Focus The objective of this study is to evaluate the effectiveness of an online Anatomy & Physiology Headstart bridging program in enhancing both engagement and academic performance among first-year allied-health students.
Background Recent trends have shown a marked decrease in the preparatory levels of students entering first-year university science courses in Australia, with a particular decline noted in high school students’ science engagement and anxiety (Wilson et al., 2014). The tertiary education sector struggles to bridge the gap between students' entry-level readiness and the standards set by the Australian Qualifications Framework (AQF), particularly in science-demanding fields like nursing (Mehta et al., 2008). Factors contributing to this challenge include lower entrance scores for nursing and health courses and a lack of prior scientific study (Crane & Cox, 2013). Additionally, students experiencing science-related anxiety may have difficulties comprehending and retaining new concepts.
Method The program comprises modules covering fundamental introductory concepts in physiology, utilizing H5P interactive content. An anonymous survey was conducted with questions related to learning and science anxiety to evaluate student participation and experience. Participation included 38% of the total student cohort enrolled.
Evidence Survey results indicated that the program significantly aids in time management and clarifies learning expectations. While it was effective in reducing science-related anxiety, feedback suggested a preference for structured, lecturer-guided learning over self-directed study approaches.
Contribution This study underscores the critical role of transition assistance in biology education. It highlights how tailored bridging resources can significantly improve foundational knowledge, enhance the overall university experience, and foster academic success.
Engagement Insights into effective strategies for reducing educational anxiety and the potential benefits of incorporating online webinars with active teacher and peer involvement will be discussed. This approach aims to provide a more integrated and supportive learning environment, aligning closely with curriculum requirements and enhancing student outcomes.

Focus Presentation of research
Background Students come to higher education with the hope of transforming themselves, they come with a dream to become. Yet this is done within a massified higher education system that is heavily focused on the transfer of knowledge and skills to create graduates who meet the demands of the job market (Robson, 2023). As such, scholars like Barnett (2009) and Dall’Alba (2009) have argued that in an uncertain and rapidly changing world, graduates need to know more than how to do, they also need to know how to be. That is, they have called for a more ontologically focused university. But what would such a university look like, and how might we move towards a university that enables becoming?
Description This presentation addresses the problem that students’ ontological voices have yet to be adequately represented in the literature on becoming, and therefore adequately considered in shaping a university for becoming.
Method(s) Drawing on social realist (Archer, 2000) analytical tools and using a multi-case study design, interviews with 12 students were conducted at an Australian university. Students’ stories of becoming are presented as narrative configurations and morphogenetic portraits, with barriers and enablers to becoming identified.
Evidence Findings illustrated unique stories of becoming where students drew meaning and motivation for who they were becoming in relation to their personal identity. Enablers to becoming included relationships and experiences that enabled students to test out who they were becoming.
Contribution This presentation contributes to the literature on becoming by applying a social realist lens and conceptualising becoming from the lived experience of students, rather than the predominant philosophical understanding. It identifies enablers and constraints to becoming, allowing us to imagine what a more ontologically focused university may look like.
Engagement Prompt ‘How does your university enable students’ becoming?’