| Title | Year | Files | Folder |
| Having the Hard Conversations : Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum : final report. Lead Institution: Flinders University
| 2020 |
|
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Title: Having the Hard Conversations : Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum : final report.
Author(s): McDermott, Dennis | Sjoberg, Dave | Lawless, Angela | Mackean, Tamara | Ward, Cheryl | Harding, Laurie | Paul, David | Lavallee, Barry | Tervalon, Melanie | Jones, Rhys | Bond, Chelsea | Pitama, Suzanne | Kamaka, Martina | Kaholokula, Joseph Keawe'aimoku | Australia. Dept of Education | Children’s Hospital Oakland (California) | Flinders University | Provincial Health Services Authority of British Columbia | University of Hawaii | University of Manitoba | University of Notre Dame | University of Otago | University of Queensland
Published: Canberra : Australia. Dept of Education : 2020
ISBN: 9781760519100 (PDF)
<b>ISBN:</b> 9781760519117 (DOCX) | 9781760519124 (print ed)<br />Abstract: This fellowship proposed a coherent program of activities, developed in partnership with existing national and international collaborators, to clarify and work through these barriers. The fellowship generated and refined a framework of educational strategies to aid the emergence of self-reflective, culturally safe practitioners. ‘Closing the Gap’ requires health professionals not only able to embrace the complexity inherent within Australian Indigenous health presentations, but with the capability, further, to respond successfully and to work well with Aboriginal and Torres Strait Islander peoples. Dissemination measures, including a major symposium and roundtable, a national series of workshops, and the production and release of a range of online resources, aimed to weave good practice through the national pedagogical repertoire. In this fellowship we wanted to go further. We wanted to ensure dissemination activities and briefings informed a wider health system and community discourse and, where possible, were also targeted to major health professional course accreditation bodies. It was considered important to conduct this secondary set of tasks collaboratively with Indigenous health professional bodies, building on strong, existing relationships. Engaging regulatory audiences was seen as a profound way to embed the outcomes of this fellowship within the education system responsible for training the health workforce, as well as the health care delivery system itself. As such, generating and embedding strategies for institutional change—within both systems—was seen to be a major, desired outcome of this fellowship, one critical to ensuring effective course content, culturally safe faculty or health care environments, and locked-in institutional support. Apart from a range of appendices, which include specific resource outcomes of the fellowship, along with an external evaluator’s report, the body of this report is organised into five chapters. These establish the rationale for the fellowship, move through the evidence-gathering stage to begin the process of identifying, and assembling, good practice, develop and refine initial frameworks into a coherent Guide to Good Practice, outline the range of subsequent dissemination activities, and describe the resources produced and their future utilisation. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0209_Flinders_McDermott_FinalReport_2020.pdf
Record No: 365942 from LTR
Title: Having the Hard Conversations : Strengthening pedagogical effectiveness by working with student and institutional resistance to Indigenous health curriculum : final report.
Author(s): McDermott, Dennis | Sjoberg, Dave | Lawless, Angela | Mackean, Tamara | Ward, Cheryl | Harding, Laurie | Paul, David | Lavallee, Barry | Tervalon, Melanie | Jones, Rhys | Bond, Chelsea | Pitama, Suzanne | Kamaka, Martina | Kaholokula, Joseph Keawe'aimoku | Australia. Dept of Education | Children’s Hospital Oakland (California) | Flinders University | Provincial Health Services Authority of British Columbia | University of Hawaii | University of Manitoba | University of Notre Dame | University of Otago | University of Queensland
Published: Canberra : Australia. Dept of Education : 2020
ISBN: 9781760519100 (PDF)
<b>ISBN:</b> 9781760519117 (DOCX) | 9781760519124 (print ed)<br />Abstract: This fellowship proposed a coherent program of activities, developed in partnership with existing national and international collaborators, to clarify and work through these barriers. The fellowship generated and refined a framework of educational strategies to aid the emergence of self-reflective, culturally safe practitioners. ‘Closing the Gap’ requires health professionals not only able to embrace the complexity inherent within Australian Indigenous health presentations, but with the capability, further, to respond successfully and to work well with Aboriginal and Torres Strait Islander peoples. Dissemination measures, including a major symposium and roundtable, a national series of workshops, and the production and release of a range of online resources, aimed to weave good practice through the national pedagogical repertoire. In this fellowship we wanted to go further. We wanted to ensure dissemination activities and briefings informed a wider health system and community discourse and, where possible, were also targeted to major health professional course accreditation bodies. It was considered important to conduct this secondary set of tasks collaboratively with Indigenous health professional bodies, building on strong, existing relationships. Engaging regulatory audiences was seen as a profound way to embed the outcomes of this fellowship within the education system responsible for training the health workforce, as well as the health care delivery system itself. As such, generating and embedding strategies for institutional change—within both systems—was seen to be a major, desired outcome of this fellowship, one critical to ensuring effective course content, culturally safe faculty or health care environments, and locked-in institutional support. Apart from a range of appendices, which include specific resource outcomes of the fellowship, along with an external evaluator’s report, the body of this report is organised into five chapters. These establish the rationale for the fellowship, move through the evidence-gathering stage to begin the process of identifying, and assembling, good practice, develop and refine initial frameworks into a coherent Guide to Good Practice, outline the range of subsequent dissemination activities, and describe the resources produced and their future utilisation. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0209_McDermott_AchievementsStatement_2020.pdf
Record No: 365942 from LTR
|
| Virtual work integrated learning for engineering students : final report. Lead Institution: University of Western Australia
| 2019 |
|
Add
Title: Virtual work integrated learning for engineering students : final report.
Author(s): Male, Sally | Valentine, Andrew | Australia. Dept of Education | Australian Council of Engineering Deans | Curtin University | Engineers Australia | Murdoch University | University of Queensland | University of Western Australia
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760518455 (PDF)
<b>ISBN:</b> 9781760518462 (DOCX) | 9781760518479 (Print ed)<br />Abstract: Engineers Australia accredits engineering education programs in Australia. Employability skills for engineering practice have been identified in the Stage 1 Competency Standards (Engineers Australia Accreditation Centre, 2018) which are stipulated by Engineers Australia as standards that must be met by graduates of accredited formative engineering degree programs. ‘Exposure to practice’ has long been recognised by Engineers Australia as a necessary element of engineering education (Bradley, 2008, p. 17), especially for the development of employability skills that have often been identified as deficient such as communication and leadership (Cameron, 2009; Male, 2010; Male, Bush, & Chapman, 2010; Male & King, 2019; Nair, Patil, & Mertova, 2009). In 2014, 12 weeks of engineering work experience were mandatory in the majority of engineering programs in Australia (Male & King, 2019). Work experience had two significant limitations as the predominant approach to developing employability. First, the quality of the experience was unreliable. Second, not all students could secure work experience and consequently there were students who completed their coursework but could not graduate. Other weaknesses included the limited breadth of experience offered from a single employer, and the limited opportunities for work experience before the final years of coursework. The here-reported project was a study of virtual work integrated learning (VWIL) — work integrated learning in which the work has been created for the purpose of learning rather than any true work for an employer or client. The aims were to: design, develop, and test VWIL examples to complement traditional opportunities for engineering students to achieve employability; integrate VWIL in curricula; and prepare a guide for educators on developing and implementing VWIL modules. In VWIL, students undertake learning activities that involve industry but are not true employment (paid or unpaid). Students complete authentic tasks, using authentic tools and/or processes, and engage face-to-face or electronically with real or simulated workplaces and/or practitioners. At all stages, the VWIL Project involved consultation with engineers, students, and educators. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4951_Male_Final_Report_2019.pdf
Record No: 365941 from LTR
|
| Engaging students as partners in global learning : final report. Lead Institution: University of Tasmania
| 2019 |
|
Add
Title: Engaging students as partners in global learning : final report.
Author(s): Green, Wendy | Australia. Dept of Education | University of Tasmania
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760518233 (PDF)
<b>ISBN:</b> 9781760518240 (DOCX) | 9781760518257 (print ed)<br />Abstract: University ideally prepares graduates who can live, work and continue to learn effectively and ethically in the interconnected, interdependent world of the 21st century. For all graduates, whether they remain in an increasingly pluralist Australia or move abroad, development of these capabilities is vital. This Australian Learning and Teaching Fellowship (ALTF) program addressed this gap by engaging students and staff as partners in the process of global learning. Activities linked students, academic and professional staff, university management and peak national and international associations in order to plan, enact, evaluate and disseminate innovative global learning in the formal and co-curriculum, at home universities and abroad. The program of activities began in January 2017. Initially, the fellowship program was projected to conclude in December 2017 but was extended to December 2018. The first activities focussed on developing and supporting a network of interested Australian academics, professional staff, alumni and students. Analysis of surveys and narrative interviews conducted during the Fellowship highlighted the following four themes: enhanced agency of students and staff, enhanced global learning, motivations, and challenges. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0280_FinalReport_Engagingstudents_Green_2019.pdf
Record No: 365940 from LTR
Title: Engaging students as partners in global learning : final report.
Author(s): Green, Wendy | Australia. Dept of Education | University of Tasmania
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760518233 (PDF)
<b>ISBN:</b> 9781760518240 (DOCX) | 9781760518257 (print ed)<br />Abstract: University ideally prepares graduates who can live, work and continue to learn effectively and ethically in the interconnected, interdependent world of the 21st century. For all graduates, whether they remain in an increasingly pluralist Australia or move abroad, development of these capabilities is vital. This Australian Learning and Teaching Fellowship (ALTF) program addressed this gap by engaging students and staff as partners in the process of global learning. Activities linked students, academic and professional staff, university management and peak national and international associations in order to plan, enact, evaluate and disseminate innovative global learning in the formal and co-curriculum, at home universities and abroad. The program of activities began in January 2017. Initially, the fellowship program was projected to conclude in December 2017 but was extended to December 2018. The first activities focussed on developing and supporting a network of interested Australian academics, professional staff, alumni and students. Analysis of surveys and narrative interviews conducted during the Fellowship highlighted the following four themes: enhanced agency of students and staff, enhanced global learning, motivations, and challenges. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0280_AchievementStatement_Green_2019.pdf
Record No: 365940 from LTR
|
| Partnering with alumni for student and graduate success : final report. Lead Institution: Griffith University
| 2019 |
|
Add
Title: Partnering with alumni for student and graduate success : final report.
Author(s): Vanderlelie, Jessica | Australia. Dept of Education | Griffith University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517267 (PDF)
<b>ISBN:</b> 9781760517250 (print ed) | 9781760517274 (DOCX)<br />Abstract: Every year thousands of students cross the graduation stage and make the transition to the world of work. As Australian universities and their staff beam with pride and reflect on a job well done, they hand responsibility for maintaining connection to each year’s 250,000 new graduates (QILT, 2018) to the able hands of our Alumni professionals. However, despite the latter’s best efforts, only 20% of graduates remain actively connected to their university. This National Learning and Teaching Fellowship supported universities to enhance student employability and graduate success in ways not previously explored in Australian or international Higher Education. The Fellowship matured from its original proposal, as the Fellow gained a deeper understanding of the political landscape of alumni engagement within the Australian and international context. The relationship the Fellow fostered with members of the Australian University Alumni Professionals Group (AUAPG) was invaluable, and was instrumental in broadening the Fellowship’s approach to improve its generalisability and maximise its impact and uptake by the sector. Importantly, the Fellowship deepened to consider alumni engagement across all disciplines, made explicit the role of alumni in supporting employability and addressed the tension between academic and alumni professionals working to engage alumni. During the Fellowship, Professor Vanderlelie connected deeply with the sector and engaged over 1900 individuals from 28 Australian and 27 international universities through research activities, presentations and workshops. The recommendations and frameworks developed during the Fellowship were informed through insights gathered from a strong research foundation that developed across the course of the Fellowship. The Fellow undertook a suite of semi-structured interviews (n=115) and focus groups (n=164 participants) with participants from 11 Australian and 27 international universities and surveys of students (n=288), Health Science academics (n=40) and Alumni professionals (n=23). Through these activities the Fellow explored the value that academic staff, students and Alumni professionals see in engaging graduates and identified the key challenges academic staff and Alumni professionals experience when working together and maintaining alumni communities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0251_FinalReport_Partnering_with_alumni_Vanderlelie_2019.pdf
Record No: 365938 from LTR
Title: Partnering with alumni for student and graduate success : final report.
Author(s): Vanderlelie, Jessica | Australia. Dept of Education | Griffith University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517267 (PDF)
<b>ISBN:</b> 9781760517250 (print ed) | 9781760517274 (DOCX)<br />Abstract: Every year thousands of students cross the graduation stage and make the transition to the world of work. As Australian universities and their staff beam with pride and reflect on a job well done, they hand responsibility for maintaining connection to each year’s 250,000 new graduates (QILT, 2018) to the able hands of our Alumni professionals. However, despite the latter’s best efforts, only 20% of graduates remain actively connected to their university. This National Learning and Teaching Fellowship supported universities to enhance student employability and graduate success in ways not previously explored in Australian or international Higher Education. The Fellowship matured from its original proposal, as the Fellow gained a deeper understanding of the political landscape of alumni engagement within the Australian and international context. The relationship the Fellow fostered with members of the Australian University Alumni Professionals Group (AUAPG) was invaluable, and was instrumental in broadening the Fellowship’s approach to improve its generalisability and maximise its impact and uptake by the sector. Importantly, the Fellowship deepened to consider alumni engagement across all disciplines, made explicit the role of alumni in supporting employability and addressed the tension between academic and alumni professionals working to engage alumni. During the Fellowship, Professor Vanderlelie connected deeply with the sector and engaged over 1900 individuals from 28 Australian and 27 international universities through research activities, presentations and workshops. The recommendations and frameworks developed during the Fellowship were informed through insights gathered from a strong research foundation that developed across the course of the Fellowship. The Fellow undertook a suite of semi-structured interviews (n=115) and focus groups (n=164 participants) with participants from 11 Australian and 27 international universities and surveys of students (n=288), Health Science academics (n=40) and Alumni professionals (n=23). Through these activities the Fellow explored the value that academic staff, students and Alumni professionals see in engaging graduates and identified the key challenges academic staff and Alumni professionals experience when working together and maintaining alumni communities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0251_Achievement_Statement_Vanderlelie_2019.pdf
Record No: 365938 from LTR
Title: Partnering with alumni for student and graduate success : final report.
Author(s): Vanderlelie, Jessica | Australia. Dept of Education | Griffith University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517267 (PDF)
<b>ISBN:</b> 9781760517250 (print ed) | 9781760517274 (DOCX)<br />Abstract: Every year thousands of students cross the graduation stage and make the transition to the world of work. As Australian universities and their staff beam with pride and reflect on a job well done, they hand responsibility for maintaining connection to each year’s 250,000 new graduates (QILT, 2018) to the able hands of our Alumni professionals. However, despite the latter’s best efforts, only 20% of graduates remain actively connected to their university. This National Learning and Teaching Fellowship supported universities to enhance student employability and graduate success in ways not previously explored in Australian or international Higher Education. The Fellowship matured from its original proposal, as the Fellow gained a deeper understanding of the political landscape of alumni engagement within the Australian and international context. The relationship the Fellow fostered with members of the Australian University Alumni Professionals Group (AUAPG) was invaluable, and was instrumental in broadening the Fellowship’s approach to improve its generalisability and maximise its impact and uptake by the sector. Importantly, the Fellowship deepened to consider alumni engagement across all disciplines, made explicit the role of alumni in supporting employability and addressed the tension between academic and alumni professionals working to engage alumni. During the Fellowship, Professor Vanderlelie connected deeply with the sector and engaged over 1900 individuals from 28 Australian and 27 international universities through research activities, presentations and workshops. The recommendations and frameworks developed during the Fellowship were informed through insights gathered from a strong research foundation that developed across the course of the Fellowship. The Fellow undertook a suite of semi-structured interviews (n=115) and focus groups (n=164 participants) with participants from 11 Australian and 27 international universities and surveys of students (n=288), Health Science academics (n=40) and Alumni professionals (n=23). Through these activities the Fellow explored the value that academic staff, students and Alumni professionals see in engaging graduates and identified the key challenges academic staff and Alumni professionals experience when working together and maintaining alumni communities. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS15-0251_Engaging_Alumni_Good_Practice_Guide_Vanderlelie_2019.pdf
Record No: 365938 from LTR
|
| Preparing accounting students for WIL success through a collaborative SME-supported model. Lead Institution: University of Canberra
| 2019 |
|
Add
Title: Preparing accounting students for WIL success through a collaborative SME-supported model.
Author(s):
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517762 [PDF]
<b>ISBN:</b> 9781760517779 [DOCX] | 9781760517786 [PRINT]<br />Abstract: This seed project described in this report aimed to better prepare accounting students for internship placements by improving their professional skills. The project involved the development and implementation of a campus-based Pre-Internship Placement Program (PIPP) for accounting students at the University of Canberra in 2016. A literature review of the literature confirmed longstanding, Australia-wide concerns of graduate quality, and also suggested that very few Australian firms offered internship placements. Discussions with small or medium enterprise (SME) accounting firms revealed that internships were regarded as high risk and costly; the skills gap in interns was perceived as too great. The project worked with key stakeholder groups to identify specific examples of common skill weaknesses in accounting graduates. This included a poor understanding of appropriate generic skills including dress code; body language; and the ability to interact, seek advice and communicate appropriately. A list of technical accounting skills was endorsed by employers and turned into a formal practice set which was then used in the PIPP. To be eligible to participate in the PIPP, students had to have completed a technical accounting subject. A notification letter was emailed to all eligible students informing them that a three-week long PIPP would run during the university’s winter term break and that, following interviews with accounting firms, internships would be offered to select students at the conclusion of the PIPP. Students were advised they had to commit to attending all sessions, and also had to commit to dressing in a manner suitable for a professional services firm. To enable the introduction of strict dress code and attendance requirements, the PIPP was designed to run as a free extra-curricular activity, rather than a formal university subject in which case such requirements could not be imposed. Thirty (24 international and six local) applied to participate in the inaugural PIPP offering in June 2016 and all were accepted. Each PIPP day began with a presentation by professional accountants, followed by morning tea. This was designed to give the students a chance to develop their networking skills and build confidence when speaking with professionals. Following morning tea, the students either attended presentations or undertook activities such as public speaking, negotiating, interviews and job application writing. Activities relating to technical skills included working with spreadsheets, using Internet resources to develop proficiency in an accounting package, and completing practice exercises. Some activities required students to combine technical and professional skills. At the conclusion of the PIPP, students undertook ‘speed dating’ interviews with representatives from nine SME accounting firms. These interviews resulted in 13 students (10 international and three local) being offered internships. As of March 2017, nine of these (six international and three local) have been offered ongoing employment. To gauge the success of the PIPP, managers and/or supervisors of the interns were interviewed at the conclusion of their internships. The feedback was positive and accompanied with expressions of further support for the PIPP in the future. The 2017 offering of the PIPP indicates a positive upward trend in participation rates, with 15 firms volunteering to participate – up from nine firms in 2016. Similarly, 35 students have been accepted – up from 30 in 2016. This is encouraging and bodes well for the future of the PIPP.
URL (open access) : https://ltr.edu.au/resources/SD15-5126_Hughes_FinalReport_2019.pdf
Record No: 365937 from LTR
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|
| Developing tailored study plans for the new higher education environment : letting go of control : final report. Lead Institution: Flinders University
| 2019 |
|
Add
Title: Developing tailored study plans for the new higher education environment : letting go of control : final report.
Author(s): Houston, Don | Koeper, Ingo | Shapter, Joe | Australia. Dept of Education | Flinders University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517793 (PDF)
<b>ISBN:</b> 9781760517809 (DOCX) | 9781760517816 (print ed)<br />Abstract: The higher education sector of the education system is at a crossroads. The approaches used for the better part of the last thousand years are no longer working or engaging students, and the problem is only likely to get worse not better. Given this, it is timely that the higher education sector examines paths forward to address and indeed engage in the new environment in which it will work in the future. This fellowship explored two approaches to engage students more deeply in their education. The first approach is generally termed ‘interdisciplinary studies’ where students define their own program of study; the second approach focuses on topic structure where students are given a wide range of choice and in effect can build a topic that suits their interests. An interdisciplinary studies degree essentially gives students the chance to customise their program of study. Although most university programs feature required topics that must be taken, the reality is students feel that many topics do not relate to what they want to study or, even more concerning, what they want to do with their degree. Added to this concern is the fact that skills being developed in degrees are likely not those that will be required in the workforce. The university system should be concentrating on delivering thought leaders and students who have progressed through restrictive content-heavy programs. The program of work explored the systems of delivering these programs in the United States. The framework of developing an interdisciplinary study plan is student driven and in fact very strict and well developed. Although students are given significant support, they are also expected to undertake considerable work in defining their program. In effect, students can propose a program that contains any package of topics within the confines of still meeting prerequisites and finishing with a program that leads to a degree. Most interestingly, these degrees are most often taken by ‘struggling’ students. These students use the program to define a degree program that is of interest to them. They are far more engaged and there are some great success stories. Finally, many institutions use these programs as test cases for programs they might introduce into their mainstream offerings in the future. The second aspect of the program explored the impact of delivering a topic with no lectures, a variety of activity choice and assessment largely through discussion. This first year topic, Modern Chemistry was first delivered at Flinders University in 2016 and has been delivered three times. There is little doubt in the rise of the fraction of students who successfully complete the topic, but this certainly comes at the cost of the extra resourcing. Many students are apprehensive at the start of the topic given it is a complete unknown. However, exit interviews of students show an understanding of the value of the approach and many feel far better prepared for future study. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0213_Final_Report_19.pdf
Record No: 365936 from LTR
Title: Developing tailored study plans for the new higher education environment : letting go of control : final report.
Author(s): Houston, Don | Koeper, Ingo | Shapter, Joe | Australia. Dept of Education | Flinders University
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517793 (PDF)
<b>ISBN:</b> 9781760517809 (DOCX) | 9781760517816 (print ed)<br />Abstract: The higher education sector of the education system is at a crossroads. The approaches used for the better part of the last thousand years are no longer working or engaging students, and the problem is only likely to get worse not better. Given this, it is timely that the higher education sector examines paths forward to address and indeed engage in the new environment in which it will work in the future. This fellowship explored two approaches to engage students more deeply in their education. The first approach is generally termed ‘interdisciplinary studies’ where students define their own program of study; the second approach focuses on topic structure where students are given a wide range of choice and in effect can build a topic that suits their interests. An interdisciplinary studies degree essentially gives students the chance to customise their program of study. Although most university programs feature required topics that must be taken, the reality is students feel that many topics do not relate to what they want to study or, even more concerning, what they want to do with their degree. Added to this concern is the fact that skills being developed in degrees are likely not those that will be required in the workforce. The university system should be concentrating on delivering thought leaders and students who have progressed through restrictive content-heavy programs. The program of work explored the systems of delivering these programs in the United States. The framework of developing an interdisciplinary study plan is student driven and in fact very strict and well developed. Although students are given significant support, they are also expected to undertake considerable work in defining their program. In effect, students can propose a program that contains any package of topics within the confines of still meeting prerequisites and finishing with a program that leads to a degree. Most interestingly, these degrees are most often taken by ‘struggling’ students. These students use the program to define a degree program that is of interest to them. They are far more engaged and there are some great success stories. Finally, many institutions use these programs as test cases for programs they might introduce into their mainstream offerings in the future. The second aspect of the program explored the impact of delivering a topic with no lectures, a variety of activity choice and assessment largely through discussion. This first year topic, Modern Chemistry was first delivered at Flinders University in 2016 and has been delivered three times. There is little doubt in the rise of the fraction of students who successfully complete the topic, but this certainly comes at the cost of the extra resourcing. Many students are apprehensive at the start of the topic given it is a complete unknown. However, exit interviews of students show an understanding of the value of the approach and many feel far better prepared for future study. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS14-0213_Achievmentsstatement_19.pdf
Record No: 365936 from LTR
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| Transforming engineering students into student engineers : improving learning outcomes and employability : final report. Lead Institution: University of Adelaide
| 2019 |
|
Add
Title: Transforming engineering students into student engineers : improving learning outcomes and employability : final report.
Author(s): Foley, Bernadette | Gill, Tiffany | Martinez-Marroquin, Elisa | Palmer, Edward | Senadji, Bouchra | Australia. Dept of Education | Queensland Institute of Technology | University of Adelaide | University of Canberra
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517823 (PDF)
<b>ISBN:</b> 9781760517830 (DOCX) | 9781760517847 (print ed)<br />Abstract: In the past 10 years, there has been an increasing need and emphasis on ensuring that curricula prepares graduates for successful careers. The present project builds on the Australian Government’s Office for Learning and Teaching seed project (SD13-2878) entitled ‘Promoting student engagement and continual improvement: integrating professional quality management practices into engineering curricula’. The seed project conceptualised the Management System for Engineering Education (MaSEE) as a framework under which engineering students would be provided with a suite of resources that would enable them to approach their studies as student engineers, rather than engineering students, and aid them in their transition to the profession. The approach used by professional engineers is informed by management system frameworks that set out consistent protocols and processes for use. The ability to appreciate and work in accordance with these protocols and processes provides transferable skills that are directly related to the employability of graduates and engineers. The MaSEE concept is predicated on similarities between industry management system processes, effective learning and teaching strategies and the development of employment capabilities. For example, adapted industry design verification protocols can be embedded into learning activities as a form of peer-generated cyclical feedback. This provides student engineers with the opportunity to use an adapted industry process and enables them to benefit from peer feedback in their learning. The project team engaged with industry members and educators to review the MaSEE concept and develop a modular and flexible suite of processes that could be used by individual educators or scaffolded throughout a program. Six processes – design verification, design review, project minutes, document control, risk assessment and project planning were initially proposed and were later confirmed as appropriate processes by industry members through this project. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5400_Final_Report_19.pdf
Record No: 365935 from LTR
Title: Transforming engineering students into student engineers : improving learning outcomes and employability : final report.
Author(s): Foley, Bernadette | Gill, Tiffany | Martinez-Marroquin, Elisa | Palmer, Edward | Senadji, Bouchra | Australia. Dept of Education | Queensland Institute of Technology | University of Adelaide | University of Canberra
Published: Canberra : Australia. Dept of Education : 2019
ISBN: 9781760517823 (PDF)
<b>ISBN:</b> 9781760517830 (DOCX) | 9781760517847 (print ed)<br />Abstract: In the past 10 years, there has been an increasing need and emphasis on ensuring that curricula prepares graduates for successful careers. The present project builds on the Australian Government’s Office for Learning and Teaching seed project (SD13-2878) entitled ‘Promoting student engagement and continual improvement: integrating professional quality management practices into engineering curricula’. The seed project conceptualised the Management System for Engineering Education (MaSEE) as a framework under which engineering students would be provided with a suite of resources that would enable them to approach their studies as student engineers, rather than engineering students, and aid them in their transition to the profession. The approach used by professional engineers is informed by management system frameworks that set out consistent protocols and processes for use. The ability to appreciate and work in accordance with these protocols and processes provides transferable skills that are directly related to the employability of graduates and engineers. The MaSEE concept is predicated on similarities between industry management system processes, effective learning and teaching strategies and the development of employment capabilities. For example, adapted industry design verification protocols can be embedded into learning activities as a form of peer-generated cyclical feedback. This provides student engineers with the opportunity to use an adapted industry process and enables them to benefit from peer feedback in their learning. The project team engaged with industry members and educators to review the MaSEE concept and develop a modular and flexible suite of processes that could be used by individual educators or scaffolded throughout a program. Six processes – design verification, design review, project minutes, document control, risk assessment and project planning were initially proposed and were later confirmed as appropriate processes by industry members through this project. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID16-5400MaSEEAchievementsStatementFINALv1.pdf
Record No: 365935 from LTR
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| The contribution of becoming reflective on the employability of teachers and social workers. Lead Institution: University of Sydney
| 2019 |
|
Add
Title: The contribution of becoming reflective on the employability of teachers and social workers.
Author(s): Bowles, Wendy | Chambers, Belinda | Ewing, Robyn | Fleming, Josephine | Kervin, Lisa | Mantei, Jessica | Morely, Christine | O'Mara, Joanne | Waugh, Fran | Smith, David | Charles Sturt University | Deakin University | Queensland University of Technology | University of Wollongong
Published: Canberra : Australia. Department of Education : 2019
ISBN: 9781760517748 (PDF)
<b>ISBN:</b> 9781760517731 (print) | 9781760517755 (docx)<br />Abstract: Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre-service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates’ employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Professional Standards for Teachers include only one reference to reflection: the teaching standards, ‘provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment (p. 3); references to critical thinking were also considered relevant.
URL (open access) : https://ltr.edu.au/resources/ID16-5349_Waugh_FinalReport_2019.pdf
Record No: 365934 from LTR
Title: The contribution of becoming reflective on the employability of teachers and social workers.
Author(s): Bowles, Wendy | Chambers, Belinda | Ewing, Robyn | Fleming, Josephine | Kervin, Lisa | Mantei, Jessica | Morely, Christine | O'Mara, Joanne | Waugh, Fran | Smith, David | Charles Sturt University | Deakin University | Queensland University of Technology | University of Wollongong
Published: Canberra : Australia. Department of Education : 2019
ISBN: 9781760517748 (PDF)
<b>ISBN:</b> 9781760517731 (print) | 9781760517755 (docx)<br />Abstract: Employability and reflective capacities are key outcomes of higher education. This inter-disciplinary project built upon earlier OLT projects and fellowships on reflection, employability and work integrated learning (WIL). The project aimed to: contribute towards rethinking reflective teaching/learning practices across all aspects of the pre-service social work and education curricula; integrate these with workplace-based needs for professional development; develop creative learning experiences and resources to enable pre-service teachers and social workers across five universities to develop reflective capacities that had been identified as essential by employers; and investigate how reflective capacities impacted graduates’ employability. The key stakeholders included: students in pre-service teacher education and social work programs; university staff engaged in teaching reflection and/or practice education; practice educators in schools and human service agencies; employers from schools and human service organisations who will benefit from employees with stronger reflection skills; and relevant professional associations and accrediting bodies. The project proceeded in three stages. Stage 1: an audit of reflective practice; Stage 2: a multi site case study research focused on the phenomenon of reflective practice; and Stage 3 the development, refinement and implementation of a suite of online and multimedia resources made available on the website for the research project. The analysis of key documents revealed that, while critical reflection is a key criterion of the AASW Practice Standards, The Australian Professional Standards for Teachers include only one reference to reflection: the teaching standards, ‘provide a framework by which teachers can judge the success of their learning and assist self-reflection and self-assessment (p. 3); references to critical thinking were also considered relevant.
URL (open access) : https://ltr.edu.au/resources/ID16-5349_Waugh_AchievementStatement_2019.pdf
Record No: 365934 from LTR
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| The changing nature of the academic role in science. Lead Institution: University of Sydney
| 2019 |
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Title: The changing nature of the academic role in science.
Author(s): Ross, Pauline | Australian Council of Deans of Science | University of Sydney | Western Sydney University
Published: Canberra : Australia. Department of Education : 2019
ISBN: 9781760517717 (PDF)
<b>ISBN:</b> 978760517700 (print) | 9781760517724 (docx)<br />Abstract: This fellowship report aims to reconceptualise the academic role in the sciences, create a dialogue between academic groups from senior leaders in disciplinary researches and the learning and teaching community to define the current and future shape of an academic role in science. It also presents an evaluation framework to evaluate academic teaching in the sciences. It describes the fellowship outputs including an analysis of the academic role as described in data from the Department of Education and Training, a summary of the description of academic roles as set out in the enterprise bargaining agreements and what is valued as evidence of quality in the education- or teaching-focused academic role as outlined in promotion criteria and the learning and teaching community. Interviews, insights and understandings on the education/teaching focused role in science were conducted with a range of academics across a range of institutions. This included interviews with senior leaders in disciplinary research and the learning and teaching community. An evaluative framework (professional development framework) and a set of enabling tools to empower education/teaching focused academics to make an impact in their career and more explicitly enable early- to mid-career academics in education- or teaching-focused roles to evidence their impact and create a career trajectory in science. Ten major themes of concerns emerged about the differentiating academic role in science. These were categorised as value, expertise, scholarship, reputation, funding, progress and promotion, research, community and connections, view of students, and metrics and merit. The challenge for an education/teaching focused academic is to retain research currency. To address many of the challenges facing the academic workforce in science, among other solutions a productive partnership between education/teaching focused academics and disciplinary and education researchers was proposed.
URL (open access) : https://ltr.edu.au/resources/FS14-0232_Ross_FinalReport_2019.pdf
Record No: 365933 from LTR
Title: The changing nature of the academic role in science.
Author(s): Ross, Pauline | Australian Council of Deans of Science | University of Sydney | Western Sydney University
Published: Canberra : Australia. Department of Education : 2019
ISBN: 9781760517717 (PDF)
<b>ISBN:</b> 978760517700 (print) | 9781760517724 (docx)<br />Abstract: This fellowship report aims to reconceptualise the academic role in the sciences, create a dialogue between academic groups from senior leaders in disciplinary researches and the learning and teaching community to define the current and future shape of an academic role in science. It also presents an evaluation framework to evaluate academic teaching in the sciences. It describes the fellowship outputs including an analysis of the academic role as described in data from the Department of Education and Training, a summary of the description of academic roles as set out in the enterprise bargaining agreements and what is valued as evidence of quality in the education- or teaching-focused academic role as outlined in promotion criteria and the learning and teaching community. Interviews, insights and understandings on the education/teaching focused role in science were conducted with a range of academics across a range of institutions. This included interviews with senior leaders in disciplinary research and the learning and teaching community. An evaluative framework (professional development framework) and a set of enabling tools to empower education/teaching focused academics to make an impact in their career and more explicitly enable early- to mid-career academics in education- or teaching-focused roles to evidence their impact and create a career trajectory in science. Ten major themes of concerns emerged about the differentiating academic role in science. These were categorised as value, expertise, scholarship, reputation, funding, progress and promotion, research, community and connections, view of students, and metrics and merit. The challenge for an education/teaching focused academic is to retain research currency. To address many of the challenges facing the academic workforce in science, among other solutions a productive partnership between education/teaching focused academics and disciplinary and education researchers was proposed.
URL (open access) : https://ltr.edu.au/resources/FS14-0232_Ross_AchievementsStatement_2019.pdf
Record No: 365933 from LTR
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| VetSet2Go : a collaborative outcomes and assessment framework building employability, resilience and veterinary graduate success. Final report 2019. Lead Institution: Murdoch University
| 2019 |
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Title: VetSet2Go : a collaborative outcomes and assessment framework building employability, resilience and veterinary graduate success. Final report 2019.
Author(s): Cake, Martin | Bell, Melinda | Cobb, Kate | Feakes, Adele | Hamood, Wendy | Hughes, Kirsty | King, Eva | King, Laura | Mansfield, Caroline | McArthur, Michelle | Matthew, Susan | Mossop, Liz | Rhind, Susan | Schull, Daniel | Zaki, Sanaa |
Published: Canberra, Australia : Australia. Dept of Education : July 2019
ISBN: 9781760517670 [PDF]
<b>ISBN:</b> 9781760517687 [docx]; 9781760517694 [print]<br />Abstract: VetSet2Go was a three-year project that ran from September 2015 through to August 2018. It aimed to explore what employability means in the veterinary context; develop an evidence-based, multi-stakeholder framework of the capabilities most important for employability and success in the veterinary profession; and create aligned assessment tools and resources to build these capabilities, in order to improve veterinary graduate employability, resilience in transition to practice, and professional satisfaction and success. Scoping reviews and research subprojects converged to inform a Delphi consensus process and an inaugural Veterinary Employability Forum held in February 2017. The project initiated a body of new research from multiple stakeholder perspectives, which was distilled to inform an evidence-based framework. The VetSet2Go framework consists of 18 capabilities within five broad, overlapping domains: psychological resources (for the self), effective relationships (for others), veterinary capabilities (for the task), professional commitment (for the mission) and self-awareness (for the central process).
URL (open access) : https://ltr.edu.au/resources/ID15-4930_Cake_FinalReport_2019.pdf
Record No: 365932 from LTR
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| A national, open access Learning and Teaching Induction Program (LTIP) for staff new to teaching. Lead Institution: Swinburne University of Technology
| 2019 |
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Title: A national, open access Learning and Teaching Induction Program (LTIP) for staff new to teaching.
Author(s): Fraser, Kym | Ryan, Yoni | Bolt, Sue | Brown, Natalie | Copeman, Peter | Cottman, Caroline | Fisher, Marie | Fleming, Julie | Frayne, Tracy | Luzeckyj, Ann | Naidoo, Kogi | Tucker, Beatrice | Australian Catholic University | CQ University | Charles Sturt University | Curtin University | Flinders University | Swinburne University of Technology | The University of Western Australia | University of Canberra | University of Sunshine Coast | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517090 [print] |9781760517106 [PDF] |9781760517113 [docx]
Abstract: This is a Fellowship report from the Office for Learning and Teaching (OLT). Research completed across a fourteen year period from and including 2002 to 2015 has shown that approximately 25 percent of Australian universities do not provide more than a day of teaching induction professional development for new teaching staff. In 2015, desktop and phone call research as part of this project indicated that 25 per cent of Australian universities did not provide more than one day of teaching induction for staff who were new to teaching. The goal of the project was to ensure the best possible student learning experiences and outcomes, and the best possible teaching start for our higher degree research students and new teachers, including those at overseas campuses/partners. The Fellowship collaboratively developed a fully online, open access learning and teaching induction program (LTIP) specific to the Australian regulatory context. The MOOC format allowed any academic, regardless of where they teach, to access the program; any university to use the program as their teaching induction program; any university to use the program or parts of the program to complement their own teaching induction program; and resources comprising the program to be contextualised and embedded into any university’s existing teaching induction program. Thirty-four participants from 20 Australian universities and one English university, developed the MOOC content. Thirty-three reviewed the MOOC content. Pilot MOOC participants appreciated the resources, ideas, strategies and activities that could be used immediately in classes; opportunities to share with other higher education teachers; planning, design and assessment frameworks and templates that can be applied; tips for engagement, feedback and evaluation; a deeper understanding of teaching as a discipline and the scholarly work that sits behind this and can inform practice; and affirming practice or gaining confidence through engaging with relevant examples and hearing from others.
URL (open access) : https://ltr.edu.au/resources/FS16-0265_Fraser_FinalReport_2019.pdf
Record No: 365930 from LTR
Title: A national, open access Learning and Teaching Induction Program (LTIP) for staff new to teaching.
Author(s): Fraser, Kym | Ryan, Yoni | Bolt, Sue | Brown, Natalie | Copeman, Peter | Cottman, Caroline | Fisher, Marie | Fleming, Julie | Frayne, Tracy | Luzeckyj, Ann | Naidoo, Kogi | Tucker, Beatrice | Australian Catholic University | CQ University | Charles Sturt University | Curtin University | Flinders University | Swinburne University of Technology | The University of Western Australia | University of Canberra | University of Sunshine Coast | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517090 [print] |9781760517106 [PDF] |9781760517113 [docx]
Abstract: This is a Fellowship report from the Office for Learning and Teaching (OLT). Research completed across a fourteen year period from and including 2002 to 2015 has shown that approximately 25 percent of Australian universities do not provide more than a day of teaching induction professional development for new teaching staff. In 2015, desktop and phone call research as part of this project indicated that 25 per cent of Australian universities did not provide more than one day of teaching induction for staff who were new to teaching. The goal of the project was to ensure the best possible student learning experiences and outcomes, and the best possible teaching start for our higher degree research students and new teachers, including those at overseas campuses/partners. The Fellowship collaboratively developed a fully online, open access learning and teaching induction program (LTIP) specific to the Australian regulatory context. The MOOC format allowed any academic, regardless of where they teach, to access the program; any university to use the program as their teaching induction program; any university to use the program or parts of the program to complement their own teaching induction program; and resources comprising the program to be contextualised and embedded into any university’s existing teaching induction program. Thirty-four participants from 20 Australian universities and one English university, developed the MOOC content. Thirty-three reviewed the MOOC content. Pilot MOOC participants appreciated the resources, ideas, strategies and activities that could be used immediately in classes; opportunities to share with other higher education teachers; planning, design and assessment frameworks and templates that can be applied; tips for engagement, feedback and evaluation; a deeper understanding of teaching as a discipline and the scholarly work that sits behind this and can inform practice; and affirming practice or gaining confidence through engaging with relevant examples and hearing from others.
URL (open access) : https://ltr.edu.au/resources/FS16-0265_Fraser_AchievementsStatement_2019.pdf
Record No: 365930 from LTR
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| Transforming exams across Australia : Processes and platform for e-exams in high stakes, supervised environments. Lead Institution: Monash University
| 2019 |
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Add
Title: Transforming exams across Australia : Processes and platform for e-exams in high stakes, supervised environments.
Author(s): Hillier, Mathew | Bower, Matthew | Cowling, Michael | Fluck, Andrew | Geer, Ruth | Grant, Scott | Harris, Beth | Howah, Kenneth | Meacheam, David | McGrath, Dominic | Pagram, Jeremy | White, Bruce | Australian National University | Central Queensland University | Edith Cowan University | Macquarie University | Monash University | RMIT University | University of New South Wales. Australian Defence Force Academy | University of Queensland | University of South Australia | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517564 [PDF] |9781760517571 [docx] |9781760517588 [print]
Abstract: This project aimed to address a national gap in the pedagogical sophistication, relevance of assessment and knowledge of student engagement in high stakes supervised assessments. It involved development and delivery of authentic e-assessment in the supervised exam room context, in a manner that was scalable and sustainable. Findings were designed to guide teachers, assessment developers, technology support, examinations managers and institutional leadership in matters of policy, practical implementation and pedagogic design. There was recognition that web-browser-based assessment alone does not permit candidates to demonstrate skills based on sophisticated computer software applications fit for professional work. The use of a common USB booting system provides total institutional control of student-owned computers without interfering with their personal data or software. These critical ideas led the project team to design a robust e-Exam platform, which is also resilient to network breakdowns. The project team then went on to implement and verify, across a range of institutional contexts, a viable technological and procedural approach to scale authentic e-assessment. Across the four years of the project, 10 partner institutions had input, 35 e-exams were conducted with over 3000 students, teachers, and administrators participating in exam sessions, in surveys, focus group interviews, workshops and an international symposium. Key findings included: the creation of a viable, robust technology platform for e-Exams; that students accept e-Exams and find them suited to their largely preferred ways of working; logistical support and attention to detail matters in the high stakes, time-pressured exams; academic development in terms of digital literacy and digital pedagogy will be important to embedding and scaling authentic e-assessment across the curriculum; and policy is a mechanism to support change, as is managerial support.
URL (open access) : https://ltr.edu.au/resources/ID15-4747_Hillier_Final_Report_2019.pdf
Record No: 365931 from LTR
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| Embedding Indigenous perspectives into Engineering Education : final report. Lead Institution: University of Wollongong
| 2019 |
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Title: Embedding Indigenous perspectives into Engineering Education : final report.
Author(s): Goldfinch, Tom | Kennedy, Jade | Leigh, Elyssebeth | Dawes, Les | Prpic, Juliana | McCarthy, Timothy | Australia. Dept of Education and Training (DET) | Queensland University of Technology | University of Melbourne | University of Wollongong
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517397 (PDF)
<b>ISBN:</b> 9781760517380 (print ed) | 9781760517403 (DOCX)<br />Abstract: The project Embedding Indigenous Perspectives into Engineering Education commenced in August 2013 with the intention of developing an approach to Indigenous student support that is integrated within existing engineering curricula. The project involved three dimensions: a culturally sensitive exploration of Aboriginal values, perspectives and their meaning in engineering practice and the classroom; a constructivist approach to revising curriculum design for existing engineering subjects to accommodate different ways of perceiving and valuing ideas, objects and contexts; and, an innovative approach to course content design to introduce Aboriginal cultural appreciation for both Indigenous and non-Indigenous students. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID13-2899_FinalReportrevisedv4.pdf
Record No: 365926 from LTR
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| Enhancing student employability skills through virtual field trips in the hospitality industry : final report. Lead Institution: Griffith University
| 2019 |
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Title: Enhancing student employability skills through virtual field trips in the hospitality industry : final report.
Author(s): Patiar, Anoop | Benckendorff, Pierre | Kensbock, Sandie | Wang, Ying | Wilkins, Hugh | Robinson, Richard | Richardson, Scott | Lee, Andy | Goh, Edmund | Australia. Dept of Education and Training (DET) | Bond University | Edith Cowan University | Griffith University | Torrens University Australia | University of Queensland
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517366 (PDF)
<b>ISBN:</b> 9781760517359 (print ed) | 9781760517373 (DOCX)<br />Abstract: Hospitality fieldwork offers student-centred experiential learning and an opportunity to establish authentic connections between theory and practice. Ongoing reductions in the funding of universities and increasing student numbers have led to technology-enhanced solutions to provide practice-based learning experiences in hospitality management education. Virtual field trips (VFTs) are an alternative and flexible means for students to connect their classroom learning with authentic activities and assessment via structured experiences in participating hospitality businesses. In 2013, Griffith University provided seed funding to develop and trial VFTs of two hotels in Queensland. The VFTs were implemented in a core course within the Bachelor of International Tourism and Hotel Management. The course content and assessment were integrated and constructively aligned with the VFTs (Biggs, 2003) and evaluated for effectiveness using mixed methodologies. Students found the VFTs to be highly effective in reinforcing the course content and adding to their learning experience. They also found the VFTs to be relevant and useful in informing their assessment tasks. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4905_VFTs_Final_Report_March_2018_Copyedited_GF_3_March_2019.pdf
Record No: 365927 from LTR
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| Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report. Lead Institution: Curtin University
| 2019 |
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Title: Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report.
Author(s): Tee, Lisa B. G. | Australia. Dept of Education and Training (DET) | Curtin University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517458 (PDF)
<b>ISBN:</b> 9781760517441 (print ed) | 9781760517465 (DOCX)<br />Abstract: Higher education students make study choices with a limited view of how their programs are structured. For students, inappropriate course selection bears a financial burden (Krause & Coates, 2008); for universities, it is linked to lower student engagement and retention rates (Thomas, 2012). It is essential that students understand the relevance of their units and course structure to support their engagement in their learning and successful degree completion. Communicating this information is of particular importance in a growing market-driven higher education sector with increasing degree costs. Prospective and commencing students would benefit from a holistic, programmatic approach to curricula to increase their awareness of the importance of graduate skills and capabilities to meet employability requirements and competency standards Building on from the work on curriculum mapping (Oliver, Jones, & Ferns, 2010), graduate capabilities (Oliver & Whelan, 2011), learning outcomes (Lawson, 2015; Owen, Stupans, Ryan, Woulfe, & McKauge, 2011), technology-enhanced learning (Laurillard, Oliver, Wasson, & Hoppe, 2009) and graduate employability (Dawn Bennett), the MyCourseMap tool was developed to present ‘one-stop portal’ degree information for students and staff showing the entire program with alignment to graduate attributes (GA) and learning outcomes using mobile touch technology. This fellowship allows academics and students to explore a whole-of-program, interactive map from the point of enrolment. The fellowship represents a sector-wide program of change using a unique curriculum visualisation tool — MyCourseMap. By presenting curriculum in a more student-centred and visible form, academics engage students as active participants in the negotiation of their study choices. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0277_Lisa_Tee_National_Teaching_Fellowship_Final_Report_2018.pdf
Record No: 365929 from LTR
Title: Making curriculum visible : engaging students in learning outcomes and career relevance through a multi-dimensional interactive map : final report.
Author(s): Tee, Lisa B. G. | Australia. Dept of Education and Training (DET) | Curtin University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517458 (PDF)
<b>ISBN:</b> 9781760517441 (print ed) | 9781760517465 (DOCX)<br />Abstract: Higher education students make study choices with a limited view of how their programs are structured. For students, inappropriate course selection bears a financial burden (Krause & Coates, 2008); for universities, it is linked to lower student engagement and retention rates (Thomas, 2012). It is essential that students understand the relevance of their units and course structure to support their engagement in their learning and successful degree completion. Communicating this information is of particular importance in a growing market-driven higher education sector with increasing degree costs. Prospective and commencing students would benefit from a holistic, programmatic approach to curricula to increase their awareness of the importance of graduate skills and capabilities to meet employability requirements and competency standards Building on from the work on curriculum mapping (Oliver, Jones, & Ferns, 2010), graduate capabilities (Oliver & Whelan, 2011), learning outcomes (Lawson, 2015; Owen, Stupans, Ryan, Woulfe, & McKauge, 2011), technology-enhanced learning (Laurillard, Oliver, Wasson, & Hoppe, 2009) and graduate employability (Dawn Bennett), the MyCourseMap tool was developed to present ‘one-stop portal’ degree information for students and staff showing the entire program with alignment to graduate attributes (GA) and learning outcomes using mobile touch technology. This fellowship allows academics and students to explore a whole-of-program, interactive map from the point of enrolment. The fellowship represents a sector-wide program of change using a unique curriculum visualisation tool — MyCourseMap. By presenting curriculum in a more student-centred and visible form, academics engage students as active participants in the negotiation of their study choices. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0277_Tee_AchievementsStatement.pdf
Record No: 365929 from LTR
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| SMARTfarm learning hub : next generation technologies for agricultural education : final report. Lead Institution: University of New England
| 2019 |
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Title: SMARTfarm learning hub : next generation technologies for agricultural education : final report.
Author(s): Gregory, Sue | Whannell, Robert | Flavel, Richard | Barwick, Jamie | Swain, David | Acuna, Tina | Rawnsley, Richard | Mohammed, Caroline | Hardie, Marcus | Cullen, Brendan | Nettle, Ruth | Ingram, Lachlan | Trotter, Mark | Cosby, Amy | Australia. Dept of Education and Training (DET) | Central Queensland University | New Mexico State University | University of Melbourne | University of New England | University of Southern Queensland | University of Sydney | University of Tasmania
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517427 (PDF)
<b>ISBN:</b> 9781760517410 (print ed) | 9781760517434 (DOCX)<br />Abstract: In 2015–2016 there were 282,000 people employed in agriculture in Australia (Australian Bureau of Agricultural and Resource Economics and Sciences [ABARES], 2017). Despite the recognition that the modern agricultural industry is complex and demanding, it still has one of the lowest proportion of workers with post-secondary qualifications across the economy (Senate Standing Committees on Education, Employment and Workplace Relations, 2012). The SmartFarm Learning Hub project aimed to increase the employability of tertiary agricultural students by preparing them with the skills and knowledge for a successful career in an increasingly complex and highly technical industry. The SmartFarm Learning Hub is a collaboration between seven universities, both within Australia and the USA, namely the University of New England, University of Tasmania, Central Queensland University, University of Southern Queensland, The University of Melbourne, The University of Sydney, and New Mexico State University. Each of the partner universities has a SmartFarm with a diverse range of enterprises and environmental conditions represented, from the highly productive dairy systems in Tasmania to tropical beef production in Central Queensland and the arid rangelands of New Mexico (Trotter et al., 2016). Each university produced a learning module focused on inputting authentic farm data into an RITLS, which has been uploaded onto the project’s website, enabling students across the world to access and analyse data and outline the subsequent management decisions they would make to increase on-farm profitability, productivity, and sustainability. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4805_Gregory_FinalReport_2018_Copyedited_GF_14_March_2019_FINAL.pdf
Record No: 365928 from LTR
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| Achieving economic sustainability for niche social profession courses in the Australian higher education sector : final report. Lead Institution: Edith Cowan University
| 2019 |
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Title: Achieving economic sustainability for niche social profession courses in the Australian higher education sector : final report.
Author(s): S | Cooper, Trudi | Brooker, Miriam Rose | Australia. Dept of Education and Training (DET) | Australian Learning and Teaching Fellows | Edith Cowan University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517205 (PDF)
<b>ISBN:</b> 9781760517212 (DOCX) | 9781760517229 (print ed)<br />Abstract: The purpose of this fellowship was to develop a nationwide collaborative strategy to improve the economic sustainability and geographic availability of niche social profession courses. The niche courses in social professions examined in this program meet specialist social needs in disability services, social gerontology, and youth work. Specialist courses in social professions have limited availability across the Australian university sector and availability has declined over the last decade. This is despite a continuing need for specialist graduates, as attested by the relevant professional bodies, and by policy implementation reviews in the areas where graduates from these courses might provide stronger leadership. To improve learning opportunities for students and achieve collaboration, the program leader worked with colleagues and professional bodies nationally to analyse trend data and develop a working plan for each field of education. The program has raised awareness about the need for urgent system-wide action to support niche social professions and has developed collaborative network(s) to strengthen cross-institutional relationships between staff offering courses in niche social professions. The program has strengthened relationships with relevant state and federal professional bodies in each field and has established a network of colleagues to help resolve these challenges. In addition, the fellowship has proposed changes to support a nationwide collaborative strategy that will enable institutions to offer viable programs for the niche social professions. Dissemination has occurred to move beyond known interest groups, and staff from 16 universities and nine professional associations have been involved in discussions, consultations and planning for change. The issues and proposed strategies are outlined in this document. The working groups in each discipline will continue to collaborate to build momentum for change and to engage with colleagues at other universities to continue the work commenced by this fellowship. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0260_Cooper_FinalReport_2019.pdf
Record No: 365925 from LTR
Title: Achieving economic sustainability for niche social profession courses in the Australian higher education sector : final report.
Author(s): S | Cooper, Trudi | Brooker, Miriam Rose | Australia. Dept of Education and Training (DET) | Australian Learning and Teaching Fellows | Edith Cowan University
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517205 (PDF)
<b>ISBN:</b> 9781760517212 (DOCX) | 9781760517229 (print ed)<br />Abstract: The purpose of this fellowship was to develop a nationwide collaborative strategy to improve the economic sustainability and geographic availability of niche social profession courses. The niche courses in social professions examined in this program meet specialist social needs in disability services, social gerontology, and youth work. Specialist courses in social professions have limited availability across the Australian university sector and availability has declined over the last decade. This is despite a continuing need for specialist graduates, as attested by the relevant professional bodies, and by policy implementation reviews in the areas where graduates from these courses might provide stronger leadership. To improve learning opportunities for students and achieve collaboration, the program leader worked with colleagues and professional bodies nationally to analyse trend data and develop a working plan for each field of education. The program has raised awareness about the need for urgent system-wide action to support niche social professions and has developed collaborative network(s) to strengthen cross-institutional relationships between staff offering courses in niche social professions. The program has strengthened relationships with relevant state and federal professional bodies in each field and has established a network of colleagues to help resolve these challenges. In addition, the fellowship has proposed changes to support a nationwide collaborative strategy that will enable institutions to offer viable programs for the niche social professions. Dissemination has occurred to move beyond known interest groups, and staff from 16 universities and nine professional associations have been involved in discussions, consultations and planning for change. The issues and proposed strategies are outlined in this document. The working groups in each discipline will continue to collaborate to build momentum for change and to engage with colleagues at other universities to continue the work commenced by this fellowship. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/FS16-0260_Cooper_AchievementsStatement_2019.pdf
Record No: 365925 from LTR
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| Australian Indigenous Psychology Education Project (AIPEP) : Curricular approaches to increasing cultural competence and Indigenous participation in psychology education and training : final report. Lead Institution: University of Western Australia
| 2019 |
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Title: Australian Indigenous Psychology Education Project (AIPEP) : Curricular approaches to increasing cultural competence and Indigenous participation in psychology education and training : final report.
Author(s): Dudgeon, Pat | Darlaston-Jones, Dawn | Cranney, Jacquelyn | Hammond, Sabine | Harris, Jillene | Herbert, Jeannie | Homewood, Judi | Newnham, Katrina | Australia. Dept of Education and Training (DET) | Australian Psychological Society | Charles Sturt University | University of New South Wales | University of Notre Dame Australia | University of Western Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517076 (PDF)
<b>ISBN:</b> 9781760517069 (print ed) | 9781760517083 (DOCX)<br />Abstract: Australia is facing a crisis in the mental health and wellbeing of Aboriginal and Torres Strait Islander people. Aboriginal and Torres Strait Islander Australians aged 18 years or over report experiencing high to very high levels of psychological distress at a rate more than twice (and a suicide rate at least twice) that of non-Indigenous people. The severe under-representation of Aboriginal and Torres Strait Islander people in the profession of psychology, with less than 1% of all psychologists identifying as Aboriginal or Torres Strait Islander, is a contributor to this mental health gap. AIPEP, which commenced in July 2013, was led by Professor Pat Dudgeon and a collaborative team of academics, Indigenous consultants and the Australian Psychological Society (APS). A series of primary and secondary data analyses, involving a wide range of stakeholders, was undertaken using qualitative and quantitative methods. The significant findings of the Project fall under four themes. These are: Professional and student representation, Recruitment and retention of students, Curriculum and Professional capabilities.
URL (open access) : https://ltr.edu.au/resources/ID13-2681_FinalReport_AIPEP_Dudgeon_2019(003).pdf
Record No: 365922 from LTR
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| Design and Architecture practice research project : final report. Lead Institution: RMIT University
| 2019 |
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Title: Design and Architecture practice research project : final report.
Author(s): Vaughan, Laurene | Blythe, Richard | Boydell, Eleanor | Australia. Dept of Education and Training (DET) | Bond University | Charles Sturt University | Deakin University | Monash University | Queensland University of Technology | RMIT University | University of Adelaide | University of Canberra | University of New South Wales | University of Newcastle | University of South Australia | University of Tasmania | University of Technology, Sydney | University of Western Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760517137 (PDF)
<b>ISBN:</b> 9781760517120 (print ed) | 9781760517144 (DOCX)<br />Abstract: The design and architecture practice research (DAP_r) project was a two-year exploration into architecture and design PhD programs with a focus on practice, undertaken in partnership between 14 Australian schools of architecture and design. DAP_r was a strategic response to Probert's 2014 observation of the lack of professionally aligned doctoral programs, and the implications this has for integration of industry and practice within the academy. Also, the project built on research by colleagues in the creative arts (Hamilton & Carson, 2015 a,b) who have likewise explored developing discipline-relevant pedagogic models for graduate research education that meet the needs of the academy and industry. The project aimed to mobilise the adoption of a practice approach to doctoral training, by enabling Australian universities to explore the applicability of a practice research model to their contexts and develop allied, networked support resources. DAP_r built on RMIT University's work to develop a design practice research PhD that situates research inside venturous practice, and borrowed its methodology from the 2013–2016 European Architecture, Design and Art Practice Training Research (ADAPT-r) project. The DAP_r project was built on a partnership model, bringing together partner institutions with extensive track records in design education linked to professions and creative practice. The core outputs and deliverables of DAP_r are outlined below, demonstrating the project's impact in sharing models of practice research, developing supervisory networks and capacity, building links with industry, and initiating and deepening discourses about creative practice research. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4972_VaughanandBlythe_FinalReport_2019.pdf
Record No: 365923 from LTR
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| Developing pedagogical solutions to linguistic and cultural barriers in design education supporting Asian architecture students : final report. Lead Institution: University of Newcastle
| 2019 |
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Title: Developing pedagogical solutions to linguistic and cultural barriers in design education supporting Asian architecture students : final report.
Author(s): Gu, Ning | Lee, JuHyun | Ostwald, Michael | Roberts, Maria | Australia. Dept of Education and Training (DET) | Deakin University | RMIT University | University of Newcastle | University of South Australia
Published: Canberra : Australia. Dept of Education and Training (DET) : 2019
ISBN: 9781760516734 (PDF)
<b>ISBN:</b> 9781760516741 (DOCX) | 9781760516758 (print ed)<br />Abstract: As international students form a large part of the student cohort in the globalised tertiary education system, design educators face complex linguistic and cultural challenges in their studios and critique systems. To advance learning and teaching in this context, this project aims to improve understanding of the needs of Asian design students, focusing on the impact of language in design, and to develop systems, protocols or information to better support international students' learning. Three main approaches were undertaken to develop a detailed understanding of the challenges faced by students and academics, which were then used to establish a Good practice guide for these groups. The formal methodologies and approaches adopted in this project could inspire and develop the foundation for future studies addressing the impact of other languages on design cognition and communication, as well as further pedagogical solutions reflecting such impact. From two sets of interview data have developed 11 themes for students and 12 themes for academics. The themes themselves may not be new points of view in education, but they address specific linguistic and cultural perceptions that contribute to improving teaching and learning in globalised (design) education. The qualitative analysis of interview data has also captured several strategies and techniques, which design educators could immediately adopt in their studio courses. [Executive summary, ed]
URL (open access) : https://ltr.edu.au/resources/ID15-4651_Gu_FinalReport_2019.pdf
Record No: 365924 from LTR
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