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Teaching and Learning

SCU Teaching and Learning Grants

2016

Online variable-scenario based assessment: A simulated engineering project portfolio management activity

Rob Kivits, Ken Doust and Rowan Freeman

Online assessment still largely happens through traditional means such as quizzes, essays and reports. This project will develop a wider applicable strategy and practical framework to apply variable-scenario based assessment, tested through the development of an Engineering Project Portfolio Management Scenario Activity and applied in MNG93220 (SP2 2017), later to be applied in the MEM as well. Using a web-based platform assists with incorporating variable-scenario based assessments as it supports the logistics of applying the assessment. Our case will provide students with a scenario based simulation of the real world that they work through week by week over four weeks. Students' decisions determine the path they follow through the simulation, and hence the outcome. The outcome will be assessed in combination with the reasoning on why decisions were made (reflective practice).

Online variable scenario based assessment (pdf).

2015

Academic skills proficiency and international postgraduate students in the Master of International Tourism and Hospitality Management

Dr Kay Dimmock, Paul Weeks and Dr Sally Ashton-Hay

Current teaching practice in postgraduate programs in business and tourism assumes international students have acquired generic academic skills, including critical literacy, in their undergraduate studies. This results in a gap between teaching staff expectations and student expectations. In this project we worked with staff in the MITHM to explore the opportunities and challenges for teaching these academic skills in the program and plan future curriculum development for embedding the necessary academic skills development across the degree.

Academic skills proficiency and international postgraduate students in the Master of International Tourism and Hospitality Management - Final Report (pdf).

Evaluating and improving higher education units for flexible delivery using the practical application of Cognitive Load Theory: a pilot study

Dr Raina Mason, Carolyn Seton, Dr Graham Cooper and Dr Barry Wilks

Cognitive Load Theory (CLT) is an instructional and educational learning theory based on an information-processing model of human cognition - in particular the limitations of working memory. This project developed a unit-evaluation toolkit for academics to apply to their learning materials, and make customised suggestions on how the learning materials for these units may be improved. The toolkit is available at cafe.cognitiveload.net/.

Evaluating and improving higher education units for flexible delivery using the practical application of Cognitive Load Theory: a pilot study - Final Report (pdf).

Walking with media: Activating the Cube-Walk network to enhance teaching and learning across disciplines

David Rousell, Professor Amy Cutter-Mackenzie, Dr Lexi Cutcher and Professor Bill Boyd

The project builds on the university's investment in the CubeWalk network at Lismore campus, which is designed to enhance student engagement through contextual and experiential learning that operates across disciplinary boundaries. Walking With Media co-developed, trialled and evaluated new learning activities in six undergraduate units that drew on one or more concepts and cube locations. Critical evaluation has provided future direction for CubeWalk.

Walking with media: Activating the Cube-Walk network to enhance teaching and learning across disciplines - Final Report (pdf).

Promoting valid and time efficient assessment of student teamwork skills: Validation of short form of the TeamUp rubric for use by health discipline

Dr Jacqui Yoxall, Carolyn Hastie, Professor Kathleen Fahy, Associate Professor Sandra Grace

The project addresses SCU Graduate Attribute 6 "Communication and social skills" which is defined as the "the ability to communicate and collaborate with individuals, and within teams, in professional and community settings (scu.edu.au) by developing a short form of the TeamUp rubric. The original TeamUp rubric was developed, implemented and evaluated within the Bachelor of Midwifery, and functions both as a teaching aid and assessment tool within team-based academic assignments. This project will develop, validate and evaluate a shortened, user-friendly version of the TeamUp rubric.

2014

Enhancing the Professional Development of Occupational Therapy (OT) Supervisors - Assessment moderation

Maggie Scorey, Margaret Neuss and Keri Moore, School of Health and Human Sciences

This project captured examples of students' performance in different clinical settings including the SCU clinics. We developed four occupational therapy clinical vignettes showing examples of good clinical practice and practice that requires improvement which was used to facilitate moderation of supervisor's assessment, enabling them to guide and teach students to a high standard.

Enhancing the Professional Development of Occupational Therapy (OT) Supervisors - Assessment moderation - Final Report (pdf)

2013

Graduate teachers should be classroom ready: Transforming teacher education through university-school partnerships

Dr Suzanne Hudson & Dr Geoff Woolcott, School of Education

Many beginning teachers lack experience in establishing classroom routines and programs from the commencement of the school year, and few have an understanding of the wider role of the teacher outside of the classroom. This project is a pilot for a larger OLT project, in which preservice teachers will be immersed into a school setting from the beginning of the school year, remain at that school throughout the session and complete their final practicum at the same school. Mentor teachers, school communities, teacher educators and preservice teachers will actively work together to collectively create a model of enhanced teacher education.

Graduate teachers should be classroom ready - Final Report (pdf)

Practical Assessment on the Run - Evaluating the effectiveness and/or potential of a mobile and paperless assessment tool for practical assessment tasks in physical education and teaching

Dr Roslyn Franklin, Jubilee Smith & Janine Perry, School of Education

Traditional paper and pencil methods to record practical assessment of the teaching and practical performances of physical education students and education students on practicum can be cumbersome and time-consuming, particularly when teaching activities take place outside the classroom, such as in physical education. Mobile devices such as iPads offer the potential for a solution. These devices would allow assessors to conveniently record grades as well as provide written, audio or video feedback. The project team will work with DRCLR to trial recording of assessment using mobile Blackboard rubrics, and compare these with other mobile options described within the literature and/or used within the sector.

Practical Assessment on the Run - Final Report (pdf)

Supporting the learning-centred experience of students studying chemistry and biochemistry using labs and online interactive tools

Dr Jacinta Arellano, Dr Ken Wojcikowski & Dr Catharine Avila, School of Health and Human Sciences

Prior knowledge of basic chemistry concepts and/or exposure to a chemistry laboratory environment varies greatly for beginning students. In order to enhance the experience of all students, innovative and modern learning practices are urgently required to support student engagement and success in these units. This project will: undertake a literature review on the use of virtual labs and interactive online resources in the higher education of chemistry and biochemistry; evaluate the virtual and interactive online tools for ease of use, cost, relevance and suitability; trial online teaching materials in two units; and evaluate the practical and pedagogical aspects of these tools using an online student survey.

Supporting the learning-centred experience of students studying chemistry and biochemistry using labs and online interactive tools - Final Report (pdf)

2012

Transforming the pedagogy of teacher education through university school community partnerships: a pilot study

Amy Cutter-Mackenzie and Marianne Logan, School of Education

Teacher education programs in universities in Australia fail to bridge the disciplinary knowledge and the professional practice divide and many pre-service teachers often feel grossly under prepared as graduate teachers as a result of little teaching practice. The solution is not necessarily requiring more placement days, but rather genuine partnerships between teacher education faculties (universities) and the schools and communities they work with. In this project we undertook a pilot study for a larger OLT project where teacher educators and students in science and technology education worked with children in and school communities in a genuine partnership situation.

Transforming the pedagogy of teacher education through university school community partnerships: a pilot study (2012) - Final Report (pdf)

Attuning tools used to assess allied health students on clinical practicum

Beverly Joffe, Susan Nancarrow, Keri Moore, Leah East, Ev Innes, Paul Butterworth, Sandra Grace, Rosanne Coutts, School of Health and Human Sciences

In this collaborative project we compare existing tools used by different allied health disciplines to assess students' knowledge, skills and attitudes required for effective clinical practice and seek to identify equivalent constructs. Assessment on clinical practicum is integral to determining progression of students toward graduating as work ready, competent and collaborative allied health practitioners. This project progresses employability skills and also advances team work across allied health disciplines.

Attuning tools used to assess allied health students on clinical practicum (2012) - Final Report (pdf)

2011

Exploring the extent to which the Bachelor of Business curriculum reflects the sustainability paradigm shift (2011)

Tania von der Heidt, Geoff Lamberton and Erica Wilson, School of Commerce and Management and School of Tourism and Hospitality Management

The project involved an audit and evaluation of current sustainability embeddedness in curriculum and assessment in the first year of the Bachelor of Business in the School of Commerce and Management and the Bachelor of Business in Tourism Management in the School of Tourism and Hospitality Management.

Exploring the extent to which the Bachelor of Business curriculum reflects the sustainability paradigm shift (2011) - Final Report (pdf)