biology Education)

members need to work collaboratively with the two networks described (FYBEC, VIBEnet) to achieve this goal. Sharing of information is an important legacies from the project. The resource booklet constructed for biology educators draws together good practice advice essentially as described in the literature. The more significant information is the description of current practice.

Identify strategies to address the diversity of entry‐level students

Description of academic support programs and transition programs used with first year biology students

The project collates data across the sector showing the range of practice. It does not attempt to evaluate these interventions. It is interesting to juxtapose generic help provided to students against subject‐specific programs. While the connection seems clear for at‐risk students, the data should prompt further research about the efficacy of subject‐specific programs for transition.

Develop a framework for curricular alignment

Construction of a list of “aspirational student skills”(ASS) through alignment of the draft ACARA senior secondary biology curriculum and the Science Threshold Learning Outcomes. Evaluation of collected intended learning outcomes against the aligned student skills list.

This is an interesting approach, which aims to test the aligned 2ndary and 3rary curricula against the actual 3rary curriculum. Although the alignment has only been tested at the level of intended learning outcomes, it is a promising starting point for further comparison of content, assessment and teaching mode.

Professional development of tertiary science educators

Tertiary educators: Workshop at the 2012 ACSME conference Secondary educators: Workshop at the 2011 CONASTA conference

The project suggests interaction between 2ndary and 3rary educators creates better curriculum alignment and complementary professional development. Participant surveys from the ACSME workshop suggest tertiary educators are keen to increase their understanding


ASELL Schools Biology workshop Dec2012 of senior 2ndary curriculum. Participant surveys from the ASELL workshop was not available for this report but anecdotal feedback suggests the interaction there was productive. Participation in these events is relatively restricted which raises the question of increasing dissemination of findings from this project.


3. Feedback from Team Members

The following table summarizes comments on the outcomes and conduct of the project by four team members. Interviewees subsequently reviewed field notes made during interview to ensure the notes captured the intent and accuracy of comments. Comments have been classified into topics (left‐hand column) and listed as agreed comments (made by 2 or more team members) or other related comments (made by one team member).

Table 3: Comments from team members on the outcomes and conduct of the project.

Agreed comments (2 or more) Other comments

To what extent did the project achieve objectives/intended outcomes?

Overall Outcomes were achieved

Data collection More depth in data collection would have been valuable

Products: website, booklet, papers

Publications are tangible and valuable Too early to judge the website

Community Early interaction be 2ndary and 3rary is promising but not consolidated yet

participation prompted reflection

What factors helped and hindered in the achievement of the outcomes? Factors that helped...

Commitment of team members

Strong commitment from all team members and a "strong shared vision"

Appropriate expertise Team brought and complementary relevant experience

What factors helped and hindered in the achievement of the outcomes? Factors that hindered...

Geography Multi‐state is difficult to manage

Working relationships Some issues with allocation of roles and responsibilities

Data gathering Contacting individual co‐ordinators was time‐consuming but important to get beyond public data

Large volume of data made collection and analysis demanding


Data set is broad but depth is limited which is a bit disappointing

Interactions with community More needs to be done in the future to bring 2ndary and 3rary educators together

What is the legacy of the project?

Project artifacts Dataset is valuable resource for future analysis as a moment in time The project has increased the profile of first year biology teaching

Reference guide is useful for first year co‐ordinators

Educational papers are a valuable dissemination point

Description of the range and scope of first year biology curriculum shows considerable consensus between Universities

Model for interaction with schools

ASELL workshop was successful for both 2ndary and 3rary participating educators.

Network Team members have built connections with biology educators

Follow‐on projects Suggestions include multi‐institutional projects on inquiry learning in biology, and on standards for first year teaching

What measures, if any, have been put in place to promote sustainability of the project's focus and outcomes?

Maintenance of resources Not sure how website will be maintained

Curated data should be available for use perhaps via website.

Connections with continuing organizations

Team members have built connections with biology educators

ASELL workshop was successful for both 2ndary and 3rary participating educators.

What lessons have been learned from this project and how might these be of assistance to other institutions?

Conduct of project Clarity in planning, leadership and management and good collaboration is very important.

Professional development for project leaders would be helpful.

Interactions multi‐state projects increase complexity and difficulty

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