Nicola Rolls | Charles Darwin University (original) (raw)

Papers by Nicola Rolls

This report presents the findings of a ten year survey of student success in the Common Units and... more This report presents the findings of a ten year survey of student success in the Common Units and the influence of student demographics on this success (Part A). It also presents findings of more recent data (2006-2010) examining the overall success, at a course level, of students who completed the Common Units compared to those who did not and students' perceptions of the common units (Part B). The inclusion of a summary of the literature relating to the profile of contemporary universities and students provides an important context for these findings. Part A of this study tracked patterns of student attrition, satisfaction and academic success as these are affected by equity (demographic) and situational (Part-Time Status, External Mode, First Year of Study) factors. In Part B, because of the complexity and range of variables affecting student success, results were aggregated by categories to account for students existing academic confidence and capability. These included grouping by basis of course entry or admission (BOA) and by age cohorts (identified later in terms of "generations"). Students were also surveyed to investigate whether their views, of the Common Unit Program's success for them personally, correlated with the analysis of retention and success data. Key findings indicate that, over the decade, measures of retention and progress have improved, as a decline in rates of Early Withdrawals has been accompanied by a statistically significant improvement in the Pass Rate. There is also a satisfactory return to higher rates (now over 80% of the intake) of participation by the target population, students in the first year of their course. Within this pattern of stability and gradual maturation as a program, there are however, students in the Non-Traditional category who continue to indicate vulnerability for attrition:  Persistent lower Pass Rates for Indigenous enrolments (15-20% lower than the average) and for Males (6-10% lower than average)  Instability in the rates of Early Withdrawal for students in the "vulnerable" age group 20-24 yrs, fallen since early years, now increasing  Persistent high rates of Withdrawal Before Census Date for both external and part-time enrollments In Part B of our study, student performance (Mean GPA), attrition and student satisfaction was tracked for a cohort of 3068 thousand students over 3 years from their admission to CDU in 2006. Student performance as a function of entry pathway was examined and exposure vs. no exposure to the CUC program was tested over the period 2006-2008.

Objective: This article reports the findings from a convergent parallel mixed method study, aimin... more Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and e...

The COVID-19 pandemic forced many Australian universities to move all face-to-face teaching onlin... more The COVID-19 pandemic forced many Australian universities to move all face-to-face teaching online partway through Semester 1, 2020 This rapid shift in teaching mode presented not only pedagogical challenges, but challenges in how best to support staff and students across this transition In this paper, three academic foundations lecturers teaching an undergraduate academic literacies unit at a regional Australian university reflect on their experiences in moving the unit online four weeks into the semester The student cohort consisted of high numbers of non-traditional students and students who did not necessarily have access to the technology and equipment they needed to learn online While the transition presented challenges, working to resolve and adapt to the challenges also presented opportunities to experiment with online learning technology and develop skills and strategies to implement for future cohorts of online students As the higher education sector continues to experienc...

The aim of this paper is to present the implementation and evaluation of two recognised programs,... more The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case st...

This book aims to ensure that students in any field of higher education have a good foundation in... more This book aims to ensure that students in any field of higher education have a good foundation in the academic communication skills required to succeed at university and in professional settings. It explains how they should go about: - Writing in an academic style; -Thinking and planning for assignments; - Developing effective reading and critical evaluation techniques; - Note-taking, paraphrasing and summarising; - Referencing; - Editing for correct grammar, punctuation and conciseness; - Writing the different assignments required at university: essays, reports, annotated bibliographies and critiques; - Communicating verbally. The text is written by experts in the fields of Applied Linguistics and Academic Literacy who are actively engaged in related teaching and research at Charles Darwin University. The authors have used an approach that embeds the information being taught in discussion and activities. This allows students to gain a deep understanding of what they are learning, a...

This report presents the findings of a ten year survey of student success in the Common Units and... more This report presents the findings of a ten year survey of student success in the Common Units and the influence of student demographics on this success (Part A). It also presents findings of more recent data (2006-2010) examining the overall success, at a course level, of students who completed the Common Units compared to those who did not and students' perceptions of the common units (Part B). The inclusion of a summary of the literature relating to the profile of contemporary universities and students provides an important context for these findings. Part A of this study tracked patterns of student attrition, satisfaction and academic success as these are affected by equity (demographic) and situational (Part-Time Status, External Mode, First Year of Study) factors. In Part B, because of the complexity and range of variables affecting student success, results were aggregated by categories to account for students existing academic confidence and capability. These included grouping by basis of course entry or admission (BOA) and by age cohorts (identified later in terms of "generations"). Students were also surveyed to investigate whether their views, of the Common Unit Program's success for them personally, correlated with the analysis of retention and success data. Key findings indicate that, over the decade, measures of retention and progress have improved, as a decline in rates of Early Withdrawals has been accompanied by a statistically significant improvement in the Pass Rate. There is also a satisfactory return to higher rates (now over 80% of the intake) of participation by the target population, students in the first year of their course. Within this pattern of stability and gradual maturation as a program, there are however, students in the Non-Traditional category who continue to indicate vulnerability for attrition:  Persistent lower Pass Rates for Indigenous enrolments (15-20% lower than the average) and for Males (6-10% lower than average)  Instability in the rates of Early Withdrawal for students in the "vulnerable" age group 20-24 yrs, fallen since early years, now increasing  Persistent high rates of Withdrawal Before Census Date for both external and part-time enrollments In Part B of our study, student performance (Mean GPA), attrition and student satisfaction was tracked for a cohort of 3068 thousand students over 3 years from their admission to CDU in 2006. Student performance as a function of entry pathway was examined and exposure vs. no exposure to the CUC program was tested over the period 2006-2008.

Objective: This article reports the findings from a convergent parallel mixed method study, aimin... more Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and e...

The COVID-19 pandemic forced many Australian universities to move all face-to-face teaching onlin... more The COVID-19 pandemic forced many Australian universities to move all face-to-face teaching online partway through Semester 1, 2020 This rapid shift in teaching mode presented not only pedagogical challenges, but challenges in how best to support staff and students across this transition In this paper, three academic foundations lecturers teaching an undergraduate academic literacies unit at a regional Australian university reflect on their experiences in moving the unit online four weeks into the semester The student cohort consisted of high numbers of non-traditional students and students who did not necessarily have access to the technology and equipment they needed to learn online While the transition presented challenges, working to resolve and adapt to the challenges also presented opportunities to experiment with online learning technology and develop skills and strategies to implement for future cohorts of online students As the higher education sector continues to experienc...

The aim of this paper is to present the implementation and evaluation of two recognised programs,... more The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case st...

This book aims to ensure that students in any field of higher education have a good foundation in... more This book aims to ensure that students in any field of higher education have a good foundation in the academic communication skills required to succeed at university and in professional settings. It explains how they should go about: - Writing in an academic style; -Thinking and planning for assignments; - Developing effective reading and critical evaluation techniques; - Note-taking, paraphrasing and summarising; - Referencing; - Editing for correct grammar, punctuation and conciseness; - Writing the different assignments required at university: essays, reports, annotated bibliographies and critiques; - Communicating verbally. The text is written by experts in the fields of Applied Linguistics and Academic Literacy who are actively engaged in related teaching and research at Charles Darwin University. The authors have used an approach that embeds the information being taught in discussion and activities. This allows students to gain a deep understanding of what they are learning, a...