ABSTRACT
Like it or not, there has been a shift in the focus of what science graduates need to be able to do; from ‘knowing a heap of stuff’, to being able to apply their conceptual understanding to solve problems and critically evaluate information, both as individuals and in collaboration with others. This provides numerous opportunities for academic staff to reimagine their teaching and learning activities toward student-centered approaches that support student development of the more broadly applicable and transferable graduate attributes, as well as scientific discipline knowledge. However, such an undertaking is often daunting for time-poor academics. Particularly in the context of ever-increasing enrolments and lack of student engagement, and on the back of the online/hybrid learning environments brought about by the pandemic.

In this seminar I will tell the story of the development of interactive workshops in a large second year genetics subject, which were iteratively designed over several years (pre and post pandemic). The workshops include assessment designed to encourage students pre-class preparation and activities that enable students to work in teams to collaboratively analyse data, solve problems and get instant feedback with limited reliance on academic intervention. I will emphasise the key aspects of the workshop activities that support student-centered learning and engagement, which are broadly adaptable to different disciplinary contexts.

BIOGRAPHY 
Dr Hayley Bugeja is a Senior Lecturer in the School of BioSciences at The University of Melbourne, where she specialises in genetics and biology education. Hayley completed her doctoral degree in molecular genetics before undertaking further graduate education in online learning design and university teaching. Hayley has been heavily involved with implementing a revitalised second-year genetics curriculum, supported by collaborative learning activities and integrated assessments, and was previously involved in the re-design of the first-year biology curriculum. She has also held educational leadership roles as a Senior Academic Adviser in the Faculty of Science, supporting the roll out of the Academic Advising program and as the chair of the BRITE (BioSciences Research and Innovation in Teaching Effectiveness) group. Until recently Hayley was the Director of Teaching and Learning in the School of BioSciences, managing teaching allocations and projects to improve teaching and learning. Hayley's current interest is in the design of assessments that support student learning and the development of graduate attributes, as well as how to influence the broader adoption of these assessment approaches amongst her colleagues.