Using dimensions of teaching practice to contextualise equity and transition: A case study in first-year Human Biology

Abstract

Academics need to better understand how managing equity issues can benefit their students. Easing transition for all students into the first year of university is best addressed though effective teaching and assessment practices of a discipline. In the content-heavy and empirically-focussed Biosciences, issues of student equity and transition are often not considered. Using an exemplary case study of a large, first year human biology course, we explore the interplay between disciplinary context, content, pedagogy and assessment through the lens of student equity and transition into university. The use of a discipline-specific model to align content, skills and assessment within this course is presented along with six dimensions of effective practice for addressing the needs of diverse learners. While we argue that equity and transition should be conceptualised at the discipline level, the six dimensions of practice are likely applicable to a broader range of first year courses.