The Science Learning Centre (SLC) is an informal, “common” space for all science students at UQ. The motivation for the development of the SLC came primarily from the Bachelor of Science Review in 2006, which resulted in the implementation of a new science curriculum and a renewed focus on the science student experience. The key purposes of this space, as identified by the SLC User Group, were:
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To enhance the student experiences (learning & social)
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To develop an identifiable “science space” for science students
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To foster vertical & horizontal student interactions (that is, between and across years of study)
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To increase positive and informal staff/student interactions
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To build on social learning as a key to student success
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To enable staff and students to be part of a Learning Community resulting in a sense of belonging and identity
The guiding principles for the development of the SLC were:
The SLC opened in semester 1 of 2008, and offers a variety of comfortable furniture, wireless access, whiteboards, meeting rooms with presentation capabilities, and a small kitchenette. The SLC is available to students daily from 7am to 7pm with afterhours swipe-card access available from semester 2 2008. Advanced level students staff the SLC offering informal mentorship and tutoring under the supervision of the Student Experience Manager.
A small project team is currently exploring the impact of the SLC on the student (and staff) experience.
The interactive Learning Centres (iLCs)
Alan Cody
University of Queensland
The Biological and Chemical Sciences Faculty has 5 computer laboratories that offer collaborative computing spaces to support approximately 4500 students every week. The iLCs are open to science students for individual or small group use when they are not timetabled for course tutorials. Almost a decade old, the iLCs are currently being “re-thought” based on newer models for collaborative learning spaces like SCALE-UP and TEAL.
The Maths Room
Katrina Hibberd
University of Queensland
The Maths Room opened in 2008, and provides upper-level mathematics students a place to enable interaction and collaboration. The Maths Room was developed to enhance a sense of cohort amongst a well-defined group of students, whereas the SLC was designed to support a large, generalist degree program offering 20 major areas of study. The design for the Maths Room was driven by the question, “What does it mean to be a maths student?”. Distinctive “maths” features of the room are evident.