Sharn Donnison

Professional identity formation: Curriculum considerations for inducting undergraduate students into discursive communities

Abstract Learning and teaching in higher education is framed by curriculum models. Over the past decade constructive alignment (Biggs & Tang, 2009, 2011) has become widely accepted as the curriculum planning model for Australian higher education. Constructive alignment privileges learning outcomes in curriculum design, learning and teaching and assessment. In this paper we reflect on the selection and adoption of particular curriculum frameworks in higher education in relation to the purposes and aims of the intended learning experience and the intended future professional. Our reflec-tion is contextualised within the discipline area of mathematics. We argue that the journey towards becoming a member of a professional community is complex and that alternative curriculum models that facilitate a focus on that journey may be more appropriate under certain circumstances. We suggest that when designing a learning experience, it is necessary firstly to consider the type of learner or future professional you are trying to enable and secondly, to choose a curriculum design framework that best supports that goal.

Using a Virtual Population to Authentically Teach Epidemiology and Biostatistics.

ABSTRACT Epidemiology is the study of the distribution of disease in human populations. This means that authentically teaching primary data collection in epidemiology is difficult as students cannot easily access suitable human populations. Using an action research methodology, this paper studied the use of a virtual human population (called The Island) to enable students to experience many features of authentic primary data collection in epidemiological research. The Island was used in a course introducing epidemiology and biostatistics for students in non-quantitative disciplines. This paper discusses how The Island was introduced into the course, and then evaluates the change. Students were highly engaged, and students and teaching staff responded favourably to the use of The Island, with 70% of students agreeing or strongly agreeing that The Island was easy to use, and 64% agreeing or strongly agreeing that the use of a virtual population was beneficial to their understanding of epidemiology.

Developing the Inner Teacher: Guiding the Reflective Practice of First Year Preservice Teachers

Abstract First year Australian Initial Teacher Education students are at a high risk of not completing their studies, particularly in the transition into their tertiary studies in first year, and then if achieving graduation, many are likely to leave the profession in the early years. While the reasons vary, it is known that early departure from a career in teaching can signal a lack of personal resilience and emotional coping skills. As teacher educators, we aimed to ameliorate this through using an intensively reflective first year course curriculum to assist preservice teachers in developing these essential qualities and skills. Our curriculum adopts a framework of self managed learning and personal growth through immersive reflective practice leading to the development of a personalised pedagogy of self. In line with these tenets, our curriculum story unfolds through the reflections of first year preservice teachers and academic staff teaching into this first year course.