This presentation focusses on institutionally provided technology-enhanced learnings for academic managers, learning leaders, tertiary teachers and professional support staff from the explosion of big data and the learning analytics of our students and their learning outcomes. James Cook University (JCU) has provided open, live and self-serve access to (de-identified) student demographics, trends, retention, grades, transitions and completions at the subject/unit and course/program level since 2013 via its data warehouse (IBM Cognos). This service is provided by the JCU Quality Planning and Analytics department and undergoes continuous improvement cycles in collaboration with end users (academic units). It is now cross linking to real-time Learning Analytics via Blackboard Analytics for Learn™ and external higher education big data such as the Quality Indicators for Learning and Teaching (QILT) website and national student feedback data sets. Examples of good practice and leveraging of big data will be discussed in this presentation, including its use for: review, planning and improvement of curriculum and offerings; program/degree reporting; student cohort analysis; staff (especially sessional staff) induction and training; designing executive dashboards; degree and subject trending and modelling student loads. As science and mathematics professionals we are (or perhaps should be) more comfortable with the presentation of big data around our students and their learning trends and contexts. Not so from the experience of this author, who has played a “story telling” role around this big data for the last three years as an academic developer. These simultaneous data feeds now available at many institutions should bring a sense of empowerment to academics around their teaching in times of rapid change in higher education, rather than one of fear or disillusionment of yet another administratively loaded task. Confirm your hunches, predict performance, preempt struggle and translate trends. Do or Do Not, there is no Try to engage with these new data sources, feel the force and use them wisely…..

The James Cook University (JCU) Biomedical Science students struggle with their first year and “second-choice-syndrome” as evidenced by high inter-degree transfer rates and low primary degree completions despite the cohort having high subject or unit grade point averages. This project evaluated the impact of two extracurricular support initiatives (email newsletters and themed luncheons) to deliver just-in-time information and support on student engagement and success. Students and academics rated the initiatives highly with positive support themes of networking, collegiality, belonging and engagement; there was no direct improvement in subject grades or degree satisfaction metrics. However, there was an increase in degree, college, and university student retention. It is becoming increasingly important to recognize and separate the classic academic measures of grades as an indication of success and that more personal or social support is required for students to thrive regardless of cohort demographics or career path. A student’s initial experience on campus is important and influences students’ persistence in higher education and their believed capabilities.

James Cook University Biomedical Science students struggle with their first and second year transitions, which appear compounded by 'second-choice-syndrome' despite the cohort having high subject (unit) grade point averages and satisfaction ratings. This project evaluated the impact of two extracurricular strategies (email newsletters, themed luncheons) on student engagement and success. While students rated the initiatives highly with positive support themes of networking, collegiality, belonging and engagement, there was no direct improvement in grades, retention or degree satisfaction metrics. It is increasing important to recognise and separate classic academic measures of student survival from personal/social support required for students to thrive.

The transition to university from either secondary school or the workforce can be a challenging one, with one-quarter of first year students considering withdrawing in their first year (James et al. 2010; Tinto 2012). The negative aspects related to student withdrawal are three fold, affecting the withdrawing students, the remaining students and the institution. The Bachelor of Biomedical Sciences first year support initiatives began following an evaluation of the James Cook University Experience Survey (UES) conducted in 2013, which highlighted that a variety of reasons provided for the decision to withdraw were higher than the national average: particularly first in family (60% vs 48.3%), financial difficulties (37% vs 29%) and family responsibilities (23% vs 17%). JCU Biomedical students, like all first year students, struggle with the first year transition. This is compounded by 33% of them struggling with ‘second-choice-syndrome’ which is the disappointment of not being accepted into their first choice course. The professionally accredited courses of medicine, physiotherapy, pharmacy, nursing and dentistry are often their first choice courses. Little information exists on the most effective means to disseminate just-in-time information or what just-in-time information is pertinent for the students as they progress through their university ‘student lifecycle’ (Lizzio 2011). Kift et al. (2010) suggests the transition pedagogy transcends the silos of academic and administrative support to a more holistic support for students. The challenge is to create a resource bank of pertinent support information and support contacts required at critical times early in the students’ university transition. To date no such resource outline exists for Biomedical students in first, second or third year. Our first year student support initiatives to disseminate just-in-time information included a bi-weekly newsletter (MicroBytes) and a monthly Biomed Freaky Friday (BFF) event. The BFF events provided an opportunity for students to network with peers, academic staff, JCU Student Support services, and external career and professional collaborators. The support initiatives have had considerable success in terms of positive feedback to date from students and academic staff. The plan is to continue providing support while evaluating the success of these first year initiatives. While it is difficult to set key performance indicators/targets for extracurricular student support strategies such as these, we plan to monitor and document student perceptions, retention and overall engagement. We intend to extend these initiatives to continue student support through the difficult first to second year transition to avoid sophomore slump (Loughlin et al. 2013) and to assist third years with career preparation.

The Second Year (sophomore) Slump is a well-defined phenomenon affecting American undergraduate students in the middle years of their degree. In the Australian context, minimal attention has been given to identifying or addressing potential concerns with the transition and satisfaction of students beyond their first year of study in science degrees. A case study of second year students (n = 165) studying a bioscience course is presented. Potential student demographic factors, including low social economic status, non-English speaking background, first in family to attend University (>60%), and Grade Point Average (GPA) progression, were examined. An academic slump based on GPA trend of a decrease of GPA greater than 0.35 was observed for 33% of the student cohort, irrespective of their program of study or background. We surveyed the second year students to identify their concerns in this year of study and their preferences for various support activities. The survey indicated that academic workload/expectations and work experience were of most concern to students. The survey results were considered in the context of an institutional focus on strategies to enhance student engagement and retention throughout the student lifecycle. We propose that a strategic design approach, with alignment between curricular and co-curricular activities, is more likely to have success in enabling science academic staff to engage and support second year students.

The Issue Student transitions through university have previously focussed on the move into first year (retention and success strategies) from high school or out of university into the workforce (with career readiness and employability). However, second year transitions have only recently begun to attract attention as an area where students may experience hurdles which impact on their progression and overall degree experience and success. Evidence from Australian universities to date has shown similarities between Australian and International second year science cohorts in their thriving behaviours and their risk of academic slump (Loughlin et al, 2013; Gregory & McDonnell, 2012) Previous success strategies have looked at initial transition into second year (McBurnie et al, 2012, Harrison, 2007) or an embedded support strategy (Quinlavan, 2010). However, a more holistic approach to second year transition using multiple interventions is more likely to demonstrate long-term impact on student transition and success. There is also a need to gather more evidence of the “sophomore slump” within Australian institutions and to work collaboratively to achieve this. Approach Currently at Griffith University in the School of Biomolecular & Physical Sciences multiple aspects of engagement scheme has been implemented across all year levels. However, in second year, identifying and reflecting on individual student cohort challenges and providing support as appropriate is being trialled. Elements of both curricular and co-curricular in activities are incorporated, staff awareness is being developed and the entire process is being overseen by a second year student co-ordinator. At James Cook University initial interest has been cultivated with early adoption of identification of second year challenges specifically in the Faculties of Health and Arts/Education. At Deakin University a successful re-introduction activity for second year students has been hosted for several years and uptake of the Thriving Quotient survey will occur in 2013. At University of South Australia early interest in second year student transitions has developed from first year activities with initial evaluations being conducted. Development of a cross-institutional OLT submission for 2014 that looks at both gathering more evidence of slump using a triangulated data approach and then investigating and evaluating activities that will potentially reduce the impact slump may have on persistence and progression.

Second year students often struggle with personal identity, self-confidence, autonomy and academic commitment (Graunke & Woosley, 2005). We have observed declines in student grade performance, attitude and program satisfaction in our second year science students and these findings appear to share commonality with the sophomore slump phenomenon reported at American colleges. To investigate this, 84 third year science (exercise and biomedical) students completed the 2012 online Sophomore Experiences Survey developed to measure academic, social and psychosocial aspects of students’ second college year (Schreiner, 2010). Griffith students reflective responses were compared against 915 sophomore students from seven North American Universities and were found not to differ significantly on the following 6 (high)-point scale student outcome measures (mean GUvsUSA): Engaged Learning Index (4.16vs4.19), Academic Determination (4.29vs4.64), Diverse Citizenship (4.03vs4.35), Positive Perspective (4.32vs4.62), Social Connectedness (4.08vs4.16). However Griffith students report a lower level of being consistently or mostly thriving (30vs45%) compared to their USA peers. More analysis follows but these pilot findings confirm the presence of homogeneous transpacific second year student experiences, thereby justifying further investigation into the successful US sophomore initiatives aimed to improve community, social and academic engagement, student-staff interactions, career exploration and leadership in this forgotten student cohort (Tobolowsky, 2008).

The introduction of the Bradley voucher system has resulted in many universities focussing on specific strategies to enhance student engagement and retention. This is particularly the case with undergraduate science programs where interest is already lower than other disciplines (Norton, A., 2012). In one strategy, our SaMnet team has been working to facilitate an active culture with all teaching staff (both continuing and sessional) involved in the learning journey of this particular student cohort. In the hard, pure world of science academia (Becher & Trowler, 2001) the pressures to produce high levels of quality scientific research actively compete with academic priorities towards issues around teaching and learning and student experience. Identifying and overcoming potential barriers to success (Buckley & Du Toit, 2010) and ensuring key elements of community of practice (CoP) development are addressed (Kimble, Hildreth, & Bourdon, 2008) are critical to the success of this strategy. Our SaMnet team has been guided by the knowledge and resources of both the SaMnet team leaders and our own dynamic group capabilities. We have been strategically identifying and developing information to support the implementation of a Second Year Student Experience CoP within a research-focussed science school. These include the “What’s In It For Me?” matrix to help facilitate this process.

Second year students often struggle with personal identity, self-confidence, autonomy and academic commitment (Graunke & Woosley, 2005). We have observed declines in student grade performance, attitude and program satisfaction in our second year science students and these findings appear to share commonality with the sophomore slump phenomenon reported at American colleges. To investigate this, 84 third year science (exercise and biomedical) students completed the 2012 online Sophomore Experiences Survey developed to measure academic, social and psychosocial aspects of students’ second college year (Schreiner, 2010). Griffith students reflective responses were compared against 915 sophomore students from seven North American Universities and were found not to differ significantly on the following 6 (high)-point scale student outcome measures (mean GUvsUSA): Engaged Learning Index (4.16vs4.19), Academic Determination (4.29vs4.64), Diverse Citizenship (4.03vs4.35), Positive Perspective (4.32vs4.62), Social Connectedness (4.08vs4.16). However Griffith students report a lower level of being consistently or mostly thriving (30vs45%) compared to their USA peers. More analysis follows but these pilot findings confirm the presence of homogeneous transpacific second year student experiences, thereby justifying further investigation into the successful US sophomore initiatives aimed to improve community, social and academic engagement, student-staff interactions, career exploration and leadership in this forgotten student cohort (Tobolowsky, 2008).

The novel pyrazolo[3,4-d]pyrimidine compound GU285 (4-amino-6-alpha-carbamoylethylthio-1- phenylpyrazolo[3,4-d]pyrimidine, CAS 134896-40-5) was examined for its ability (1) to inhibit binding of adenosine (ADO) receptor ligands in rat brain membranes, (2) to antagonise functional responses to ADO agonists in rat right and left atria and coronary resistance vessels, and (3) to reduce the fall in heart rate and arterial blood pressure produced by the ADO A1 agonist N6-cyclopentyladenosine (CPA) in the intact, anaesthetized rat. GU285 competitively inhibited binding of the ADO A1 agonist [3H]-R-N6-phenylisopropyladenosine (R-PIA) yielding a Ki value of 11 (7-18) nmol.l-1 (geometric mean +/- 95% Cl). When assayed against the ADO A2A selective agonist [3H]-2-[p-(2-carboxyethyl)- phenethylamino]-5'-N-ethylcarboxamidoadenosine, (CGS21680), a Ki of 15 (10-24) nmol.l-1 was obtained. In spontaneously beating right atria, GU285 competitively antagonized negative chronotropic effects of R-PIA with a pA2 of 8.7 +/- 0.3 and in electrically paced left atria, GU285 competitively antagonized negative inotropic effects of R-PIA with a pA2 of 9.0 +/- 0.1. In the potassium-arrested, perfused rat heart GU285 (1 mumol.l-1) antagonized only the high sensitivity, ADO A2B mediated component of the biphasic relaxation of the coronary vasculature produced by NECA. The low sensitivity component was unchanged. GU285 (1 mumol.kg-1) antagonized the negative chronotropic and hypotensive effects of the adenosine A1 agonist CPA in anaesthetized rats, producing a 10-fold rightward shift in the dose-response relationship. These data demonstrate that in the rat, GU285 is a potent, non-selective adenosine receptor antagonist that maintains its activity in vivo.

This study compares the nutrient intake of young and veteran endurance athletes (veteran: >35 years). The purpose of the dietary analysis was to establish if any different nutritional practices were evident in older athletes. Three-day diet record data from 13 young (3 females; 24.0 iO 4.8 years; 71.7 iO 9.3 kg) and 16 veteran (3 Female; 43.8 iO 5.0 years; 71.7 iO 11.1 kg) endurance athletes were collected and compared for differences in nutrient intake and against accepted dietary guidelines. Diet records were analysed by a qualified dietitian using the dietary analysis software Food Works (Xyris Software, Highgate Hill, Australia). Physical activity levels were assessed using the Baecke physical activity questionnaire. Energy expenditure was also estimated using the equations of Schofield and Harris-Benedict. The results indicated that there were no significant differences between young and veteran athletes for overall energy intake. (12979 „b 3270 kJ vs 14234 „b 4485 kJ respectively). However, the veteran athletes had a significantly higher percentage of daily energy intake from fat than the young athletes (35„b5 vs. 29„b6 g.day-1; p<0.05). The mean dietary intake of carbohydrate for both age groups was substantially lower than the Australian Institute of Sport guidelines for endurance athletes. In conclusion, there were slight differences in fat intake between young and veteran endurance athletes plus both age groups may benefit by increasing daily carbohydrate intake.

This presentation will examine the restructuring of the Bachelor of Exercise Science at Griffith University on the Gold Coast, Queensland, Australia. There are several motivations behind the restructuring of undergraduate degree programs. Perhaps the most common is to improve the education experience of the students. Changes in the curriculum also allow students more flexibility to select courses to meet their educational objectives. Thirdly, the restructured program will hopefully produce highly qualified graduates who are competitive in the job market. The Bachelor of Exercise Science was introduced in 1995 to prepare graduates to meet emerging employment needs for specialist practitioners in Exercise Science. Crucial to the development of the program was its importance in the proposed graduate entry Physiotherapy program, which commenced in 1999. The program was constructed to also meet the needs of the wider community in the areas of ageing and specialist sporting initiatives. The first graduates completed their studies in 1997. Changes were made to the program based on the results of a graduate survey and focus group discussions. The courses offered in the program have changed significantly since its introduction. By 2003 the program structure was well established with perceived high levels of satisfaction among students and employers. The number of commencing students has increased considerably with the degree being incorporated into a number of double/combined degree programs offered by the School. In 2010 significant changes in the curriculum will be introduced to provide third year students with more electives to assist in creating opportunities for employment.

L-Arginine increases myocardial nitric oxide production. Nitric oxide mediates many of the cardiovascular actions of adenosine and modulates adenosine metabolism. In this study, we examined the effect of chronic L-arginine (5%) intake on cardiac nitric oxide synthase (NOS) and adenosine receptor expression and cardiac function in rat Langendorff-isolated perfused hearts. Our results show that 4-week chronic l-arginine ingestion increases the weight of rat hearts by 17.6% (P < 0.05). L-Arginine treatment decreased the expression of all the cardiac adenosine receptors, with reductions in adenosine A(1) (20-fold), A(2A) (7.7-fold), A(2B) (76-fold) and A(3) (25.6-fold) mRNA (P < 0.05). NOS expression was variably affected with no change in the expression of NOS(1) and 4.2-fold down-regulation of NOS(3) expression with chronic L-arginine treatment (P < 0.05). NOS(2) was expressed in control tissues; however, in L-arginine-treated hearts the amount of NOS(2) mRNA was reduced to non-detectable levels. Following chronic L-arginine treatment, an increase in coronary perfusion pressure was observed (P < 0.05). Purine efflux was used as an indicator of metabolic efficiency. L-Arginine did not alter catecholamine-induced purine efflux (P > 0.05); however, noradrenaline-mediated increases in contractility and myocardial oxygen consumption were reduced. Vasodilator responses to 5'-N-ethylcarboxamidoadenosine (NECA) were reduced in hearts from l-arginine-treated rats and the NOS inhibitor N omega-nitro-L-arginine methyl ester (3 microM) did not inhibit responses to NECA. In conclusion, 4-week dietary supplementation of L-arginine reduced the expression of cardiac adenosine receptors and NOSs with a subsequent decrease in noradrenaline-stimulated cardiac function and adenosine receptor-mediated coronary vasodilation.