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<meta content="This innovation aimed to find a way to embed teaching of University of Tasmania Generic Graduate Attributes (GGAs) into 2nd yr Zoology practical classes, and became a means of gauging student satisfaction with their Zoology experiences. Graduating students are asked to evaluate learning experiences via course Evaluation Questionnaires (CEQ), but how well do they understand teaching aims and the design of learning exercises? Can they relate specific tasks to the acquisition of particular generic skills, or must we be much more overt about our reasons for designing tasks in a particular way? I have investigated different ways of embedding GGAs into my teaching, and evaluated students' abilities to link learning tasks and practical exercises with the opportunity to practice and/or master various GGAs. I have also followed a cohort of students through their next year of study and revisited with them the level of impact their increased awareness has had on subsequent learning experiences." name="eprints.abstract" />
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<meta content="Annetta L. (2004). CTLSilhouette: An online tool for assessment and evaluation. School Science and Mathematics. 104 179-183.
Ballantyne C. (2003). Online evaluations of teaching: an examination of current practice and considerations for the future. New Directions for Teaching and Learning. 96 103-112.
Koutoulis A., Jones S., Brown N. and Moore V. (2004). Why do they come and why do they stay? Meeting the needs and expectations of undergraduate students in the life sciences. Final report of the teaching development grant âÂÂEnhancement of teaching practices in the life sciences: linking schools and universityâÂÂ, University of Tasmania, May, 2004.
Layne B.J., DeCristoforo J.R. and McGinty D. (1999). Electronic versus traditional student ratings of instruction. Research in Higher Education. 40 221-232.
Thackeray R. and Neiger B.L. (2004). Misconceptions of focus groups: Implication for health education practice. American Journal of Health Education. 35 214-219" name="eprints.referencetext" />
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<meta content="This innovation aimed to find a way to embed teaching of University of Tasmania Generic Graduate Attributes (GGAs) into 2nd yr Zoology practical classes, and became a means of gauging student satisfaction with their Zoology experiences. Graduating students are asked to evaluate learning experiences via course Evaluation Questionnaires (CEQ), but how well do they understand teaching aims and the design of learning exercises? Can they relate specific tasks to the acquisition of particular generic skills, or must we be much more overt about our reasons for designing tasks in a particular way? I have investigated different ways of embedding GGAs into my teaching, and evaluated students' abilities to link learning tasks and practical exercises with the opportunity to practice and/or master various GGAs. I have also followed a cohort of students through their next year of study and revisited with them the level of impact their increased awareness has had on subsequent learning experiences." name="DC.description" />
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<h1 class="ep_tm_pagetitle">Characterising students' perceptions of their learning environment via an understanding of generic skills acquisition</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Edwards, Ashley</span> (2006) <xhtml:em>Characterising students' perceptions of their learning environment via an understanding of generic skills acquisition.</xhtml:em> In: Teaching Matters, 24 Nov 2006, Hobart ,Tasmania, Australia. (Unpublished)</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_669' );" href="http://eprints.utas.edu.au/657/1/Ashley_Edwards_Teaching_Matters_talk_GGAs_2006.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_669' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_669"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/657/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/657/1/Ashley_Edwards_Teaching_Matters_talk_GGAs_2006.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />711Kb</td></tr></table><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">This innovation aimed to find a way to embed teaching of University of Tasmania Generic Graduate Attributes (GGAs) into 2nd yr Zoology practical classes, and became a means of gauging student satisfaction with their Zoology experiences. Graduating students are asked to evaluate learning experiences via course Evaluation Questionnaires (CEQ), but how well do they understand teaching aims and the design of learning exercises? Can they relate specific tasks to the acquisition of particular generic skills, or must we be much more overt about our reasons for designing tasks in a particular way? I have investigated different ways of embedding GGAs into my teaching, and evaluated students' abilities to link learning tasks and practical exercises with the opportunity to practice and/or master various GGAs. I have also followed a cohort of students through their next year of study and revisited with them the level of impact their increased awareness has had on subsequent learning experiences.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Conference or Workshop Item (Speech)</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">pdf of PPT to accompany conference paper</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330203.html">330000 Education > 330200 Curriculum Studies > 330203 Curriculum Studies - Science Education</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330399.html">330000 Education > 330300 Professional Development of Teachers > 330399 Professional Development of Teachers not elsewhere classified</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">657</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Dr Ashley Edwards</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">25 Jan 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=657;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=657">item control page</a></p>
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