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ABSTRACTIn 2004, the Faculty of Science, Engineering and Technology at the University of Tasmania undertook a project to evaluate students' information literacy skills and to get a picture of how and where information literacy is taught in the faculty. This paper outlines how relationship-building between the Science Library and faculty led to the project, the context of the project within a range of faculty teaching and learning initiatives, and the effectiveness of the survey instruments. The paper will also show how the project has aided the expansion of information literacy teaching across the faculty and how it will lead into further teaching and learning initiatives.

The need for CPD and the principles upon which programmes should be designed are well documented, however cost remains a barrier to implementation. A solution may be to provide CPD using the methods of flexible delivery, resourced through partnerships between professional institutions, universities, and other stakeholders.

AbstractThe need for CPD and the principles upon which programmes should be designed are well documented, however cost remains a barrier to Implementation. A solution may be to provide CPO using the methods of flexible delivery, resourced through partnerships between professional Institutions, universities, and other stakeholders.

This paper presents a measurement of the time and resources committed to traditional student actions such as reading and working homework. The perception of the educational value of each basic action for both students and faculty is captured. From this information, basic educational efficiencies are computed for a traditional mechanics course and a non-traditional hands-on Electricity and Magnetism course. The calculations show an allocation of resources in the traditional course which uses the most student time in the least educationally valuable activity. The computed efficiencies also show overseen student note-taking as potentially a very valuable general tool. The techniques presented allow any institution to carry out quantitative educational engineering of their course offerings at the highest level.