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Inclusive work-integrated learning (WIL) requires collaboration between universities, host organizations and students, particularly, when designing and delivering WIL for students with disabilities. Host organizations, however, are not often included in the collaborations. This study explored host organization knowledge, capacity and challenges to providing WIL experiences for students with disability. A case study multi-method approach comprising an online survey and focus groups was undertaken. Host organizations, represented by supervisors, providing WIL to students enrolled in health courses at two Australian higher education institutions participated. The perceived need for student disclosure, office building limitations, and host organization limited knowledge of WIL expectations, training and student needs impeded the development and provision of optimal WIL experiences for students with disability. A strengths-based approach is proposed to improve the inclusion of host organizations in stakeholder collaborations, their capacity and confidence to support students with disability on WIL and to provide relatable student WIL experiences.

This article reports on a desktop evidence review of Australian public universities work-integrated learning policies and procedures. The review examined the availability and accessibility of these documents to prospective students with disability, as well as their inclusivity and quality, against three dimensions developed from analysis of equity best practice literature. The findings reveal an inconsistent approach by Australian universities to inclusive work-integrated learning for students with disability. The variability in availability and accessibility of inclusive work-integrated learning materials implies course and university decision-making for future university students with disability may be difficult. Quality concerns included a limited reference to relevant standards, transparent terminology and research evidence in available materials, as well as expired policies and procedures, outdated language and disability theory, and a lack of evidence of industry collaboration. Recommendations from these findings support the development of equitable WIL practices with students with disability across Australian universities.

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson's (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

The notion of 'feedforward' has emerged as popular with practitioners, and there has been an upsurge in publications which include this term. This interpretivist and conceptual systematic review sought to consider the different forms of educational practices that are framed in relation to feedforward. The initial search of four electronic databases found 1076 articles published between 2007 and 2019, which were reduced to 68 once duplicates had been removed and exclusion/inclusion criteria applied during screening and eligibility procedures. An iterative meta-ethnographic approach to analysis resulted in the identification of five main practices, framed as feedforward. These were: alignment and timing (41%); use (25%); comments (18%); self-review (9%); and teaching (7%). The vast majority involved a "process" where student improvement was a key goal, but the "design" of this process differed between practices. A large proportion supported improvement from one task to the next, almost exclusively within the 'future horizon' of the module/study unit, while only a small proportion of articles focuses on improving the amount, nature or quality of the information delivered to learners. Evidence of student sense-making and uptake was rarely sought, and few practices offered genuine opportunities for student agency, self-regulation and the development of evaluative judgment.

Enterprising students who understand the work environment are considered more employable. It is accepted that higher-education has a responsibility to produce career-ready-graduates. Practicum experience provides a critical role in this preparation. This study describes the development and implementation of the WIL instrument and WIL experience to assess the perceived skill development of students (n=19). This research utilized three data capture points: (1) employability skills cluster matrix-self-assessment tool (ESCM-SAT); (2) industry feedback from supervisors to develop a deeper understanding of the value of WIL; (3) students used the Gibbs reflective cycle (Gibbs 1988). There were improvements in all skills clusters, main gains were in career management (p<0.01). Supervisor feedback gave direction for improvement for; communication, preparation and organization skills. Student reflection suggests career management skills were strengthened, confidence increased, as did their value of academics. The ESCM-SAT, industry feedback and student reflection were deemed a suitable combination to measure the WIL experiences from a student perspective.

This paper outlines two cycles of pedagogic action research exploring the pre-emptive formative use of exemplars which were embedded into teaching sessions mid-way through a module entitled 'Perspectives on Childhood.' Students were asked to bring their own formative work to a workshop in which exemplars-based activities were provided. The activities were intended to enable first-year students to perceive the quality of their conceptual grasp of important subject-matter, giving them a timely opportunity to change and improve their approaches to study if necessary. The research question was: how could the teaching team improve their pedagogic practices surrounding exemplar use to develop their students' capacity to identify the quality of their own formative work and hone their self-regulatory learning skills? The first cycle of action research revealed that a surprisingly high proportion of participating students experienced considerable difficulty in drawing valuable inferences and, hence, in using the exemplars-based activities effectively to review and adjust their own current task-related performance. These findings productively disturbed the teaching team's assumptions and practices about managing the exemplars-based activities, leading to important transformations in their thinking and the subsequent management of the exemplars in the second cycle and beyond. The paper reports the fresh insights, conceptual changes and practice-developments this process of collaborative enquiry promoted. These include the pedagogic transformations that were collaboratively developed amongst the team in the highly situated local context, but also the theoretical inferences that may be drawn for the sector more widely. The implications for teacher management of exemplars, and, especially, the value of adopting an 'inner feedback' (Nicol, 2018) perspective -- focusing on students using exemplars explicitly to make comparisons to simulate the pedagogically-valuable elements of the processes of peer review (Nicol, 2019) -- are particularly highlighted.

The Scholarship of Teaching and Learning (SoTL) offers a bottom-up, locally situated and contextualized approach to enhancing educational practice. It has been championed for several years, yet remains curiously undervalued within the academy, despite clear benefits for curricular development and staff engagement. This paper reflects upon the production of an auto-ethnographic reflective evaluation of SoTL activities relating to architectural education, forming part of the first author's portfolio-based assessment for a Professional Doctorate in Education (Ed D). The paper evaluates the challenges and potential of undertaking this doctoral assessment path, which appears to be seldom employed, at least in the UK. Particular attention is placed on negotiated assessment by portfolio as a key driver for practical value, and the flexibility that this route affords for academics to shape their professional development through SoTL activities. Affordances and challenges of this pathway for practitioner-led scholarship and doctoral recognition are illuminated.

Children need to be repeatedly and consistently exposed to a variety of vegetables from an early age to achieve an increase in vegetable intake. A focus on enjoyment and learning to like eating vegetables at an early age is critical to forming favourable lifelong eating habits. Coordinated work is needed to ensure vegetables are available and promoted in a range of settings, using evidence-based initiatives, to create an environment that will support children’s acceptance of vegetables. This will help to facilitate increased intake and ultimately realise the associated health benefits. The challenges and evidence base for a new approach are described.

Background: The COVID-19 pandemic has revealed the fragility of the global food system, sending shockwaves across countries' societies and economy. This has presented formidable challenges to sustaining a healthy and resilient lifestyle. The objective of this study is to examine the food consumption patterns and assess diet diversity indicators, primarily focusing on the food consumption score (FCS), among households in 38 countries both before and during the first wave of the COVID-19 pandemic. Methods: A cross-sectional study with 37 207 participants (mean age: 36.70 ± 14.79, with 77 % women) was conducted in 38 countries through an online survey administered between April and June 2020. The study utilized a pre-tested food frequency questionnaire to explore food consumption patterns both before and during the COVID-19 periods. Additionally, the study computed Food Consumption Score (FCS) as a proxy indicator for assessing the dietary diversity of households. Findings: This quantification of global, regional and national dietary diversity across 38 countries showed an increment in the consumption of all food groups but a drop in the intake of vegetables and in the dietary diversity. The household's food consumption scores indicating dietary diversity varied across regions. It decreased in the Middle East and North Africa (MENA) countries, including Lebanon (p

Abstract Background Outside-of-school-hours-care (OSHC) services are well positioned to influence the health behaviours of 489, 800 Australian children, and are an important setting for health promotion given the current rates of childhood overweight and obesity and associated health risks. OSHC Professionals are ideally placed to become positive influencers in this setting, although they may require training and support to confidently perform this role. This study piloted a multifaceted intervention strategy to increase OSHC Professional’s confidence and competencies, to support a health promoting OSHC environment with a nutrition and physical activity focus. Methods A mixed methods approach was used. Nineteen OSHC Professionals participated in the study, including a face-to-face workshop, supported by a closed Facebook group and website. Role adequacy (self-confidence) and legitimacy (professional responsibility) were measured pre and post workshop and evaluated using non-parametric statistics. Facebook interactions were monitored, and four participants undertook qualitative exit interviews to discuss their experiences with the intervention. Results Pre-workshop 68% of participants had not received any OSHC-specific health promotion training. Post-workshop significant improvements in confidence about menu planning, accessing nutrition information, activities and recipes was observed (P

Building on the success of the SNAC (Supporting Nutrition Australian Childcare) community, a comprehensive online programme SNACPlus provided professional development (PD) and resources to embed nutrition curriculum and supportive food environments in Early Childhood Education and Care (ECEC) services. Process and impact evaluation were conducted to determine the effectiveness of this intervention programme. Participants were recruited from nine long-day-care (LDC) centres and the current SNAC membership list. Resource access was monitored using web analytics. Changes in nutrition knowledge, attitudes, behaviours and food environment were measured using baseline (comparator group, n=100) and post-intervention surveys (intervention group, n=80), contextualised through open-ended questions. The majority of comparator participants perceived nutritious food provision as important yet lacked confidence about estimating serve sizes. Adjusting for years of experience, the intervention significantly influenced educators' confidence about servings of grains (p=0.034), dairy (p=0.015), low fat meat (p=0.014) and food group servings estimation knowledge (p<0.001). Intervention participants accessed credible websites and health professionals for nutrition knowledge; reported SNACPlus positively influenced changes to food service and role-modelling; and knowledge, attitudes and behaviours improved at organisational and individual levels. SNACPlus provides online nutrition curriculum resources that positively impacted knowledge, attitudes and behaviours of ECEC staff and influenced systematic changes in food environments. Practice and policy implementation that includes all systems within the early years setting will help initiate and maintain healthy food environments.

The term 'feedforward' is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the practices academics associate with feedforward and the ways in which their intentions and understandings varied. The term resulted in practices being framed as a process and prompted academics to consider the points in the future when students were expected to deploy information and improve. Three future horizons were identified: the 'within-module' future horizon dominated, while the challenges of 'beyond-module' and 'beyond-programme' horizons became apparent. Written comments, guidance, formative assessment and design practices were associated with feedforward, comprising both transmission and student-focused approaches. It is concluded that the modular system restricts longer-term future horizons and sustainable practices, and more must be done to address the divide between theoretical and practitioners' perspectives.

Obesity and mental health disorders are rising simultaneously with shifting dietary behavior away from home cooking, toward typically nutrition-poor and energy-dense convenience meals. Food literacy strongly influences nutrition choices. Community-based cooking interventions target barriers to healthy eating and facilitate development of food literacy skills, thereby potentially increasing preparation of home-cooked meals and positively influencing health. This study of 657 healthy Australian adults explored the efficacy of a 7-week cooking program in improving cooking confidence, whether this transferred to behavior surrounding food, and/or affected mental health. Significant post-program improvements in cooking confidence and satisfaction (all p < 0.001, ηp2 1.12 large), ability to change eating habits (p < 0.001) and overcome lifestyle barriers (p = 0.005) were observed for the intervention group but not control. Participation also improved mental and general health (all p < 0.05, ηp2 0.02 small). No changes were observed for acquisition and consumption of food, or nutrition knowledge in either group. This 7-week cooking program built cooking confidence and improved general and mental health but did not change dietary behavior. To further improve nutrition related behaviors associated with better mental health, more effort is needed to recruit those with below-average nutrition knowledge and interest in cooking.

Abstract Background Australia, like other nations, has experienced a shift in dietary patterns away from home cooking of nutritious foods, towards a reliance on pre-prepared convenience meals. These are typically energy-dense, nutrient-poor and contribute to the rising prevalence of obesity and chronic disease burden. The aims of this study were to evaluate whether a community-based cooking program instigated a change to participants’ skills, attitudes, knowledge, enjoyment and satisfaction of cooking and cooking confidence (self-efficacy). Methods The pseudo-random, pre-post study design consisted of an intervention and a control group. Participant recruitment and group allocation was based on their program start dates. Intervention participants were surveyed three times (baseline, 7 weeks and 6 months) and the control group were surveyed at baseline and 5 weeks. All participants were registered via an online website and were 18 years or over. Upon consent, participants were offered four levels of commitment, defined by different assessments. The minimum participation level included an online survey and levels 2, 3 and 4 involved attendance at a clinic with increasing functional, anthropometric and biomarker measurements. Primary endpoints were participants’ cooking confidence as a proxy for self-efficacy. Secondary endpoints were dietary intake, physical activity levels, body composition, anthropometry, blood, urine and faecal biomarkers of systemic, physical and mental health. Discussion The community cooking program provided participants with information and advice on food sourcing, preparation and nutrition to improve home cooking skills. The study was designed to explore whether food literacy programs are efficacious in improving participant physical health and well-being in order to combat the rise in obesity and diet-related disease. It will support future use of public health cooking program initiatives aimed at improving food literacy, self-efficacy and physical and mental health. The extensive data collected will inform future research into the relationship between diet, the gut-microbiota and human health. Trial registration Retrospectively registered on 16.08.2019 with the Australian New Zealand Clinical Trials Registry (ANZCTR). ACTRN12619001144101 . Protocol version 4.

Employability skills can be categorised as ‘people’ or ‘soft skills’ and ‘technical’ or ‘industry specific’ skills. Australian employers are increasingly seeking to employ university graduates with well-developed people skills. Evidence from industry suggests these skills, in particular communication skills are lacking in today’s graduates. The aim of this study was to raise student awareness of the importance of people skills, assess their perception of personal competence across a range of these skills and support them to develop plans that will help them strengthen these skills in preparation for graduation. An online survey was emailed to 222 first year undergraduate students; 99 were completed. Analysis of quantitative data revealed students perceived themselves to be highly competent across a range of people skills. However, qualitative data found students also identified people skills that they needed to develop further. The study findings suggest that first-year students may have inflated and unrealistic perceptions of their people skills and highlights the importance of the introduction of these employability skills early in the curriculum. Recommendations from this study include the introduction of curriculum activities in the first year of their degree that raise student awareness of industry expectations of people skills upon graduation. The implementation of a people skills self-assessment tool for these students is also recommended as a benchmarking activity. Use of this tool can motivate students to engage with university support and industry opportunities that further strengthen these important skills.

This paper outlines case study research into first-year students' experiences of enquiry-based learning (EBL) on a year-long introductory theory module. Students were supported to carry out a series of authentic small-scale enquiries involving: (1) working in research teams; (2) gathering, disseminating and analysing data from the field; (3) sharing their interim findings as "work-in-progress" reports; and (4) becoming involved in peer communities via a student conference. Semi-structured interviews investigated students' experiences of EBL and its relationship to formative assessment environments. The paper reports the findings under key themes, with illustrative quotations. It illuminates the relationship between EBL and the students' shifting ideas about studentship in the early stages of their university careers. Conceptual links between EBL as "research-based teaching" and the literature on "assessment for learning" are highlighted, together with implications for practice development.

This article reports on a desktop evidence review of Australian public universities work-integrated learning policies and procedures. The review examined the availability and accessibility of these documents to prospective students with disability, as well as their inclusivity and quality, against three dimensions developed from analysis of equity best practice literature. The findings reveal an inconsistent approach by Australian universities to inclusive work-integrated learning for students with disability. The variability in availability and accessibility of inclusive work-integrated learning materials implies course and university decision-making for future university students with disability may be difficult. Quality concerns included a limited reference to relevant standards, transparent terminology and research evidence in available materials, as well as expired policies and procedures, outdated language and disability theory, and a lack of evidence of industry collaboration. Recommendations from these findings support the development of equitable WIL practices with students with disability across Australian universities. [ABSTRACT FROM AUTHOR]

Abstract Background There are currently 1.3 million children utilising Early Childhood Education and Care (ECEC) services in Australia. Long day care (LDC), family day care and out of school hours care currently provide this service in different environments. This research reports findings from a LDC perspective. Children can consume 40–67% of their food intake whilst at LDC services, this highlights the importance of monitoring food provision at a service level. There are several methods to measure food provision which typically focus on intake at an individual level. There is limited evidence of measuring food provision accurately at a service level and for young children. Accurate and consistent dietary assessment methods are required to determine compliance with dietary guidelines and to provide rigour for comparison between studies. Methods Convenience sampling was used to recruit 30 LDC services and food provision assessed over two consecutive days. To ensure consistency, trained researchers weighed raw food ingredients used in food preparation at each service. Food and food weights were allocated to food groups to determine average serves of food group provision at morning tea, lunch and afternoon tea per child. All data were entered into Foodworks for dietary analysis and compliance with dietary guidelines was assessed using Wilcoxon signed-rank and one-sample t-tests (SPSS). Discussion This paper outlines the process of data collection for the measurement and auditing of food provision and food waste at a service level. There is an urgent need to ensure that food provision at a service level complies with current dietary guidelines and is accurately assessed. Following a standard method of data collection will allow a more accurate comparison between studies and allow change to be monitored more accurately over time to guide decision makers. Trial registration As this research project is conducted at a service level and not a clinical trial, registration was not required.