Information literacy for a sustainable career in engineering and technology

Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners to remain effective across their working lives, and the recognition by many stakeholders that information literacy is an underpinning generic skill for effective learning in higher education. Important elements in the design and delivery of information literacy training include the collaborative process between library and academic staff, the need to link generic information literacy skills into the specific discipline context of the students, and catering for a wide diversity in the student body including off-campus students. This paper describes a sequence of activities designed to help students learn and practice information literacy skills that have been purposefully designed and integrated into a first-year engineering and technology study unit as a core element of the unit syllabus.

Assessing the likely impact of mandatory residential sessions for engineering and technology students

Off-campus students are important to the Deakin School of Engineering and Technology – in 2003, 47.5 % of all enrolments in the main engineering and technology Bachelor courses were off-campus students. In 2005, the School will be compelled, for professional accreditation, to introduce annual two-week mandatory residential sessions into its engineering and technology courses. In 2004, prior to its implementation, the impacts of the introduction of a mandatory on-campus residential element into engineering and technology courses were unknown. This research project sought to understand these impacts, so that strategies could be developed to minimise the likely impact of these changes. In engineering, off-campus study is an essential element of access to education for those in remote locations and/or seeking to upgrade their qualifications whilst employed. There was very little support from any students (on- or offcampus) for the introduction of residential sessions. The School should expect that the introduction of mandatory residential sessions will reduce the number of off-campus students enrolling to study engineering and technology.

Review of first-year engineering and technology units based on student unit evaluations

There is recognition that the first-year of university study is a critical phase in the preparation, motivation and retention of science, mathematics,  engineering and technology (SMET) students. First-year provides the foundation/generic skills upon which students will base their undergraduate studies and professional practice; first-year is where many poorly prepared/at risk students will drop out and contribute to the poor student retention rate observed in the SMET disciplines; and first-year is when students may lose the motivation to pursue their chosen career direction if they find the studies at the commencement of their undergraduate program appear to bear no relationship to their intended career. In 2003, the Learning Resources Advisory Group of the Deakin University School of Engineering and Technology was requested to undertake a review of first-year units in the School’s programs. The information contained in anonymous unit evaluation questionnaires from the years 2000-2002 was used as the basis for analysing student perceptions of first-year units. In unit evaluations, students reported a wide range of issues that impacted negatively on their perception of the content and conduct of first-year units. It was noted that units service taught by other Schools form a significant element of the first-year of all of the Engineering and Technology undergraduate programs – typically 25 to 50 percent of the content. The significant influence of these units on the perceptions of the first-year of the School’s commencing students means that the School should exercise some control over the content and delivery of these units.

Teaching and learning: flexible modes and technology applications

Australian universities face many challenges In providing postgraduate midwifery education opportunities for registered nurses, particularly for those residing in rural areas. This paper will describe the measures implemented by a team of midwifery academics of Deakin university, Melbourne campus, specifically for units of study within the Graduate Diploma of Midwifery. As a consequence of these measures, student travel to a campus of the university and separation from their families and communities have been reduced. These innovative measures include a blended teaching approach incorporating face-to-face and online teaching consisting of Deakin Studies Online based in Web CT Vista, and Elluminate Live, an interactive online synchronous communication tool. Over the past 20 years in Australia, Deakin university has led the way in computer mediated learning methods and the challenge was to provide appropriate teaching strategies for course content to meet the requirements of the regulatory authority, the Nurses Board of Victoria (NBV), while promoting pedagogical methods of teaching and learning.

P(ICT)ures of English : teachers, learners and technology

The increasing challenges presented by information and communication technologies (ICTs) and the need for English curriculum to prepare young adults for the digital world are raised in this work. Viewed from the standpoint of current theoretical debates on the subject among educators, it draws on a wide range of classroom and real-world experiences to explore how technology affects the instruction of English. Teachers' knowledge of these technologies and their practices in assimilating them into English curriculums are celebrated and exciting scenarios for the future are presented.

Exhausting dance : performance and the politics of movement, by Andre Lepecki

The article reviews the book "Exhausting Dance: Performance and the Politics of Movement," by Andre Lepecki.