Education Research Unit (ERU)

Foundation, mission, and key strategies

The Education Research Unit was founded in December 2005 and consists of a collaborative network of researchers whose interests incorporate the discipline-based scholarship of teaching and learning in the biomedical sciences. Within the School, Biomedical Science education has two major streams: that undertaken by the Bachelor of Science and the Bachelor of Biomedical Science students; and that undertaken by students studying professional programs in medicine, veterinary science and the allied health sciences. Each stream has specific requirements and presents particular challenges for academics.

Vision statement

 The ERU conducts scholarly research into teaching, learning and assessment within the School of Biomedical Sciences to enhance the quality of student learning at undergraduate and postgraduate levels and support the professional development of teaching staff (lecturers and tutors).

Group strengths

Research interests of the ERU participants fall under the major themes of: 

• Creating engaging, discipline-specific approaches to biomedical science education
• Professional development of teaching staff in SBMS
• Development of undergraduate research skills.

Activity reports

A copy of the ERU Activity Report May 2010 is available by clicking here.

A copy of the ERU Activity Report for the 1990s to July 2006 is available by clicking here.

Membership

Dr Stephen Anderson	Associate Professor Lesley Lluka
Dr Kay Colthorpe Discipline-specific approaches to physiology teaching and learning	Dr Mary-Louise Manchadi
Dr Hardy Ernst Active Learning, Blended Learning & Mobile Learning in Physiology Education	Mr Stephen Moss Facilitating innovation in the teaching laboratory
Dr Kirsten Farrand-Zimbardi The impact of undergraduate research experiences on cognitive development	Dr Terry Tunny Teaching physiology in a clinical context
Dr Matthew Cheesman Integration of computer technologies in student learning, performance and assessment	Dr Kristy Weir Students' approaches to learning basic sciences in professional programs

Associate Membership

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