altc grant outcomes 05122011 presentation
TRANSCRIPT
8/3/2019 ALTC Grant Outcomes 05122011 Presentation
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A national soil science curriculum in response tothe needs of students, academic staff, industry,
and the wider community
Key Outcomes from the Project :
8/3/2019 ALTC Grant Outcomes 05122011 Presentation
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Deliverables
• Develop learning outcomes for soil science topics and subjects taught by theconsortium, including feedback from students and stakeholders (employers)
• Consensus on the teaching and learning practices and effective contextuallearning
• Report on limitations and missing capabilities in learning and teaching
• Use feedback from staff, students, graduates and employers, from surveys
and at forums to move towards curriculum revision.
• Move towards and national curriculum enabled by a tried and tested platform
• Propose the establishment of a national soil science education group as part
of Soil Science Australia
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The Forums
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Methods Overall Approach
Community Consultation
•Three surveys
•Three forums
Crucial for developing thesoil science community ofpractice
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Stakeholder Engagement
• Focused on arriving at a consensus by considering;
• Different models practiced at each institutions
• The fact that curricula are often content driven
• Diverse employer, graduate and professional interests/needs
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Forum 1
• Academic staff reflecting on their current practices, personal learning,
experiences, and the feedback from their current students.
• Outcomes
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Forum 1
Sydney University
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• Solving the problem is solving
the client’s problem
• Problem-based learning (PBL)
N.B. Data is only indicative and represents
the units of study mode of teaching up to 2010
as institutions have made
changes to their respective curriculum since
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Forum 1
Presented at the 19th World Congress of Soil Science, as a paper entitled Producing the Thinking Soil Scientist
in Brisbane 2010. Was awarded Best Oral Presentation – over 35 yrs, by the Australian Soil Science Society Inc.
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Forum 2
• Further reflections on learning and teaching in response to the feedback
obtained from graduates and employers (surveys and in person)
• Outcomes
• Proposal for joint units of study & national field unit• Soil Science Teaching Principles
Presentation of a curriculum developed forThe Mining Council of Australia
indicated shared issues
and how a National Curriculumhas been successfully
implemented for their disciplineover time
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HistoryAnalogous to the Mining Council of Australia’s
initiative. Why it all began for them?
An initiative of the Mining Council of Australia incorporating:
A decline in the number of mining engineering schools offering a full
four year program
A decline in the number of graduates
A decline in the number of mining engineering academics and ancorresponding increase in average the age of mining engineering
academics
A decline in the number of students completing PhDs on miningrelated topics.
Opportunity for an innovative approach to engineering education
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History
What was needed?
An initiative of the Mining Council of Australia incorporating:
Agreed Curriculum of shared core and elective courses
Curriculum is reviewed collectively each year.
Video Conferencing, new lecture spaces and related technologies
Shared Learning Management System (LMS)
Peer Assessment strategy, including formative and summative
feedback A decline in the number of students completing PhDs on mining
related topics.
We agreed on shared topics
Have a similar issue re for soil with respect to local students
Identified and used an LMSenabling easy sharing of topics
M o v i n g t o w
a r d s i n i t i a t i n g o r a c h i e v i n g t h e s e
Developed and adopted a strategy
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Forum 2
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Forum 2
• Soil Science Teaching Principles
• Uniqueness
• Fieldwork
• Jargon
• Active Learning
• Connections
• Systems
• Communication
• Authentic Learning
• Feedback
• Assessment
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Forum 2
• Graduates are proficient in 5 areas;
• Identification, understanding and application of the unique properties and
process of Soil Science
• The role, context and relationships of Soil Science to other disciplines andsociety as part of interrelated systems
• Identify problems and design contextual solutions
• The ability to coordinate and function within and between relevant groupsand effectively communicate results
• Manage self for personal development and lifelong learning
The first relates to the discipline, the second focuses on the discipline as part of a system, the third on its application, andthe fourth and fifth are concerned with the ability of the individual to communicate the discipline and their on-going learning
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Forum 3
• Implementing joints units of study for students at different institutions based on
learning and teaching reflections and stakeholder input.
• Outcomes
• Guidelines for on-line learning• Topics developed for units of study
• http://guava.edfac.usyd.edu.au/agrimoodle/
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Highlights and Recommendations
• Highlights
• Strength of the soil science community of practice
• Development and acceptance of the TRIL Model which should be used as a
guide when developing units of study• Development and publication of Soil Science Teaching Principles
• The utilisation of sequential action-learning cycles to develop the outcomes,a methodology not commonly used in this discipline to stimulate reflection
and learning
• Development and implementation of cross-institutional topics for units ofstudy
• Forums that were effective, engaging and learning experiences
• Willingness of forum participants to engage in reflective practice
• Participation of external learning and teaching experts for other disciplines
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CBoK: Core Body of Knowledge