1. Curriculum Transformation- Creating alternative pathways in first year chemistry.
Simon Bedford and Glennys O’Brien
I am SBB part of LTC , but I still teach Chem/Science – JH Head of Learning Analytics unit
This is our story of how data can be used to maximise the L&T opps for students – particularly those at risk of dropping out.
We work hard to get them to our institutions, we need to work hard to keep them there - data is one way to help us do that.

2. Drive for change @UOW Curriculum Transformation Process – 2015 to 2018
Hybrid
TEQSA Re-Registration – 2017 to 2018
New Higher Education Standards Framework -2017
Teaching & Assessment Policy Suite (TAPS) -2016
Assessment & Feedback Principles
Assessment Quality Cycle and Peer review of assessment standards
TEL Strategy (DLT’s), English Language Policy, Academic Integrity Policy
UOW is undergoing considerable change -
5 Transformational practices for +ve impact on student learning
– Smooth transition from school to HE environment
– 8 to 6 credits, Assure CLO’s
– capture evidence of the journey
– Cross and co curricular, extra curricula e.g UOWx Project
Hybrid – Taking the best of f2f and online learning and teaching.
Min requirements for online Teaching and Assessment

3. Science Medicine & Health – Chemistry
Chemistry Enabling Science – health and behavioural sciences, engineering etc
Curriculum – Many Science Degree Programs
From 2010 onwards we have been undergoing curriculum transformation.
Single pathway: Large cohorts, mixed diversity, some with HSC Chemistry and few without Mathematics – treated the same with traditional lectures, workshop and lab.
Not meeting the needs of all the students, content focus, and higher fail rates.
Multi pathway: Six first Year subjects, higher pass rates, less attrition, and better progression throughout their chosen degrees.
Chemistry curriculum pathways
Bring LA to life: Case study I was involved in Science.
Chemistry foundation stone of many courses
intervention strategies for ‘at risk’ students
(Bringing together information from multiple data sources to provide a more holistic picture of
student resource utilisation and performance)

4. Chemistry Curriculum – design and delivery
We design and deliver our Chemistry FYE curriculum based on proven pedagogy and a constructivist learning model:
Student centred approach.
Appropriate levels of challenge.
Collaborative learning.
Cognitive, affective & behavioural dimensions.
Hybrid learning.
Spiral Curriculum –A,B and C
Delivery

5. Transition To aid transition into the 1st year Chemistry Curriculum:
Chemistry and mathematics bridging courses – 2 weeks
Collaborative learning
Problem based learning
Content light
E-Book available before arrival
Covers HSC and Maths basics
Available in a variety of formats
Hybrid – Online and f2f
Diagnostic test – Week 1
Concept Inventories
Missing or misconceptions
Road block to learning

6. Lectures Lectures “flipped classroom” engaging with content:
Part A – Pre-lecture study (Concept build, fix, shift or quest)
Part B - Chemistry in Practice (CiP)
Staff: 2 presenting, 2-3 observing (Unfocused Group)
Activities: Small Group, individual, polling, demonstrations.
Part C – Online Feedback & Journal notes

7. Workshops
Part A – Pre-workshop study (1hr f2f vs Online material, with formative assessment and feedback – hurdle task)
Part B - 2hr Group Work, Problem Based Learning, with Quick Quiz, peer marking and feedback.
Part C – Online Feedback & Journal notes
Provided every groups Part B

8. Laboratories
Laboratories were authentic learning: Putting into practice
Part A – Pre-lab online (H&S, preparation and calculations)
Part B - Active lab - Hurdle Assessment
Individual, small group, large group project
Real world focused
Skills Development
Part C – Online Feedback & Journal notes
Laboratory Test

9. Learning Analytics
We deployed learning analytics within both foundation and standard chemistry curricula:
Transition into chemistry
Students at risk
All activity monitored
Reports at 3, 6, 9 and 12
Intervention Strategy
Resources and support.
Student facing analytics
Gamification - FA

10. Results Standard stream Foundation stream Classification
Model Accuracy %
Predictors Ranking
93.77%
Mid-Term
Engaging with content
Community
PASS
Administration
SOLS
Library
83.52%
Engaging with content (45%)
Community (32%)
Administration (6%)
PASS (5%)
SOLS (1%)
Library (1%)
Foundation stream

11. Questions
2017 VC’s Award for Outstanding Contribution to Teaching and Learning

12. Document title