Tertiary Bridging Courses in Science and Mathematics for Second Chance Students in Australia

Fraser, Barry J.; Malone, John; Taylor, Peter

doi:10.1080/0729436900090201

Cited by 11 publications

(6 citation statements)

References 11 publications

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“…The authors of the chapters in this book discuss appropriately the claims that students from different countries have different learning styles, attitudes and different learning capacities (Egege and Kutieleh, 2004). They are able to explore the claims of some researchers that lecturers should design bridging programmes to help international students focus on both students' language proficiency and perceived inadequacies of background knowledge and skills (Fraser et al, 1990;Samuelowicz, 1987). This is done with regard for particular contexts and as such there is an avoidance of inappropriate generalisations about international students.…”

Section: Please Scroll Down For Articlementioning

confidence: 97%

Internationalisation and the Student Voice. Edited by Elspeth Jones

Huang

2011

British Journal of Educational Studies

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Section: Please Scroll Down For Articlementioning

confidence: 97%

Internationalisation and the Student Voice. Edited by Elspeth Jones

Huang

2011

British Journal of Educational Studies

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“…A national conference on bridging courses held at Monash in 1989 revealed that there are many, varied and ever increasing numbers of bridging courses in Australia (e.g., Fraser, Malone & Taylor, 1990). At present, they are most commonly conducted by tertiary staff who decide what is being assumed and hence what is needed for first year courses.…”

Section: The Secondary/tertiary Interfacementioning

confidence: 98%

Bridging Courses in Chemistry and Physics for Engineering Students

Mitchell

Jong

1994

Higher Education Research & Development

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Throughout the 1980s there has been a remarkable rise in the retention rate of Australian students in secondary education. Although the absolute numbers of students undertaking the traditional upper secondary school preparatory subjects for Engineering courses has been increasing, their proportion as a percentage of the whole Year 12 group has simultaneously been decreasing.In the face of this situation, the Faculty of Engineering at Monash decided in 1989 to ask the Faculty of Education to offer special bridging courses in chemistry and physics to students who had the appropriate high entry scores, but who had not studied either one or the other of these subjects during their Year 12 program.After an initial period of data collection involving researching the chemistry and physics courses, two intensive special bridging courses to be taken over one semester were designed to meet the needs of these students. The first four years of the program have produced very encouraging results. The paper describes the rationale behind the design of these courses and the range of teaching and learning strategies that have been employed. It includes a discussion of some of the conditions that are believed to be necessary to ensure the success of such a bold educational experiment.

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“…Such groups include disabled students, Aboriginal and Torres Strait Islanders, students from remote areas, women in non-traditional courses such as Engineering and non-English speaking background students. Policy efforts have focussed on increasing the participation rates of these groups and some attempts have been made to translate these efforts into practice (Lake, Fraser & Williamson, 1988;Fraser, Malone & Taylor, 1990;Abbott-Chapman, Hughes & Wyld, 1991). Yet there is also the question of retention in courses which seems to have remained largely unaddressed in the literature.…”

Section: The Changing Student Composition Of Universitiesmentioning

confidence: 99%

Teaching and Learning in the University: New Directions for Australian Higher Education

Kennedy

1995

Higher Education Quarterly

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The purpose of this paper is to outline recent changes to higher education in Australia and assess the implications of those changes for teaching and learning in universities. Three main changes have been identifgd:The meta-policy context that has transfmned a binaty system of higher education into a unified national system of universities. This has given nSe to the concept of the comprehensive university accompanied by an economic rationalist approach to the funding of higher education. Issues identifid are the relativities to be accorded to teaching and research in the new universities and the push for more efficient modes of teaching. Institutional changes that have influenced the traditional character of universities. These changes include the politicisation of Vice-Chancellors whose peak body is turw recognised by the government as the single voice of the university sector, the changing student composition of universities as a result of government policies relating to overseas students and students who have been traditiunally underpresented in universities and the introduction of academic staff appraisal. An assessment is made of this broad range of changes on teaching and learning. 3. Chaiging concep& of teaching are discussed with a particular emphasis on the work of Shulmun and its implications fot teaching in the university.

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Tertiary Bridging Courses in Science and Mathematics for Second Chance Students in Australia

Cited by 11 publications

References 11 publications

Internationalisation and the Student Voice. Edited by Elspeth Jones

Internationalisation and the Student Voice. Edited by Elspeth Jones

Bridging Courses in Chemistry and Physics for Engineering Students

Teaching and Learning in the University: New Directions for Australian Higher Education

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