This paper considers the design of assessment for students of design according to behaviourist versus experiential pedagogical approaches, relating these to output-oriented as opposed to process-oriented assessment methods. It is part case study and part recognition of the importance of process in design education and how this might be applied in…

Students live and work in worlds where virtual communities, such as those created via social network sites (e.g. Facebook) may interplay with their formal learning, but scholars of design pedagogy know little about how these spaces can support design learning. In this study, we describe how a set of informal communications, encapsulated in five…

This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organised a university course in plastic product design and how the teacher guided student teams' design processes in a virtual design studio. The model of Learning by Collaborative Design was used as a pedagogical and analytical…

The context-free "object building," the sculptural form, reigned in schools of architecture for decades. As we are finally moving on from 20th century modernism, there is an urgency to re-place buildings within their contexts. All too often, students with a background in the discipline of architecture, struggle to design buildings that…

In this paper, a design experiment using Instagram as a cultural probe is submitted as a method for analyzing the challenges that arise when considering the implementation of social media within a distributed communication space. It outlines how small, iterative investigations can reveal deeper research questions relevant to the education of…

Design process optimisation and intelligence are the key words of today's scientific community. A proliferation of methods has made design a convoluted area. Designers are usually afraid of selecting one method/tool over another and even expert designers may not necessarily know which method is the best to use in which circumstances. This…

A writing-intensive, upper-level undergraduate course which integrates content, context, collaboration, and communication in a unique fashion, is described. The topic of the seminar is "Scientific Writing in Chemistry" and an assignment-based curriculum was developed to instruct students on best practices in all aspects of science…

Science content knowledge is internationally regarded as a fundamentally important learning outcome for graduates of bachelor level science degrees: the Science Threshold Learning Outcomes (TLOs) recently adopted in Australia as a nationally agreed framework include "Science Knowledge" as TLO 2. Science knowledge is commonly assessed…

This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture…

Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and assessment of these concepts are not straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and…

With the amount of data available through an online homework system about students' study habits, it stands to reason that such systems can be used to identify likely student outcomes. A study was conducted to see how student usage of an online chemistry homework system (OWL) correlated with student success in a general chemistry course.…

Effective science communication is one of the key skills undergraduates must achieve and is one of the threshold learning outcomes for Science (TLO 4.1). In addition, presenting published research to their peers allows students to critically evaluate scientific research (TLO 3.1) and develop a deeper appreciation for the link between experimental…

Despite several attempts to define what foundational science is required by and for the nursing profession, uncertainty has long existed in this area. Several attempts have been undertaken to elicit the appropriate level and depth of foundational science with the only clear result being that science has been recognised as key to good practice. The…

As more instructors articulate learning objectives for their students within one course, or academic staff collaborate to articulate learning outcomes for programs, a robust means to assess student performance within these becomes increasingly important. The Examinations Institute of the American Chemical Society (ACS), Division of Chemical…

Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However,…