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A guide to resources of interest to teachers of first year units at the University of New England, Australia.
Last Updated: May 18, 2017 URL: http://une.au.libguides.com/teaching-first-year Print Guide RSS Updates

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SoTL: Quantitative skills across the university community

Artigue, M. (2014). Potentialities and limitations of the theory of didactic situations for addressing the teaching and learning of mathematics at university level. Research in Mathematics Education, 16(2), 135-138. doi: 10.1080/14794802.2014.918348

Biza, I., Jaworski, B., & Hemmi, K. (2014). Communities in university mathematics. Research in Mathematics Education, 16(2), 161-176. doi: 10.1080/14794802.2014.918351

Bosch, M. (2014). Research on university mathematics education within the anthropological theory of the didactic: Methodological principles and open questions. Research in Mathematics Education, 16(2), 112-116. doi: 10.1080/14794802.2014.918346

Gaze, E. (2014). Teaching quantitative reasoning: A better context for algebra. Numeracy, 7(1). doi: 10.5038/1936-4660.7.1.1

Goodchild, S. (2014). Theorising community of practice and community of inquiry in the context of teaching-learning mathematics at university. Research in Mathematics Education, 16(2), 177-181. doi: 10.1080/14794802.2014.918352

Gordon, S., & Nicholas, J. (2010). Teaching with examples and statistical literacy: Views from teachers in statistics service courses. International Journal of Innovation in Science and Mathematics Education,, 18(1), 14-25. 

Gyurisa, E., Everinghamb, Y., & Sexton, J. (2012). Maths anxiety in a first year introductory quantitative skills subject at a regional Australian university – establishing a baseline. International Journal of Innovation in Science and Mathematics Education, 20(2), 42-54. 

Jackson, D. C., D., J. E., & Blanksby, T. M. (2014). A practitioner’s guide to implementing cross-disciplinary links in a mathematics support program. International Journal of Innovation in Science and Mathematics Education, 22(1), 67-80.

Jungck, J. (2012). Incorporating quantitative reasoning in common core courses: Mathematics for the ghost map. Numeracy, 5(1). doi: 10.5038/1936-4660.5.1.7

Maclellan, E. (2012). Number Sense: The underpinning understanding for early quantitative literacy. Numeracy, 5(2). doi: 10.5038/1936-4660.5.2.3

Matthews, K. E., & Hodgson, Y. (2012). The science students skills inventory: Capturing graduate perceptions of their learning outcomes. International Journal of Innovation in Science and Mathematics Education, 20(1), 24-43. 

Nardi, E., Biza, I., González-Martín, A. S., Gueudet, G., & Winsløw, C. (2014). Institutional, sociocultural and discursive approaches to research in university mathematics education. Research in Mathematics Education, 16(2), 91-94. doi: 10.1080/14794802.2014.918344

Nardi, E., Ryve, A., Stadler, E., & Viirman, O. (2014). Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of calculus. Research in Mathematics Education, 16(2), 182-198. doi: 10.1080/14794802.2014.918338

Potvin, P., Dumont, J., Boucher-Genesse, F., & Riopel, M. (2012). The effects of a competency-based reform curriculum on students’ problem-solving competency and general attitudes and interest towards science and technology. International Journal of Innovation in Science and Mathematics Education, 20(4), 54-69.

Rayner, G., Charlton-Robb, K., Thompson, C., & Hughes, T. (2013). Interdisciplinary collaboration to integrate inquiry-oriented learning in undergraduate science practicals. International Journal of Innovation in Science and Mathematics Education, 21(5), 1-11.

Rocconi, L., Lambert, A., McCormick, A., & Sarraf, S. (2013). Making college count: An examination of quantitative reasoning activities in higher education. Numeracy, 6(2). doi: 10.5038/1936-4660.6.2.10

Rylands, L., Simbag, V., Matthews, K. E., Coady, C., & Belward, S. (2013). Scientists and mathematicians collaborating to build quantitative skills in undergraduate science. International Journal of Mathematical Education in Science and Technology, 44(6), 834-845. doi: 10.1080/0020739X.2013.783239

Sfard, A. (2014). University mathematics as a discourse – why, how, and what for? Research in Mathematics Education, 16(2), 199-203. doi: 10.1080/14794802.2014.918339

Taylor, C. (2012). Quantitative reasoning and sustainability. Numeracy, 5(2). doi: 10.5038/1936-4660.5.2.1

Wallace, D. (2014). Parts of the whole: Only connect. Numeracy, 7(1). doi: 10.5038/1936-4660.7.1.9

Ward, R. M., Schneider, M., & Kiper, J. (2011). Development of an assessment of quantitative literacy for Miami University. Numeracy, 4(2). doi: 10.5038/1936-4660.4.2.4

Winsløw, C., Barquero, B., De Vleeschouwer, M., & Hardy, N. (2014). An institutional approach to university mathematics education: From dual vector spaces to questioning the world. Research in Mathematics Education, 16(2), 95-111. doi: 10.1080/14794802.2014.918345

Books

Singer, S. R., Nielsen, N. R. & Schweingruber, H. A. (Eds.) (2012). Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington D.C: The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=1336

This book includes 51 pages of references.

 

Biology

Bone, E. K. & Reid, R. J. (2011). Prior learning in biology at high school does not predict performance in the first year at university. Higher Education Research & Development, 30(6), 709-724.

Lilje, O., & Peat, M. (2010). Teaching human biology to large first year classes : an eLearning journey for students and staff. International Journal of Innovation in Science and Mathematics Education, 18(2), 21-31.

Orsmond, P., Merry, S., & Callaghan, A. (2011). Communities of practice and ways to learning: charting the progress of biology undergraduates. Studies in Higher Education, 38(6), 890-906. doi: 10.1080/03075079.2011.606364

Orsmond, P., & Merry, S. (2012). The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates. Assessment & Evaluation in Higher Education, 38(6), 737-753. doi: 10.1080/02602938.2012.697868

Quinn, F. C. (2011). Learning in first-year biology : approaches of distance and on-campus students. Research in Science Education, 41(1), 99-121.

 

 

Chemistry

Crow, J. M., O'Brien, G., & Schultz, M. (2012). The Chemistry Discipline Network : One year on. Australian Journal of Education in Chemistry (72), 6-8.

Smith, E., Greatrex, B., Taylor, M., & Stupans, I. (2013). Enriching learning for first year chemistry students : Introduction of Adobe Connect. European Journal of Open, Distance and E-Learning, 16(1), 94-101.

SoTL

Anga, K. C. S., & van Reykb, D. (2013). ‘Teach me chemistry like a ladder and make it real’ – barriers and motivations students face in learning chemistry for bioscience. International Journal of Innovation in Science and Mathematics Education, 21(2), 1-12.

Gavroglu, K., & Simoes, A. (2012). From physical chemistry to quantum chemistry: How chemists dealt with mathematics. Hyle, 18(1), 45-68.

Lawrie, G., & Bartle, E. (2013). Chemistry vlogs: A vehicle for student-generated representations and explanations to scaffold their understanding of structure - property relationships. International Journal of Innovation in Science and Mathematics Education, 21(4), 27-45.

Restrepo, G., & Villaveces, J. L. (2012). Mathematical thinking in chemistry. Hyle, 18(1), 3-22.

Schummer, J. (2012). Why mathematical chemistry cannot copy mathematical physics and how to avoid the imminent epistemological pitfalls. Hyle, 18(1), 71-89.

Schultz, M. (2011). Sustainable assessment for large science classes: Non-multiple choice, randomised assignments through a Learning Management System. Journal of Learning Design, 4(3), 50-62.

Williamson, N. M., Metha, G. F., Willison, J., & Pykea, S. M. (2013). Development of POGIL-Style classroom activities for an introductory chemistry course. International Journal of Innovation in Science and Mathematics Education, 21(5), 27-41.

Check the following journals:

Hyle

 

Engineering

Baillie, C., & Toohey, S. (1997). The ‘Power Test’: its impact on student learning in a materials science course for engineering students. Assessment & Evaluation in Higher Education, 22(1), 33-48. doi: 10.1080/0260293970220103

Brodie, L. M., & Porter, M. A. (2009). Transitions To First Year Engineering – Diversity As An Asset. Studies in Learning, Evaluation, Innovation and Development, 6(2), 1-15.

Patil, A., Nair, C., Miller, J., Maung Than Oo, A., Keleher, P., & Martin, F. (2012). Engineering education quality enhancement: A case study at the School level in the University Studies in Learning, Evaluation, Innovation and Development, 9(1), 15-21.

 

Maths, Stats & Computing

Clark, M., & Lovric, M. (2009). Understanding secondary–tertiary transition in mathematics. International Journal of Mathematical Education in Science and Technology, 40(6), 755-776. doi: 10.1080/00207390902912878

Croft, A. C., Harrison, M. C., & Robinson, C. L. (2009). Recruitment and retention of students–an integrated and holistic vision of mathematics support. International Journal of Mathematical Education in Science and Technology, 40(1), 109-125. doi: 10.1080/00207390802542395

Daempfle, P. A. (2003). An analysis of the high attrition rates among first year college science, math, and engineering majors. Journal of College Student Retention, 5(1), 37-52.

Gyuris, E., Everingham, Y., & Sexton, J. (2012). Maths anxiety in a first year introductory quantitative skills subject at a regional Australian university : establishing a baseline. International Journal of Innovation in Science and Mathematics Education, 20(2), 42-54.

Hong, Y. Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., . . . Watson, P. (2009). A comparison of teacher and lecturer perspectives on the transition from secondary to tertiary mathematics education. International Journal of Mathematical Education in Science and Technology, 40(7), 877-889. doi: 10.1080/00207390903223754

Hourigan, M., & O’Donoghue, J. (2007). Mathematical under-preparedness: the influence of the pre-tertiary mathematics experience on students’ ability to make a successful transition to tertiary level mathematics courses in Ireland. International Journal of Mathematical Education in Science and Technology, 38(4), 461-476. doi: 10.1080/00207390601129279

Luk, H. S. (2005). The gap between secondary school and university mathematics. International Journal of Mathematical Education in Science and Technology, 36(2-3), 161-174. doi: 10.1080/00207390412331316988

MacGillivray, H. (2009). Learning support and students studying mathematics and statistics. International Journal of Mathematical Education in Science and Technology, 40(4), 455-472. doi: 10.1080/00207390802632980

Rylands, L. J., & Coady, C. (2009). Performance of students with weak mathematics in first-year mathematics and science. International Journal of Mathematical Education in Science and Technology, 40(6), 741-753. doi: 10.1080/0020739090291413

Sheard, J., Carbone, A., & Hurst, A. J. (2010). Student engagement in first year of an ICT degree: staff and student perceptions. Computer Science Education, 20(1), 1-16. doi: 10.1080/08993400903484396

Varsavsky, C. (2011). Use of CAS in secondary school: a factor influencing the transition to university-level mathematics? International Journal of Mathematical Education in Science and Technology, 43(1), 33-42. doi: 10.1080/0020739x.2011.582179

Whannell, R., & Allen, B. (2012). First year mathematics at a regional university: Does it cater to student diversity? The International Journal of the First Year in Higher Education, 3(2), 45-58.

SoTL

Baglin, J., & Da Costa, C. (2012). An experimental study evaluating error management training for learning to operate a statistical package in an introductory statistics course: Is less guidance more? International Journal of Innovation in Science and Mathematics Education, 20(3), 48-67.

Guardiola, J., Duran-Hutchings, N., & Elsalloukh, H. (2010). Are statistics labs worth the effort? Comparison of introductory statistics courses using different teaching methods. Numeracy, 3(1). doi: 10.5038/1936-4660.3.1.5

Rensaa, R. J. A task based two-dimensional view of mathematical competency used to analyse a modelling task. International Journal of Innovation in Science and Mathematics Education, 19(2), 37-50.

 

 

Pharmacy

Familari, M., Elliot, K., Watson, R., & Matthews, K. E. (2012). Embedding case studies into statistical teaching to enhance quantitative skills of biomedicine students. International Journal of Innovation in Science and Mathematics Education, 20(1), 44-56.

Reinke, N. B., Llewelyn, V., & Firth, N. (2014). Developing discipline-specific study skills for pharmacy students learning anatomy and physiology. International Journal of Innovation in Science and Mathematics Education, 22(1), 57-66.

SoTL

Anga, K. C. S., & van Reykb, D. (2013). ‘Teach me chemistry like a ladder and make it real’ – barriers and motivations students face in learning chemistry for bioscience. International Journal of Innovation in Science and Mathematics Education, 21(2), 1-12.

Familari, M., Elliot, K., Watson, R., & Matthews, K. E. (2012). Embedding case studies into statistical teaching to enhance quantitative skills of biomedicine students. International Journal of Innovation in Science and Mathematics Education, 20(1), 44-56.

Reinke, N. B., Llewelyn, V., & Firth, N. (2014). Developing discipline-specific study skills for pharmacy students learning anatomy and physiology. International Journal of Innovation in Science and Mathematics Education, 22(1), 57-66.

 

 

Sciences - general

Abell, S. K., Appleton, K., & Hanuscin, D. L. (2010). Designing and teaching the elementary science methods course. Retrieved from http://une.eblib.com.au.ezproxy.une.edu.au/patron/FullRecord.aspx?p=481012

Almberg, L. (2011). Pop rocks! Engaging first-year geology students by deconstructing and correcting scientific misconceptions in popular culture. A practice report. The International Journal of the First Year in Higher Education, 2(2), 69-76.

Arndell, M., Bridgeman, A. J., Goldsworthy, R., Taylor, C. E., Tzioumis, V., & Conference, U. S. (2012). Code for success : a roadmap as an organising device for the transition of first year science students and the development of academic skills. Paper presented at the Proceedings of the Australian Conference on Science and Mathematics Education 2012 (18th Annual Uniserve Science Conference) September 26th - September 28th 2012 the University of Sydney : teaching and learning standards - what does a standard mean to you?

Illingworth, S., Da Silva, K. B., & Conference, U. S. (2011). Achieving scientific sustainability : a pilot study into the importance of improving first year undergraduate scientific literacy in the biological sciences. International Journal of Innovation in Science and Mathematics Education, 20(2), 55-67.

O'Byrne, J. W., Britton, S., George, A., Franklin, S., & Frey, A. (2009). Using academic predictors to identify first year science students at risk of failing. CAL-laborate International, 17(1), 15-25.

Rowell, J. A., Dawson, C. J., & Pollard, J. M. (1993). First year university physics: Who succeeds? Research in Science & Technological Education, 11(1), 85-94. doi: 10.1080/0263514930110108

Schultz, M. (2011). Sustainable assessment for large science classes : non-multiple choice, randomised assignments through a Learning Management System. Journal of Learning Design, 4(3), 50-62.

Simson, L., Moore, I., Woolnough, J., Pittard, S., & Conference, U. S. (2011). Evaluation and management of student diversity : A new model for tertiary science education. Paper presented at the Proceedings of the Australian Conference on Science and Mathematics Education 2011 (17th Annual Uniserve Science Conference) September 28th - September 30th 2011 the University of Melbourne : teaching for diversity - challenges and strategies.

Stupans, I., Albrecht, T., Coffee, J., Elliot, E. E., Giles, E., King, S., Pearce, K., Sawyer, T., Scutter, S., Ward, H. (2009). Classroom practices: Engaging the first year university student in 'the novel' practical experience. In Conference proceedings : motivating science undergraduates : ideas and interventions. University of Sydney, Australia.

 SoTL

Mayes, R., Peterson, F., & Bonilla, R. (2013). Quantitative reasoning learning progressions for environmental science: Developing a framework. Numeracy, 6(1). doi: 10.5038/1936-4660.6.1.4

Rowland, S. L., & Myatt, P. M. (2014). Getting started in the scholarship of teaching and learning: A "how to" guide for science academics. Biochemical & Molecular Biology Education, 42(1), 6-14. doi: 10.1002/bmb.20748

 

 

SoTL: Transition to 2nd Year and beyond

Loughlin, W. A., Gregorya, S. J., Harrison, G., & Lodge, J. M. (2013). Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science students. International Journal of Innovation in Science and Mathematics Education, 21(4), 13-26.

McBurnie, J. E., Campbell, M., & West, J. M. (2012). Avoiding the second year slump: A transition framework for students progressing through university. International Journal of Innovation in Science and Mathematics Education, 20(2), 14-24.

Vanderlelie, J. J. (2013). Improving the student experience of learning and teaching in second year biochemistry: Assessment to foster a creative application of biochemical concepts. International Journal of Innovation in Science and Mathematics Education, 21(4), 46-57.

 

SoTL: Online vs Live Lectures

Gysbers, V., Johnston, J., Hancock, D., & Denyer, G. (2011). Why do students still bother coming to lectures, when everything is available online? International Journal of Innovation in Science and Mathematics Education, 19(2), 20-36.

Lane, D. M. (2013). The problem of too many statistical tests: Subgroup analyses in a study comparing the effectiveness of online and live lectures. Numeracy, 6(1). doi: 10.5038/1936-4660.6.1.7

 

SoTL: Key Journals

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