Natalie Callan

This article presents a “how-to” guide for redesigning an introductory physiology unit to emphasize the Core Concepts of Physiology. Detailed descriptions are provided of innovative, scalable, adjustments to content delivery, assessment, learning objectives, and activities. Staff reflections and student experience suggest a strong Core Concepts emphasis, while challenging, can promote critical thinking and develop an understanding of underlying chemical, physical and biological principles.
This article showcases the redesign of an introductory undergraduate vertebrate physiology unit at Murdoch University (BMS107) to promote student mastery of six Core Concepts of Physiology (Michael J, Cliff W, McFarland J, Modell H, Wright A, SpringerLink. The Core Concepts of Physiology: a New Paradigm for Teaching Physiology, 2017). Concepts were selected for their suitability in an introductory physiology unit and their ability to scaffold advanced physiology learning. Innovative curricular and pedagogical approaches were employed to 1) create a Core Concepts structure, 2) sell the Core Concepts approach to students, 3) foreground Core Concepts in learning materials, 4) actively engage students with Core Concepts, 5) revise, and 6) assess Core Concepts understanding. Median student marks and overall satisfaction with the unit were unaffected by the introduction of a Core Concepts approach. Notably, though, there was a 14% increase in student agreement with the statement “I received feedback that helped me to learn.” The challenge of the Core Concepts approach was articulated by students, but these novice learners also recognized Core Concepts as a mechanism to focus their understanding of physiology and promote critical thinking. For teaching staff, a Core Concepts approach was a reinvigorating opportunity to apply their expertise to the teaching of introductory physiology. We propose that a strong Core Concepts emphasis, while challenging, is highly rewarding for staff and provides students with a “disciplinary passport” that better prepares them to progress in diverse courses and professions. NEW & NOTEWORTHY This article presents a “how-to” guide for redesigning an introductory physiology unit to emphasize the Core Concepts of Physiology. Detailed descriptions are provided of innovative, scalable, adjustments to content delivery, assessment, learning objectives, and activities. Staff reflections and student experience suggest a strong Core Concepts emphasis, while challenging, can promote critical thinking and develop an understanding of underlying chemical, physical and biological principles.

The First Year Advisor Network (FYAN) at Murdoch University has a three-tiered approach offering (i) individual, (ii) school-based and (iii) institution-wide student access to support that addresses the diverse needs of the contemporary student population. The programs, campaigns and open - door policy of the FYAN, along with the unique structure of the network, have been developed to provide these varied points of access to student support. Importantly, First Year Advisors (FYAs) act as a generalised support for all students and as a hub to accessing specialised support at the University. This paper highlights the range of initiatives developed by the FYAN and emphasises that while outreach contact is a successful way to promote access to support, many students still self identify as at-risk and will access FYAs for direct and referral advice.

Focussing expressly on student support and retention, improving the first year experience has been addressed by Murdoch University through the implementation of a School discipline-specific network of professional First Year Advisors (FYAs). FYA initiatives, both broad-based and varied, have been developed in alignment with the changing needs of students as identified throughout the semesters. A combination of outreach telephone campaigns and face-to-face student support enables FYAs to conduct a "just in time" approach to positively increase student engagement, and ultimately, retention. With a bespoke database, FYAs and academic staff have been able to streamline the process of reporting students in need of support, and gather data relating to student retention. The FYA program is yet to be formally evaluated although initial feedback and student consultation is promising. This paper outlines the program's development, current initiatives and expected outcomes.