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Students enrol into STEM programs with varying degrees of confidence with citing and referencing texts in their written work. Students often have an inclination to choose numbers over written language throughout schooling which means less opportunity to practice referencing and citation. This is compounded by large numbers of students for whom English is an additional language or who articulate from different cultural ways-of-doing. The Search, Evaluate, Integrate, Reference and Act Ethically (SEIRA) modules were developed to provide discipline-relevance to a confounding task. Data Analysis looking at the student engagement with the SEIRA site and subsequent student success provides an indication of the value of this approach to developing academic literacy across the STEM disciplines. Refereed/Peer-reviewed

The Grammar Gang blog has now passed its fourth anniversary as a borderless, non-proprietary language and learning online classroom. It gives wing to the aspirations of academic staff from four universities to explore language and learning across hemispheres. The Blog's recent birthday provides a timely opportunity to explore how this collaboration takes place and some possible ways to extend language, learning and academic support services. The Grammar Gang is an online classroom where people around the world can learn and explore their interest in language in a fun, conversational way. It is also a borderless classroom which queries the notion of institutional "ownership" in its traditional sense. Further, it opens wide the debate around the rights and wrongs of English language expression and learning. Four members of the Grammar Gang examine the implications of this digital collaboration in this context by addressing the ways in which the blog is used and some of the thinking within the literature around global English and institutional ownership of knowledge. The Grammar Gang continues to be an "adventure across the hemispheres" providing a model for others to follow. Refereed/Peer-reviewed

Higher education has the potential to play an important role in fostering the national reconciliation agenda - bringing together Indigenous and non-Indigenous Australians through teaching, learning and assessment. In 2005, the University of South Australia (UniSA) took a proactive role to reconciliation by embedding Indigenous content in all of its undergraduate programs (ICUP). The result of the ICUP approach was the addition of three new indicators to its graduate qualities and assessment policy: Indigenous knowledge; social and ethical perspectives and communication. The first iterations of ICUP policy were _stand-alone' approaches, with mandatory Aboriginal studies courses being included in undergraduate programs (health, humanities and business). The second methodology took an _embedded' approach where ICUP learning took place within a discipline context (information technology, engineering, mathematics and environmental studies). Learning objectives and assessment were linked closely with career and professional practice in first year courses within the Division of Information Technology, Engineering and the Environment (ITEE). Significant and authentic learning opportunities were designed at different year levels of programs. This paper presents brief case studies of the approach and shares observations of the profound and often surprising impact these experiences have had on learners and teachers alike. Refereed/Peer-reviewed

It is well recognized that a smooth transition to university leads not only to better student satisfaction, but to stronger, deeper learning outcomes. The Quest for Engineering Discipline (QED) at the University of South Australia (UniSA) is a new approach to orientation for first year engineering students. It was designed to foster strong links for first year students to the social, institutional and academic aspects of university life. To achieve this, the QED provided a labyrinth of engaging activities - complex in planning but simple in execution - to create a new orientation experience. The QED relied on strong, cross-institutional and cross-disciplinary collaboration among staff. It also piloted a new learning space and portfolio building software. Evaluation data shows the QED paved new pathways to understanding university life, learning and relationships as students took their first tentative steps toward becoming professional engineers.

Engineering accreditation bodies throughout the world (ABET; Engineers Australia), highlight the importance of graduates becoming both discipline experts and empathetic communicators. As the role of the engineer has moved beyond borders the ability to collaborate cross culturally has become more important. At the University of South Australia, building cultural competence begins at home. The authors present a sustainable curriculum aimed to develop professional competencies of engineering graduates working with Aboriginal and Torres Strait Islander communities. The 'Indigenous Content in Undergraduate Programs' (ICUP) project has opened a dialogue between all first year engineers and a diverse range of teaching staff committed to the spirit of reconciliation. The project builds both the cultural competencies of students and bridges between cultures. This paper describes a curriculum which (in two years) has engaged more than 500 students in the central question 'Why is it important for engineers to understand cultural diversity?' Refereed/Peer-reviewed

A growing population of part-time mature aged students is finding multiple pathways (work, TAFE) to university. This poses conundrums for academic staff around the traditional ways of delivering curriculum as the students often articulate without the requisite critical and academic skills. These students, and the transition issues they face, have given cause for reflection about a cohort that has much life experiance, but little exposure to new academic ways. This paper proposes a design of a curriculum for Elements of Software Design, within the Associate Degree of Engineering (Systems) program at the University of South Australia (UniSA). The design involves a structured assesment framework aimed to familiarise students with their new university environment and foster effective lifelong learning strategies. This will be achieved through building academic skills, improving overall performance and inspiring motivation in learning.

This paper describes a strategy used to develop skills in research and communication among a cohort of postgraduate masters students. This took place in Engineering Research Practice (ERP), where most of the students were international with English as an additional language (EAL). The paper evaluates the combined effect of a change in course assessment processes and the introduction of a program of English for Academic purposes (EAP). We determined that tightly scaffolded curriculum and assessment design, combined with discipline-specific writing support, resulted in higher quality work. Refereed/Peer-reviewed

It is well recognized that a smooth transition to university leads not only to better student satisfaction, but to stronger, deeper learning outcomes. The Quest for the Engineering Discipline (QED) at the University of South Australia (UniSA) was a new approach for the common first year in engineering in 2009. It was designed to foster strong links for first year students to the social, institutional and academic aspects of university life.To achieve this, the QED provided a labyrinth of engaging activities – complex in planning but simple in execution – to create a new orientation experience. The QED relied on strong,cross-institutional and cross-disciplinary collaboration among staff. It also piloted a new learning space and portfolio building software. Evaluation data shows the QED paved new pathways to understanding university life, learning and relationships as students took their first tentative steps toward becoming engineers.

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Refereed/Peer-reviewed

On behalf of the ATN (Australian Technology Network) and the University of South Australia and the Conference Committee, we would like to welcome you to the seventh ATN Assessment Conference. We are looking forward to two days of inspiring and challenging presentations and an opportunity for you to meet new colleagues and share experiences and ideas in a relaxing and collegial environment. The theme of engaging students in assessment is an opportunity to explore assessment in the context of an increased focus on student engagement and recognition of the increasing diversity of student cohorts. The conference provides participants with the opportunity to explore ways to maximise student engagement through effective assessment policies, procedures and practices. Participants will engage with colleagues across disciplines as well as students and employers. usc

2005