Integrating industry and research in aquaculture teaching and learning School of Aquaculture University of Tasmania

Graduates will know how to function effectively and ethically as a scientist/practitioner within the context of aquaculture and the aquatic environment. They will have a substantial breadth of knowledge of aquaculture and strong skills in literacy, numeracy, information technology and problem solving to support their professional career and its further development. Bachelor of Aquaculture

Generic attributes of graduates –Knowledge, communication, problem solving, global perspective and social responsibility Evolving curriculum to needs of industry –Consultation processes Involving students in research –Teaching-research nexus Teaching for effective learning –Approach, evaluation, outcomes Achieving aims of the BAqua

Proactive role with industry Intensive Finfish culture Intensive Crustacean culture Intensive Molluscan culture Intensive Algal culture Technology for aquaculture Aquatic animal nutrition Aquatic animal health Aquaculture policy and operations e.g. Aquaculture policy and operations Complete integration of knowledge from all units: to research Link between aquaculture practice, policy and business Regular engagement with industry reps, regulatory bodies and business management

Proactive role with industry Curriculum re-development –External advisory committee 2 industry, 1 DPIWE, 1 high school –Industry consultation, surveys –Regular industry guest speakers –Scientific and technology gains in field Equip students with the latest information to transfer to industry –Work experience feedback

Providing all students with global approach to working in aquatic science and industry Undergraduate students involved in current areas of research –Aquatic animal health, nutrition, technology Problem solving skills Applying new primary research to aquaculture issues Teaching research nexus

Improving student engagement –Work related learning tasks, application of theory to industry practice –PBL, EBL problem/enquiry based learning Enhance critical thinking/ deep learning –Develop problem solving skills & ensure that benefits are disseminated (written and oral) Scaffolding learning throughout course Peer reflection on teaching, learning outcomes, SETL after each unit Improving teaching practice

Work experience Field trips Practical components of units –Hatchery culture – molluscs, prawns, ornamental fish etc –semester long system maintenance Project work –e.g maintaining trout in commercial recirculation systems Improving teaching practice

Continuing consultation…

Head of School Prof Chris Carter Unit coordinators School of Aquaculture ph fax