Dawn Gleeson Presentation - FYE - Curriculum Design Symposium

First Year Curriculum Design: Biology at theUniversity of MelbourneAssoc Prof Dawn GleesonDirector of First Year Studies in BiologyDepartment of GeneticsUniversity of Melbourne

The Melbourne Model• 6 undergraduate degreesBachelor of ArtsBachelor of BiomedicineBachelor of CommerceBachelor of EnvironmentsBachelor of MusicBachelor of Science• In the transition stage several old degreesare still being offered for a finite period oftime.

The broad objectives of the MelbourneExperience: should enable the graduates ofthe University to become:Leaders in communities……Attuned to cultural diversity…… **Active global citizens……Academically excellent……**Knowledgeable across disciplines…….

Objectives for the study ofBiologyAfter completing The Biology of Cells and Organisms it is expected thatstudents will: have a knowledge of the basic processes of life; be familiar with the structure t and function of bothprokaryotic and eukaryotic cells; understand the structure and function of organisms, andhow these features contribute to the overall functioning oforganisms; understand the mechanisms of plant and animalreproduction and development; be able to complete basic manipulations with laboratoryequipment, in particular the use of microscopes; and develop skills in recording observations, analysis andinterpretation of data, and dissection techniques.

Generic Skills for Biology at firstyearStudents should be able to: plan effective work schedules to be prepared for tutorials, practicalclasses and examinations. be familiar with electronic forms of communication and be discerning inthe use of the web for seeking information. integrate the computer software packages into the course to assistlearning be able to complete basic manipulations with laboratory equipment, inparticular use of microscopes. develop skills in recording observations, analysis and interpretation ofdata develop skills in dissection techniques. develop skills in preparing p slides of fresh material. develop skills in completing biological drawings. access basic information from the library both electronically and in atraditional way. begin to develop skills in working collaboratively with other students in apractical class

First Year Biology CohortPercentageMale 37%Female 63Commonwealth Funded Places 78ENTER >90 44 (min 85)Aboriginal/Torres Strait 0.3Regional students18Interstate6Overseas22Expecting 1150 in 2009N = 936 in 2008

First Year BiologySurvey conducted each semester• Biology at year 12 53%• No Biology at Year 12 47• Work PT > 9hrs/week39 (12%>15hrs)• Attend all 36 lectures 30 (10% < 25/36)• Attend all tutorials 30 (7%< 3/10)• Reasons for studying Biology - diverse

Per week:Biology at first year• 3 x 50 minute lectures• 1 x 1 hour tutorialt Per fortnight:• 1 x 3 hour practical class (6 per semester)(assessed) alternating with• 6 Independent Learning Tasks (ILT)(assessed)Per semester:• an assignment• a midsemester test• a final examinationUniversity of MelbourneFYECD Symposium 2009 QOT

Curriculum design toAssist student developmentto support engagement with thelearning environment viaintentional integration andsequencing of knowledge, skillsand attitudesUniversity of MelbourneFYECD Symposium 2009 QOT

Curriculum design toAssist student developmentTo support engagement with thelearning environment viaintentional integration andsequencing of knowledge, skillsand attitudesUniversity of MelbourneFYECD Symposium 2009 QOT

Holistic program approach to fosteringstudent engagement• Academic Advice Day• Academic Orientation Day• Welcome email• Start with informal first lecture withProf Peter Doherty• Meet and greet tute in week• Biology Learning Centre• Tutors on dutyUniversity of MelbourneFYECD Symposium 2009 QOT

Science 101• 2 workshops weeks 2 and 3• Directors/coordinators t of first yearsubjects in workshops• Week 3 study groups formedbased on subject areas with lateryear student as facilitator• Timely information via facilitatorUniversity of MelbourneFYECD Symposium 2009 QOT

Curriculum design toAssist student developmentTo support engagement with thelearning environment viaintentional integration andsequencing of knowledge, skillsand attitudesUniversity of MelbourneFYECD Symposium 2009 QOT

…via intentional integration andsequencing of knowledge, skills andattitudes• Learning objectives and genericskills made clearstart of a lecture and a prac• 4 components integratedt lecturestutorialspracticalILTS - have remedial and extensioncomponentsUniversity of MelbourneFYECD Symposium 2009 QOT

Teaching staff• Lecturers - from Botany, Genetics &Zoology -• lecture in their field of research, ‘cameos’• chosen for reputation of good teaching• most teach in later year subjects so spell outwhy a skill or piece of knowledge isimportantUniversity of MelbourneFYECD Symposium 2009 QOT

Teachers of Large Classesguiding principles in Biology• Should be the most talented teachers• lectures exciting• Be prepared to handle lots of enquiries• Make expectations very clear• Know the background of the group• When team teaching need tocommunicate so students see thecourse is cohesiveUniversity of MelbourneFYECD Symposium 2009 QOT

Teaching staff• Lecturers - from Botany, Genetics & Zoology -• lecture in their field of research, ‘cameos’• chosen for reputation of good teaching• most teach in later year subjects so spell out why askill or piece of knowledge is important• Tutors• Faculty based tutor training & demonstratortraining• Biology unique with continuing tutors• Tutor community• Demonstrators• PhDs or Honours studentsUniversity of MelbourneFYECD Symposium 2009 QOT

…via intentional integration andsequencing of knowledge, skills andattitudes• Regular staff meetings to discussapproach• Director oversees the course and actsas conduit between all staff - providesinformation on the background ofstudents• Directors Science Faculty-wide of 1styear subjects meet regularlyUniversity of MelbourneFYECD Symposium 2009 QOT

Tutorials• Smaller groups 25-30• Same tutor for a semester• Tutorial questions linked to lectures andpracticals• Interactive - small group discussionreport back to larger group• Additional tutorials for those withoutBiology background• Adjunct tutorials for those with ESL andlow score in DELLA testUniversity of MelbourneFYECD Symposium 2009 QOT

Practicals• Practical notes - clear objectives andoutcomes• Independent preparation expected• Introduction from Head Demonstrator• 3 hour class - may be 4 -5 activities• Students plan their 3 hours• Assisted by 7 staff per 110 students• Knowledge and competencies testedUniversity of MelbourneFYECD Symposium 2009 QOT

Practical Assessmentssm • Assessed on practical skills• DNA yield - work in pairs so requirescollaboration• Dissection technique (animal ethics)• Chromosome preparation - includingfocusing the microscope• Drawing from a slide - matchingobservation with recording• Hand in prac report for marking -writing skills• Open prac book MC testtUniversity of MelbourneFYECD Symposium 2009 QOT

Independent LearningTasks (ILTS) & prelabsUniversity of MelbourneFYECD Symposium 2009 QOT

Other activitiesiti Biology• Staff Student Liaison Meetings• Airport• Library AssignmentDepartment• Alumni - Careers nightFaculty• Kick Start Your CareerUniversity of MelbourneFYECD Symposium 2009 QOT

Staff-student Liaison CommitteeGuidelines for studentrepresentatives in BiologyThank you for volunteering to be a studentrepresentative for Biology. Below are some guidelinesintended d for the use of representatives ti of the BiologyStaff Student Liaison Committee. They are based onthe experience of past student representatives andprovide a useful guide as to how best to approach thisrole, which incorporates obtaining feedback from theclass, deciding how to deal with the issues raised anddelivering a report at the Committee meeting.In your role as a student representatives we would likeyou to1. Collect feedback from the class before the staffstudent liaison meetings meetings.2. Attend up to two informal meetings of the StaffStudent Liaison Committee during thesemester.How to obtain feedback from University students……….etcof MelbourneFYECD Symposium 2009 QOT

Library Assignment

Airport: Scientific TermsSometimes both the Greek and Latin versions of a word are used inScience - for example uni (from Latin 'unus' meaning one) - e.g.unicellular l (made of one cell) and mono (from Greek 'monos'' meaningone or single) - e.g. monosaccharide (one sugar unit). Knowing thederivation of word meanings is another tool that helps us to rememberthe terms and also to understand the meaning of new terms when wefirst encounter them.

University of MelbourneFYECD Symposium 2009 QOT

KickStart Your CareerUniversity of MelbourneFYECD Symposium 2009 QOT

DiscussionUniversity of MelbourneFYECD Symposium 2009 QOT