Medicine & Health

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  • High-fat diet increases serotonin signalling in rat intestine
    (2009) Senadheera, S.; Markus, I.; Bertrand, R. L.; Liu, L.; Morris, M. .J.; Bertrand, P. P
    Conference Paper
  • Release of serotonin from human colonic mucosa
    (2009) Bertrand, R. L.; Liu, L.; Bertrand, P. P
    Conference Paper
  • Identifying common thresholds in learning for students working in the 'hard' discipline of Science
    (2009) LeBard, Rebecca; Thompson, Rachel; Micolich, Adam; Quinnell, Rosanne
    Conference Paper
    Biglan (1973) divides academic disciplines into hard and soft, with subcategories of pure and applied, and life and non-life. We have conducted a study spanning these sub-categories in the ‘hard’ discipline of science, focused on looking for common factors that impede student learning. A survey of second year undergraduate courses in Thermal Physics, Quality of Medical Practice and Molecular Biology was conducted. A common theme identified was the students’ struggle with numeracy skills. Our survey results suggest this has less to do with a real weakness in mathematics, the students in these courses generally have strong mathematical backgrounds, and is more related to two factors – lack of relevance, which reduces their willingness to engage with the challenging aspects of the mathematics, and difficulties in transforming their ‘pure’ mathematical training into a form that allows them to use it effectively in their chosen courses.
  • Evidence-based narratives to reconcile academic disciplines with the scholarship of teaching and learning
    (2009) Quinnell, Rosanne; Russell, Carol; Thompson, Rachel; Nancy, Marshall; Cowley, Jill
    Conference Paper
    A raft of models and definitions of SoTL exist and the best appear to transcend disciplinary contexts, and are sufficiently robust for academics to measure scholarly practices. Critical engagement with the scholarly literature is necessary for academics to gain a realistic view of where their work practices are situated within the scholarly domain. Because academic staff are disciplinary experts they are best placed to comment on whether the models of scholarship describe the scholarship of learning and teaching within the context of their own disciplines as well as within the confines of the Australian higher education sector. This paper pushes the existing debates on reconciling what evidence of scholarship in the disciplines actually is and what is considered valid, and in doing so uncovers why the process of reconciliation, between current practice and supporting evidence, remains elusive. Higher education academics need to identify and reconcile tacit disciplinary knowledge with their SoTL approach in order to unpack the complexity and value of their practices. Enabling academic staff to annotate their activities, roles and accomplishments and then map these items onto the various models of scholarship will enrich the status of scholarship of teaching and learning within the higher education sector.