I presented this paper with my co-author Neela Griffiths at the recent STARS 2016 conference. A full version of this Emerging Initiative paper, as it appears in the conference proceedings, is available here. The slides and a short video from our presentation are available below.
Title: Supporting student transition: embedding reading practices into the first year Science curriculum
Authors: Yvonne C. Davila (Faculty of Science, UTS) and Neela Griffiths (IML, UTS)
Conference: STARS 2016 (Students Transitions Achievement Retention & Success), Pan Pacific Hotel, Perth, 29 June to 2nd July, 2016.
Abstract: Although being able to critically read and comprehend scientific texts is fundamental, many students find reading the primary literature overwhelming and may lose self-confidence as a result. Our aim was to build first year science students’ confidence in reading relevant and reliable sources of information and develop their critical reading practices through a First Year Experience Project focusing on supporting student transition. To achieve this, we utilised a flipped classroom approach to design and embed interactive online modules and a face-to-face workshop in a first year Science subject. Student participation and completion of the learning activities was evaluated with students commenting very positively on the usability, accessibility, usefulness and relevance of the reading practices resources. Based on the success of this initiative, we recommend that discipline specific, contextualised resources which develop effective reading practices should be integrated into the first year curriculum.
A short video demonstrating the interactivity of the online modules is presented below:
Reference: Davila, Y.C. & Griffiths, N. (2016) ‘Supporting student transition: embedding reading practices into the first year Science curriculum’. Students, Transitions, Achievement, Retention & Success (STARS) Conference, 29 June to 2nd July, 2016, Perth, Australia. Retrieved from http://unistars.org/papers/STARS2016/12C.pdf.