Congratulations to the MMFS First-year Transformation Team on receiving a 2026 College Program Award

A bold reimagining of first-year science at Murdoch University is reshaping how students transition into university study, with the School of Medical, Molecular and Forensic Sciences (MMFS) leading the way through its innovative BMS100 Succeeding in Science unit.

Led by Associate Professor Sarah Etherington, together with expert support from Learning Technologist Mat Darch, the First-Year Transformation Team (FTT)—including Nat Callan, Jo Menard, Kim Rice and Tayler Kent—developed BMS100 in response to a simple but powerful question: what do our first-year students need to succeed? Rather than attempting large-scale curriculum reform, the team focused on a single shared first-semester unit to support the entire commencing cohort—delivering a scalable and high-impact solution.

The unit is built around three key pillars. First, it provides explicit teaching of academic and university skills, ensuring students are supported to develop essential capabilities such as writing, study skills, academic integrity and professional communication. These skills are embedded in a mastery-based, pass-focused assessment model designed to prioritise learning and growth over competition.

Second, BMS100 intentionally fosters connection—between students, staff, and the wider university community. Structured peer activities, small-group learning and regular engagement with academic leaders help students feel known, supported and confident navigating university life. This emphasis on belonging has contributed to strong engagement and help-seeking behaviours early in students’ studies.

Third, the unit positions Murdoch’s Strategic Themes—First Nations knowledges, sustainability, and equity, diversity and inclusion—as core to scientific learning. Through innovative approaches such as Two-Way Science learning, developed in partnership with the School of Indigenous Knowledges including Jordan ah Chee and Noongar cultural educator Uncle Olman Walley, and campus-based cultural experiences, students are encouraged to critically consider the social and cultural context of science and their future professions.

The impact has been significant. Students in BMS100 show higher engagement with key university resources early in semester and report strong improvements in skills such as written communication. Overall student satisfaction and progression rates exceed university averages, with particularly positive outcomes for students from under-represented cohorts.

Importantly, the benefits extend beyond first year. Staff report improved student engagement, attendance and professionalism in subsequent units, demonstrating the lasting value of the unit’s foundational design.

By prioritising skills, connection and meaningful learning, BMS100 is more than a first-year unit—it is a transformational model for student success. Its impact is already being recognised across the University and beyond, positioning MMFS as a leader in innovative, inclusive science education.