L&T Half-Day Symposium (Apr 2025)

Abstract

I will describe recent iterations on diverging assessments in a large introductory statistics unit, STAT100. In the context of statistics units, diverging assessments allow students to work through the same analysis workflow while having different data and research questions, enhancing assessment authenticity and reducing the risk of academic integrity issues. I will present some considerations around the design of the diverging assessments, and the tools that allow for seamless myLearn integration and marking.

Abstract

The landscape of Exercise & Sports Science education is evolving, with online learning, student engagement, AI-driven assessment, and accreditation playing critical roles. This presentation explores how to optimise online learning, track and enhance student engagement, and align learning outcomes with content and assessment. Through an analysis of current teaching practices, we will introduce a structured teaching framework that integrates innovative pedagogy and technology. Emphasising evaluation and continuous improvement, this session provides practical strategies for educators to adapt to emerging challenges and opportunities, ensuring effective and engaging learning experiences in a rapidly changing educational environment.

Abstract

First-year student attrition remains a significant challenge in tertiary education, specifically in Exercise and Sports Science units, impacting both student success and institutional sustainability. This project aimed to enhance student retention by proactively identifying at-risk students and providing them with targeted support through coordinated academic interventions.

A working group of academic stakeholders was constructed that included unit coordinators, teaching contributors, and the course convenor. These individuals contributed to the development of outreach system that included:

1. The development of questions focused on i) personal goals and enrolment rationale, ii) content tracking, load management, and preparation for intensive schools, iii) mental wellbeing and life circumstances
2. Establishment of referral triggers that enabled academic staff to direct students to appropriate support services within the Discipline and Institution.
3. Personalised check-in points, where students were invited to a brief 10-minute teams meeting with an academic staff member, where personalised outreach could be provided.

Through this approach, we sought to foster a sense of belonging, enhance student engagement, and ultimately improve retention rates in first-year courses. This seminar will highlight the rationale for this project, the steps taken to develop this approach, preliminary outcomes, and key lessons learned for broader application in tertiary education settings.

Abstract

The “Environment in Practice” (EiP) program within the Bachelor of Environmental Science at UNE was developed to bridge academic learning with industry engagement. Environmental science education integrates multidisciplinary perspectives while providing students with authentic, practice-based experiences that develop collaborative and professional skills. This need is particularly critical for a growing online cohort seeking more industry exposure and networking opportunities. The EiP framework was released in 2022 using Innovation Pedagogy for Applied Science (Konst & Karisto-Mertanen, 2020) and the Connected Curriculum approach (Fung, 2017), embedding a structured, progressive ‚ÄòSpine Unit‚Äô across the lifecycle of the degree. Over three years, the online-focused EIP program has undergone iterative refinement based on ongoing student feedback. The program combined work-integrated learning, reflective pedagogy, and engagement strategies to enhance adaptability and career readiness. Findings from voluntary surveys highlight the importance of flexible structures, such as Recognition of Prior Learning (RPL) pathways and tailored reflection tasks, to support diverse learners. Additionally, as the program targeted a blended and online format, strategies to maintain engagement, social connections, and equitable learning experiences were developed. By continuously adapting curriculum structures, the EIP model serves as a case study for applied, interdisciplinary education, ensuring graduates are equipped with the critical thinking, adaptability, and professional competencies necessary for future careers.

Abstract

The University of New England, like many other universities across Australia, has adopted policies that allow individual Unit Coordinators (UCs) to make judgments on whether students can use GenAI in a responsible manner. However, although responsible usage of GenAI has merits, it does raise crucial ethical dilemmas. For example, since UNE’s student body is predominantly comprised of the mature-aged cohort who prefer the flexibility of online study (UNE, 2021), not all students may choose to use GenAI or have the capability to do so. For assignments in which UCs allow the responsible use of GenAI, it is fair to say that not all students will use GenAI. Given the current limitations of academic integrity investigation to detect and confirm the use of GenAI, students who choose to use or not use GenAI should not be at an advantage or disadvantage. Hence, equity aspects of GenAI “OK” assessment design cannot be overlooked. So, the question of, how can UCs mark assignments prepared with or without the use of GenAI in a fair manner without inadvertently disadvantaging or advantaging one or the other? Drawing on the TEQSA’s (2021) Higher Education Standards Framework, scholarly as well as grey literature, and experiences from the first-year marketing unit (MM110), this study proposes a student-centered ethical and responsible GenAI use guideline to inform assessment design. Given that GenAI has become a critical challenge for UCs familiar with Bloom’s Taxonomy-based marking rubrics but influenced by the teaching and learning environment of the pre-GenAI era, the findings and subsequent recommendations of this study are expected to make contributions towards equitable pedagogy.