Integrating industry and research in

aquaculture teaching and learning School of

AquacultureUniversity of

Tasmania

Graduates will know how to function effectively and ethically as a scientist/practitioner within the context of aquaculture and the aquatic environment.

They will have a substantial breadth of knowledge of aquaculture and strong skills in literacy, numeracy, information technology and problem solving to support their professional career and its further development.

Bachelor of Aquaculture

• Generic attributes of graduates – Knowledge, communication, problem solving,

global perspective and social responsibility

• Evolving curriculum to needs of industry– Consultation processes

• Involving students in research– Teaching-research nexus

• Teaching for effective learning– Approach, evaluation, outcomes

Achieving aims of the BAqua

Proactive role with industry

• Intensive Finfish culture• Intensive Crustacean culture

• Intensive Molluscan culture

• Intensive Algal culture

• Technology for aquaculture • Aquatic animal nutrition• Aquatic animal health• Aquaculture policy and • operations

e.g. Aquaculture policyand operations

Complete integration ofknowledge from all units:to research

Link between aquaculturepractice, policy andbusiness

Regular engagement withindustry reps, regulatorybodies and businessmanagement

Proactive role with industry

• Curriculum re-development– External advisory committee

• 2 industry, 1 DPIWE, 1 high school

– Industry consultation, surveys– Regular industry guest speakers – Scientific and technology gains in field

• Equip students with the latest information to transfer to industry

– Work experience feedback

• Providing all students with global approach to working in aquatic science and industry

• Undergraduate students involved in current areas of research– Aquatic animal health, nutrition, technology

• Problem solving skills

• Applying new primary research to aquaculture issues

Teaching research nexus

• Improving student engagement– Work related learning tasks, application of theory to

industry practice– PBL, EBL problem/enquiry based learning

• Enhance critical thinking/ deep learning– Develop problem solving skills & ensure that

benefits are disseminated (written and oral)

• Scaffolding learning throughout course• Peer reflection on teaching, learning outcomes,

SETL after each unit

Improving teaching practice

• Work experience• Field trips• Practical components of units

– Hatchery culture – molluscs, prawns, ornamental fish etc

– semester long system maintenance

• Project work– e.g maintaining trout in commercial recirculation

systems

Improving teaching practice

Continuing consultation…

Head of School Prof Chris Carter 03 6324 3801Chris.Carter@utas.edu.au

Unit coordinatorshttp://fcms.its.utas.edu.au/scieng/aqua/people.asp

School of Aquaculturewww.utas.edu.auph 03 6324 3801fax 03 6324 3804