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Literature has shown that inaccessible content is a barrier to student success and an impediment to student retention. Despite legal obligations for accessible course content, creators of course materials are often unaware of the benefits of improved accessibility and their personal liability. To address these accessibility issues, a partnership was developed between the library and two campus departments to create a formal, campus wide accessibility service that would make all online course content fully accessible on Day 1, through design initiatives rather than having faculty wait for an accommodation request, to foster student success and support faculty course development. [ABSTRACT FROM AUTHOR]

This article uses findings from a project on engagement with graduate outcomes across higher education institutions in New Zealand to produce a toolkit for implementing graduate attributes in geography curricula. Key facets include strong leadership; academic developers to facilitate conversations about graduate attributes and teaching towards them; ownership of the process by the teachers; the development of a contextualized set of graduate attributes for the geography degree; curriculum mapping to promote alignment between graduate attributes, learning outcomes and assessment tasks; incorporating high-impact educational experiences and signature pedagogies to foster graduate attributes; the use of evaluative data to inform continual enhancements; and allowing at least five years for curriculum renewal to occur. [ABSTRACT FROM PUBLISHER]

The aim of this research was to investigate how undergraduate students conceptualise feedback, and compare this with research into conceptions of teaching and learning related phenomena in higher education. Using a phenomenographic approach, 28 physiotherapy students in New Zealand were interviewed about their experiences. Data analysis resulted in four qualitatively different experiences of feedback as: telling; guiding; developing understanding; and opening up a different perspective. The conceptions varied from a focus on one-way message transmission, to a more socially situated process. Analysis also showed several dimensions of feedback: focus of attention; agent of feedback; direction of communication; application over time; and range of application. The results provide useful information about variation in how students conceptualise feedback. This information may provide a better understanding of a process which is a key link between how students learn and how we teach. [ABSTRACT FROM AUTHOR]

This research questions the impact of assessment on university teaching and learning in circumstances where all student work is graded. Sixty-two students and lecturers were interviewed to explore their experiences of assessment at an institution that had adopted a modular course structure and largely unregulated numbers of internal assessments. Lecturers rewarded student work with grades and controlled study behaviour with assessment. In some situations it was possible to experience hundreds of graded assessments in an academic year. Students were single-minded when it came to grades and would not work without them. These conditions contributed to competition for student attention and a grading arms race between academics and subjects. In this context, the spaces for achieving certain educational objectives, such as fostering self-motivated learners, were marginalised. Both students and lecturers were unsatisfied with this situation, but neither group could envisage radical change. Students were generally happy to accumulate small marks, while being irritated and stressed by frequent grading. Lecturers were aware of better practices but felt trapped by circumstances. The idea of slow scholarship is introduced to encourage a re-think of such assessment practices, support a positive shift in assessment culture and contribute to the theories of assessment. [ABSTRACT FROM PUBLISHER]

The article explores the challenging ideas of assessment in behavioural conditioning of higher education students. The authors believe that the practices negatively impact the development of autonomous, self-directed and life-long learners. Also observed is the culture of assessment which seemed to produce compliant students who expected a reward for all effort, and the controlled student behaviour with grading.

An Adelaide suburban public-housing residential site with 16 apartments was investigated after complaints of odor in some yard areas. A distinct 0.5-m layer of dark, odorous (tarry), contaminant material, which in some areas had been covered with plastic sheeting, was subsequently found beneath the topsoil across most of the site. This material appeared to extend beneath the apartments. Analysis indicated high levels of cyanide and polycyclic aromatic hydrocarbons (PAHs), consistent with gasworks waste. Historical investigation revealed that the site was originally owned by a gas company and that a large gasometer (gas-storage tank) existed in one corner of the site. This finding of significant soil contamination precipitated a decision by the health and housing authorities to notify tenants immediately and to plan for their relocation. In addition to tending to the consequent personal disruption and logistical difficulties this posed, a detailed risk assessment process was developed. Urine samples were collected before and after relocation and analyzed for 1-hydroxypyrene (1-OHP), a biomarker for polycyclic aromatic hydrocarbon (PAH) exposure. In addition, samples of tap water, indoor and outdoor air, indoor and ceiling dust, carpets, and soil from tillage areas were analyzed for PAHs. Data indicated a low health risk associated with tenancy on the site. This report presents details of the health risk assessment process undertaken and discusses vindicative reasons for tenant relocation. [ABSTRACT FROM AUTHOR]