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Images for university students; more images...

Images, UC QuakeStudies

A photograph of students from the University of Canterbury Student Volunteer Army at Rock on Eastside. Rock on Eastside was an outdoor lounge and art space facilitated by Gap Filler and Youthtown. The students helped other students from local high schools to build the site, which was on the corner of Aldwins Road and Linwood Avenue.

Other, National Library of New Zealand

The organisation was founded after the Canterbury earthquake to mobilise students to help with the clean up. A student based initiative at the University of Canterbury, that supports and contributes volunteer work to all spheres of the community through disaster relief and community projects. Includes history, events, information on projects, how to become involved and how one can support.

Images, UC QuakeStudies

A photograph of a sofa made out of car tyres and a pallet at Rock on Eastside on the corner of Aldwins Road and Linwood Avenue. Rock on Eastside was a outdoor lounge and art space facilitated by Gap Filler and Youthtown. The sofa was made by students from the University of Canterbury Student Volunteer Army. Painted rocks have been placed in front of the sofa as decoration.

Research papers, University of Canterbury Library

Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.