2023 SoLT Symposium abstracts & recordings

Symposium Welcome and Opening: Professor Thomas Roche, Pro Vice-Chancellor (Academic Quality)

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Opening Plenary Panel Discussion: SCU Colleagues, Partners, and Students led by Dr Mieke Witsel, Centre for Teaching and Learning

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3 Roundtable discussions:

Work Integrated Learning (WIL): What works? - Room Y2.10 or Online, Breakout Room 1

Recording TBA

Let's talk about Generative Artificial Intelligence (GenAI) developments and ethical considerations - Room Y2.11 or Online, Breakout Room 2

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How do we get students to come to class and to engage in general? - Room Y2.12 or Online, Breakout Room 3

Recording TBA

Sharing our collective Roundtable Discussions

Discussions led co-jointly by Dr Jena Buchan, Zoe Hancock and Dr Lewes Peddell

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Keynotes:

Morning Keynote: Colleague Presentation (Zoom webinar), Demystifying Research - Professor Liz Mackinlay and Dr Liz Goode with colleagues.

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Afternoon Keynote: Indigenous pedagogy: the use of story and human connection as an active learning method, Rachel Lynwood, Gnibi College.

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Reflections and Closing Plenary

Reflections and Closing Plenary (Zoom webinar), Panel: Shared reflections from Colleagues, Partners and Students.

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Kylie Day, Gnibi College of Indigenous Australian Peoples, Dr Jenelle Benson, Centre for Teaching and Learning, Aimee Andersen, Centre for Teaching and Learning

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An Indigenous women's project to create community through sharing of knowledge during the creation of a fishing net  

Our research team is made up of Indigenous and non-Indigenous women living on Bundjalung Land, we feel a strong responsibility to learn about this Country's history and the effects of continuing colonialism on First Nations' Knowledge and culture. Through our research and teaching practices we are becoming increasingly aware of the living intelligence of the world around us, and we are continuously inspired by the intricate and patterned Knowledge it holds. Kimmerer's assertion to "know the ones who take care of you so that you may take care of them", resonates deeply with us and with this year's NAIDOC theme 'For our Elders' (Kimmerer, 2016, p.194; National NAIDOC, 2023).  
AIM: To work with local elders who have the knowledge of material processing, which includes making string to create a fish net.  
Purpose: The purpose is to show that stories, materials and processing are relational to Place and Country. Sharing of durable string fibres is a process that happens in community; as we sit with the aunties, we are learning these processes to embed as cultural strengths to make our SCU teaching active, emergent, local and engaging. As we work with the Elders on string making, we are learning and strengthening the connection to STEM as the stories of how and why we use and process specific materials to create different types of nets is uncovered. This is then translated to strengthening STEM in the wider education community as we work with a variety of stakeholders across Australia.  
Output: This project is Community-engaged research that is already making an impact locally.  The wider mob is very interested in this project in many ways, such as a gesture of unity and as a display of Aboriginal Cultural strengths. Jagun Alliance, Northern Rivers Arts, Serpentine Gallery and Healing Hub are all part of the local wider mob offering hands-on support. Some of the aunties we are working with have also been involved with making a fishing trap at Ballina distance education and people living in the flood pod.  
We also have the SCU Living Lab involved that is willing to help in making it a wider teaching project for local students and community members.  
Outside the local area, there is also interest from the University of Adelaide and ATSIMA, who have a program for making the 3D form of traps. The possibilities in ICT are endless with this project as a starting basis for us.     
This research will generate knowledge co-production about practices that build the interpersonal and institutional recognition necessary for positive identity formation, safety, wellbeing and stronger social capital for Aboriginal women. Such benefits are critical in making a generational shift from the colonising histories featuring abuse, neglect and trauma. Indigenous women in Australia can make up 90% of the incarcerated population (Tubex & Cox, 2020). This project works with community leaders to work against the deficit so commonly heard and modelled with our mob. This discourse for change could potentially build a framework to reach the mob in a positive space.

Kimmerer, R. W. (2013). Braiding Sweetgrass, Indigenous Wisdom, Scientific Knowledge and the Teaching of Plant. Milkweed Editions. 
 
Tubex, H., & Cox, D. (2020). Aboriginal and Torres Strait Islander Women in Australian Prisons. In Neo-Colonial Injustice and the Mass Imprisonment of Indigenous Women (pp. 133-154). Palgrave Macmillan. 

Karin Mills, Faculty of Health, Lisa Charmer, Faculty of Health and Amanda Evans, Centre for Teaching and Learning

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Assessment using Digital Storytelling for first-year Midwifery students

Shift from traditional assessments to authentic alternative assessments.

Assessments are various methods or tools used to measure and evaluate a learner's performance. Moreover, they provide further insight into the student's academic readiness, skill acquisition and educational needs. The shift away from traditional, "indirect and unauthentic" to authentic assessments provides a "true evaluation of what the student has learned, develops transferable soft skills and focuses on what the student has acquired by observing their application of knowledge" (Rousseau, 2018). 
 
Authentic assessments, as described by Dikli (2003), serve as a means to evaluate high-order thinking skills while allowing learners to showcase their grasp of the material through various intelligences. The integration of this form of assessment introduces a heightened level of complexity for students who try to engage with Generative Artificial Intelligence (GenAI). 
 
In the context of MIDW1003-Foundations of Midwifery, digital storytelling has been adopted as an authentic assessment method that utilises standardised moderation and grading through alignment of the ULOs to the assessment task and rubric. Students are tasked with creating a short video presentation that not only conveys their understanding of the history of midwifery in Australia and contemporary midwifery but also explores the issue of women's rights in accessing the current healthcare system. Through this video, students are also expected to illustrate the historical and current challenges faced by women seeking healthcare in Australia, emphasising their impact on public health strategies aimed at enhancing maternal health outcomes and the delivery of quality, safe care. 
 
Our presentation will encompass an exploration of the student feedback received, the challenges encountered, and the motivations underlying the adoption of this authentic assessment approach. The primary aim is to illuminate how the utilisation of digital storytelling as an innovative assessment methodology within this midwifery unit serves to humanise sensitive subject matter and aligns harmoniously with the principles of the SCU model, primarily through its emphasis on authenticity and the creation of assessable artifacts and the development of transferable skills. 

Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments. The Turkish Online Journal of Educational Technology, 2(3), 13-19.

Rousseau, P. (2018). Best Practices in Alternative Assessments. Ryerson University: Learning & Teaching Office.

Paul Weeks, The Hotel School Australia

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Au-then-tic: Tick

This presentation from The Hotel School Sydney 
(THSS), a unique partnership between Southern Cross University (SCU) and Mulpha Australia, examines several activities across three years of the undergraduate program and how the local industry ‘context’ and ‘live’ reporting can be integrated into students’ academic work. 
Given that the education industry nexus can be problematic, ensuring that students within a Bachelor of Business in Hotel Management (BBHM) do actively engage within the industry can be difficult and time-consuming. Ensuring that hospitality organisations are available to assist, and then integrating (very!) tight academic calendars and assessment due dates into available timings creates extra work for both industry and educational staff. In many cases, the timings just do not work! 
 
Teaching staff within the BBHM have created a series of activities that ‘force’ students to engage with their intended industry, and conduct ‘close’ fieldwork within their local context. 
 
There are many resources that examine authentic assessment - several are listed below. However, there may be a need to re-examine what we understand to be ‘authentic’ in terms of assessing students.

McArthur, J. (2023). Rethinking Authentic Assessment: Work, well-being, and society. Higher Education, 85: 85–101 https://doi.org/10.1007/s10734-022-00822-y

Wiggins, G. (2019). "The Case for Authentic Assessment," Practical Assessment, Research, and Evaluation, vol. 2, article 2.
DOI: https://doi.org/10.7275/ffb1-mm19 

Dr Rikki Quinn, SCU College

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Breaking barriers to active learning: the power of Universal Design for Learning (UDL) 

Active learning, characterised by students' active involvement in the learning process, critical thinking, and hands-on experiences, is a cornerstone of effective education. It recognises that students are not passive recipients of knowledge but active participants who construct understanding through engagement. 
However, individuals with disabilities often face barriers to active participation due to physical, sensory, cognitive, or communication challenges. Typically, educational resources are tailored for the 'average' learner, necessitating personal or institutional interventions to fully engage atypical learners. 
In 2021, over 9% of Australian domestic students had a disability, a growing trend that has consistently increased since 2006 (Department of Education, 2021). Significantly, the success and retention rates of students with disabilities remain below the national average (Department of Education, 2021). The burgeoning cohort size coupled with the static success and retention rates underscores the need to establish accessible active learning tools that cater to students with diverse strengths, weaknesses, and learning styles. 
Universal Design for Learning (UDL) is a framework for curriculum design underpinned by principles of flexibility, inclusivity, and accessibility (Taylor, 2013). 
UDL principles serve as the foundation for creating flexible and accessible learning environments, emphasising the significance of multiple means of representation, engagement, and expression. Can UDL help dismantle barriers to education and empower learners of all abilities to actively engage and thrive in their academic pursuits? To this end, what strategies and tools can be implemented in a rapid and attainable manner? 
This presentation will highlight the core principles of UDL and demonstrate how its implementation can foster active learning and promote student success, particularly for non-traditional learners. By exploring the transformative potential of UDL and its capacity to reshape the educational landscape by promoting inclusivity, accessibility, and active learning for all, we can build a scaffold to benefit all learners at SCU. 

Department of Education. (2021). Selected higher education statistics 2021: Student data. Retrieved from https://www.education.gov.au/higher-education-statistics/student-data/selected-higher-education-statistics-2021-student-data
 
Taylor, C. M., & Colvin, K. L. (2013). Universal design: A tool to help college students with Asperger’s Syndrome engage on campus. About Campus, 18(3), 9–15. https://doi.org/10.1002/abc.21118 

Dr Julia Caldicott, Faculty of Business, Law and Arts, Dr Clare Power, Charles Sturt University and Rachael Baron, La Trobe University

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Can WIL save the planet?: Fostering sustainability literacy through Work Integrated Learning (WIL)

Higher Education Institutions (HEIs) have a significant role to play in fostering sustainability-literate graduates who possess the knowledge and skills to make environmentally responsible, socially acceptable, and economically viable decisions (Chinedu et al., 2023; Kioupi & Voulvoulis, 2020; Serafini et al., 2022). While the significance of sustainability education in HEIs has been underscored in recent literature, there remains a lack of research focused on the integration of sustainability principles and practices into Work Integrated Learning (WIL) programs.

As the ultimate form of authentic, active learning, WIL is commonly adopted in higher education, predominantly with a focus on employability (Jackson, 2016). However, given the emerging global challenges facing employees, and citizens in general, it is timely for the role of WIL in higher education to be re-examined. This presentation will present preliminary findings from an ongoing study that investigates the extent to which sustainability principles and practices are integrated into WIL programs within Australian HEIs. A survey of WIL academics rendered information from a range of disciplines and forms of WIL, regarding how sustainability principles and practices were enacted, and the associated enablers, challenges and benefits. The study aims to inform curriculum design and pedagogical approaches within WIL programs to facilitate the revolutionary learning that is required to address the broad challenges facing society in the 21st century.

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessment in higher education? Journal of Applied Learning & Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9 

TEQSA. (2023). Higher education good practice hub: Artificial intelligence. https://www.teqsa.gov.au/guides-resources/higher-education-good-practice-hub/artificial-intelligence#teqsa-resources 

Mo Kader, The Hotel School Sydney

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Co-creation of in-class, real-time management case studies to support active learning in business studies

This presentation reviews initial anecdotal evidence regarding the potential efficacy of co-creating business case studies in class with students by reviewing current business news and transforming the news in class into a case study. The case study is then analysed by student groups. The class is divided into groups, each of which creates a case and then receives and analyses another group's case. All cases are co-created in real-time in class with the lecturer and are based on actual business events occurring in the week of the class as published in the media. The principles of learner–teacher partnership and those of active learning are reviewed in the context of this project and future research directions are proposed. The initial results are anecdotal and require further research to verify the potential utility of this approach.

Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69-81. 

Dr Paul A Whitelaw (PhD): Educational Partnerships Board - The Hotel School 

(*Please note, unfortunately, due to technical difficulties with the audio at the time of recording this presentation the recording can not be made available)

Conjoint Analysis: Using market research techniques to improve curriculum and CLOs 

One of the challenges in addressing Course Learning Outcomes (CLOs) in the curriculum is the prioritising of multiple CLOs in a confined Curriculum Space (CS), and the competing priorities of key stakeholders. Conjoint Analysis (CA) is a market research technique designed specifically to address challenges such as this: it has a longstanding history of application in policy development, product and service development, and even in dispute resolution. 
CA, also known as “forced choice” and “trade off” analysis, , in a very subtle manner forces the respondent to focus on what is really important to them and what can be traded off in order to focus on the really important issues. There is no point saying all CLOs are equally important – that provides no direction on curriculum design. We need to understand which CLOs are more important, and just how much more important is one CLO compared to another. And, critically, what if perspectives on these priorities differ across our various stakeholder groups? 
Using an example from the current review of the Post Graduate Portfolio of The Hotel School, this presentation will demonstrate that whilst all CLOs are “equally important”, some are clearly more important than others and thus deserving of more curriculum space. And, whilst we academics may prioritise one CLO, our industry collaborators may not share our enthusiasm for that CLO and may, in fact, prefer a greater focus on different CLO. 
As a result of this workshop colleagues will have an insight to, and better understanding of how they can fine tune their course curriculum to better address prioritised CLOs and the competing needs of key stakeholders.

Dr Vinh Bui, Faculty of Science and Engineering

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Creating authentic learning experiences in teaching programming the Internet of Things with Wokwi & Tinkercad simulation platforms 

The realm of the Internet of Things (IoT) demands authentic and hands-on learning experiences for aspiring programmers. This presentation delves into the transformative potential of Wokwi and Tinkercad simulation platforms in delivering authentic learning in IoT programming. These powerful tools empower students to design, program, and simulate IoT devices and networks, fostering a realistic and immersive educational environment. By exploring real-world case studies and practical examples, we highlight the ways in which these platforms facilitate an in-depth understanding of IoT concepts, enhance programming skills, and prepare students for the challenges of the IoT industry. 
Additionally, we discuss the pedagogical advantages, challenges, and best practices in incorporating these platforms into the curriculum. Embracing Wokwi and Tinkercad simulations enables educators to provide students with a truly authentic learning journey in IoT programming, ensuring they are well-prepared for the IoT landscape of tomorrow. 

Lamri, M., Akrouf, S., Boubetra, A., Merabet, A., Selmani, L., & Boubetra, D. (2014, November). From local teaching to distant teaching through IoT interoperability. In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL2014) (pp. 107–110). IEEE. 
 
Udvaros, J., & Czakóová, K. (2021). Using teaching methods based on visualizing by TinkerCad in teaching programming. In ICERI2021 Proceedings (pp. 5913–5917). IATED. 
 
Jacko, P., Bereš, M., Kováčová, I., Molnár, J., Vince, T., Dziak, J., ... & Kováč, D. (2022). Remote IoT Education Laboratory for Microcontrollers Based on the STM32 Chips. Sensors, 22(4), 1440. 

Dr Joanne Munn, Dr Jenelle Benson, Dr Anu Khara, Janette Ellis and Jessica Mills, Centre for Teaching and Learning

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Designing authentic assessment in the era of GenAI: A support resource for academics

With rapid technology changes and easy access to generative artificial intelligence (GenAI), there is an opportunity and responsibility for educators to foster students' capabilities for using such technologies, paralleling what is available in the real world (AAIN, 2023; Rudolph et al., 2023). In the Southern Cross Model, core to assessment is the design of authentic tasks that are industry-relevant, hence, providing scope to incorporate responsible GenAI use. There can, however, be underlying tensions between the merit and integrity of assessment where GenAI technologies are allowed, particularly in the absence of reliable detection tools. TEQSA (2023) and the Australian Academic Integrity Network (AAIN, 2023) provide guidance on the appropriate use of GenAI, including upholding academic integrity and student assessment. At SCU, policy, procedures and guidelines for academic integrity and the use of GenAI technologies are consistent with TEQSA and the AAIN.

In brief, SCU supports the use of GenAI where it does not pose an unacceptable risk to the assurance of academic standards and integrity. Throughout 2023, the use of GenAI in assessment is a contemporary challenge in higher education. CTL have been providing support by working with Faculty and College academics to provide advice on how GenAI may or may not be incorporated into assessment. In this context, the team will present a resource to support academics in designing authentic assessment tasks while considering responsible and effective GenAI use. The resource incorporates current practice recommendations in higher education and SCU requirements for academic integrity and assessment. Using an iterative assessment design cycle framework, our resource has been developed to take academics through 7 steps – Design, Analyse, Act, Inform, Educate, Check, Evaluate – to consider GenAI in assessment. Overall, the resource provides guidance on the design of authentic assessment that can inspire students while integrating the responsible use of GenAI tools where appropriate. The approach supports students' digital literacy in a GenAI-enabled world, while meeting SCU policy and procedure requirements.

Australian Academic Integrity Network (AAIN) Generative AI Working Group. (2023). AAIN generative artificial intelligence guidelines. https://doi.org/10.26187/sbwr-kq49 

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessment in higher education? Journal of Applied Learning & Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9 

TEQSA. (2023). Higher education good practice hub: Artificial intelligence. https://www.teqsa.gov.au/guides-resources/higher-education-good-practice-hub/artificial-intelligence#teqsa-resources

Dr Scott Niblock, Faculty of Business, Law & Arts and Mr Nat Daley, Faculty of Business, Law & Arts

(*Please note this abstract does not have a link to a recording because the presenter was unable to present on the day.)

Digital financial advice: Evaluating student advisory skills through video

In acknowledging the value of digital advice and the relevant skills required for SCU students entering the financial services industry, we have created and implemented a new video Statement of Advice (SOA) assessment task for FINC2005 Principles of Financial Planning. The task requires students to assume the role of a financial adviser in a hypothetical client scenario concerning the provision of life insurance advice. 
Students are asked to produce a personalised video SOA explaining the key advice recommendations, strategies, compliance disclosures, and fees. Consistent with the client’s circumstances and acting in their best interests, students must deliver a 20-minute video presentation that is directed at the client. The video needs to be visually engaging and interactive and highlight the key areas and recommendations of the SOA, with a focus on meeting legal and regulatory obligations, maintaining professional standards and ethical practices, and sustaining the client–adviser relationship. The video must also be sensitive to their circumstances, needs and goals, and financial literacy level, and must be creative, and delivered confidently and professionally. The ultimate aim of the assessment task is to convey to the client, in simple terms, relevant information regarding the advice being offered so that they can make an informed decision.  
The video SOA has delivered numerous outcomes. To our knowledge, SCU is one of the first Australian universities to require its students to produce a video SOA assessment. Moreover, limited research on video SOA assessments in tertiary education makes this contribution unique. The teaching team and students have also indicated that they prefer video assessments. For instance, on-time submissions increased, more students completed the task, the marking process became more streamlined and efficient (allowing for a faster turnaround of marks), and students performed better in the SOA assessment than in previous offerings. The students could also carry out the task on their phones/tablets and verify their identity for Financial Adviser Standards (FAS) accreditation purposes at the commencement of the video. Our innovative video SOA assessment establishes that accreditation requirements can be achieved without the need for a proctored exam, offering a more student-friendly experience. The task also limits the use of Generative AI. For example, the marking criterion does not solely focus on content, allowing students to showcase their presentation skills. 
Overall, this authentic and impactful assessment task has been received positively by SCU students, with unit satisfaction and teaching satisfaction increasing from 2021 to 2023.

Adviser Voice. (2023). CPD: The time is right - The whys and how's of compliant video SOAs. Retrieved September 22, 2023, from https://www.adviservoice.com.au/2023/05/cpd-the-time-is-right-the-whys-and-hows-of-compliant-video-soas/

Dr Robert Rollin, Faculty of Sciences and Engineering, Dr Liz Goode, SCU College, Dr John Haw, Faculty of Business, Law and Arts, Dr Erica Russ, Faculty of Health and Dr Sharen Nisbet, Faculty of Business, Law and Arts 

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Exploring the dynamics of student engagement and academic teacher identity: A co-operative enquiry study informed by transformative learning theory

Our presentation explores the relationship between student engagement and academic teacher identity, employing a cooperative inquiry approach (Heron & Reason, 2006) and drawing upon transformative learning theory (Mezirow, 1991) as an explanatory model.  

The primary objective of this presentation is to describe interactions between academic identity and student engagement and the opportunities for academics' transformative learning in the context of curriculum reform.  

Student engagement has garnered considerable attention in educational research and is acknowledged as a crucial determinant of academic success and personal growth (Alhadabi & Karpinski, 2020). Concurrently, academic teacher identity, a construct shaped by personal, social, and contextual factors, plays a pivotal role in effective teaching practices (Pishghadam et al., 2022; Trigwell et al.,1999). However, limited research has examined interconnections between student engagement and academic teacher identity.   

These themes have been explored using the collaborative and participatory methodology of cooperative inquiry. This approach enhances the credibility and richness of our findings by incorporating multiple perspectives and facilitating a deeper understanding of the phenomenon.    

Early in our investigation Mezirow's (1991) transformative learning theory emerged as a salient framework for understanding the dynamics at play in how curriculum change has affected our teaching identities and practices. This theory posits that significant shifts in cognitive structures and perspectives occur when individuals critically examine their beliefs and assumptions. Through applying this transformative learning lens, we explored our disorienting dilemmas, underlying assumptions, and experiences in the Southern Cross Model.  

This presentation discusses our challenges and insights in relation to the interconnections between academic identity and approaches to encouraging student engagement, and the transformation of these in the context of curriculum reform.

Alhadabi, A., and Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25, 519–535. doi: 10.1080/02673843.2019.1679202 

Heron, J., & Reason, P. (2006). The practice of co-operative inquiry: Research ‘with’ rather than ‘on’ people. In Reason & H. Bradbury (Eds.), Handbook of action research: Concise paperback edition (pp. 144–145). Sage Publications. 

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass. 

Pishghadam R, Golzar J, Miri MA. (2022). A New Conceptual Framework for Teacher Identity Development. Frontiers in Psychology, 13. doi: 10.3389/fpsyg.2022.876395. 

Trigwell, K., Prosser, M. & Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37, 57–70. https://doi.org/10.1023/A:1003548313194 

Dr Johanna Nieuwoudt, SCU College, Dr Rikki Quinn, SCU College, Dr Grant Andrews, SCU College and Associate Professor Suzi Syme, SCU College

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Exploring the impact of pathway diplomas on the learning and success of university students

Diplomas delivered by universities introduce students to the academic culture of university study and often provide a pathway into bachelor degree studies. Successful completion of a pathway diploma indicates that the student has the ability to complete a university course (Norton, 2019), and helps students prepare for their future studies in a bachelor course (Cherastidtham et al., 2018). While pathway diplomas are believed to benefit graduates, there is a dearth of research on the impact of university pathway diplomas on students’ academic lives. Therefore, the purpose of this research is to investigate: (a) the perceived impact of the diploma on students’ academic studies; (b) the teaching and learning activities that students find helpful, and how do they use support services; and (c) the success rate of diploma graduates compared to undergraduate students without a completed SCU diploma.  
This study employs a parallel mixed design involving the simultaneous collection of quantitative and qualitative data, integrating accounts of lived experience alongside institutional data. Participants complete an online survey and participate in focus groups. Participants largely reported that learning and teaching activities were very useful throughout their diploma. The majority of participants 
highly valued opportunities for independent learning, but found group activities less valuable. They were strategic in the support they sought from each other, their tutors and from the university while acknowledging the instrumental role the support played in their ability to continue with their studies. Importantly, quantitative data shows diploma graduates have higher success rates than undergraduate students without a completed SCU diploma. The data from this research study provide a compelling picture of SCU College pathway diplomas’ ability to develop students’ skills and build confidence in their ability to successfully complete their studies at Southern Cross.

Cherastidtham, I., Norton, A., & Mackey, W. (2018). University attrition: what helps and what hinders university completion? Grattan Institute. 

Norton, A. (2019). Grattan Institute submission to the Commonwealth consultation on Commonwealth supported places for enabling, sub-bachelor and postgraduate courses. Grattan Institute. https://www.education.gov.au/system/files/documents/document-file/2020-12/grattan.pdf 

Michael Brickhill, SCU College, Dr Johanna Nieuwoudt, SCU College and Dr Grant Andrews, SCU College

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Fostering student agency through an embedded educative approach to academic integrity

Student agency has emerged as an important consideration in academic integrity debates, and many institutions are moving away from traditional punitive approaches of teaching academic integrity towards holistic educative approaches. However, a dearth of scholarly investigations exist that explore students' voices and perspectives on these educative approaches, and there is also a lack of studies on which strategies of learning about academic integrity students find useful to support their developing academic identities. Our presentation outlines both qualitative and quantitative data from an online survey and interviews with students who participated in a foundation unit for a Diploma course at Southern Cross University called Language and Learning in Your Discipline. This unit includes a holistic educative approach, where academic integrity is taught through a compulsory module, class activities and discussions, videos and interactive online resources, and embedded in assessments. The survey used in our study is based on one developed by Bretag et al. (2014) to explore attitudes and approaches to academic integrity, and we use recommendations from this important study to develop our educative approach. Our study suggests that giving students a range of resources and tools to learn about academic integrity and integrating an educative approach into multiple aspects of a unit, promotes greater agency for students in their approach to learning about academic integrity and allows them to see how academic integrity aligns with their academic and professional goals and existing values. We discuss the potential for this data to be used to continue to develop the unit to strengthen the educative approach to academic integrity, as well as how the approach might be adapted in other units and contexts. 
 
Our interactive presentation will first present our data for 15 minutes, and proceed with three audience prompts. We would like to have a discussion with those in attendance around their approaches to academic integrity and how an embedded educative approach might be effective in their units, and we would appreciate if we could get feedback during the interactive session on how we might improve our approach. The three audience prompts are: i) What is student agency in relation to academic integrity? ii) Which aspects of the educative approach resonate the most with students and create a supportive environment for students to learn about academic integrity? iii) How can we support and encourage novice students in learning about academic integrity whilst ensuring procedural fairness? 

Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., Green, M., Partridge, L. & James, C. (2014) ‘Teach us how to do it properly!’ An Australian academic integrity student survey. Studies in Higher Education, 39(7), 1150–1169, https://doi.org/10.1080/03075079.2013.777406 

Dr Paul A Whitelaw (PhD): Educational Partnerships Board - The Hotel School 

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GenAI for academics: Siri and Alexa, meet Samantha and HAL

The advent of GenAI (Generative Artificial Intelligence) has emerged as one of the most disruptive forces of the digital age. GenAI tools have significantly challenged our understanding of knowledge and skills. As well, they have greatly undermined our understanding of the modern assessment regime, especially when it involves the unsupervised production of an assessment artefact, such as an essay submitted for assessment. 
However, against these very challenging events, GenAI tools, such as ChatGPT4, present transformative opportunities for academics. This presentation will act as an interactive workshop whereby I will demonstrate my recent experiences in using ChatGPT4 as part of the review of the Post Graduate Course Portfolio at The Hotel School. As an aside, my focus is on the global hotel industry, but the concepts, principles and processes apply to all fields and disciplines. 
In the time permitted, I will show how, in less than half a day, it is possible to: 

• conduct a survey of local and global competitive courses and institutions
• identify and review key challenges confronting the industry
• design a course curriculum based upon the aspired Course Learning Outcomes that also considers the aforementioned competitors survey and industry review
• structure a course that scaffolds learning from elemental to advanced, especially as they address the course learning outcomes
• design a “standardised” pedagogy to makes full use of available technology whilst addressing the respective unit learning outcomes
• design a “standardised” assessment regime that ensures assessment security, authenticity and veracity
• assemble a current reading list for a unit
• produce a multiple-choice quiz based upon the prescribed reading of a journal article.

Recognising that ChatGPT4 is based upon “word association” rather than facts, the exercise will show that the tool can ONLY function as a teaching assistant / research assistant – the key intellectual input MUST come from us, informed by our expertise and experience. Nonetheless, tools like this have the capacity to transform many elements of course design and development and deployment. 
Postscript: on the morning of submitting this proposal, OpenAI, the developer of ChatGPT4, announced a beta version of ChatGPT5 that can hear, see and speak. The next iteration will clearly become a “digital personal assistant” with whom we can engage in “natural conversation”. 
I can’t wait to ask it to “open the pod bay doors”. 
As a result of this workshop colleagues will have an insight to, and better understanding of how they can significantly increase their effectiveness and efficient in course design and development by the deft use of GenAI tools.  

Dr Ali Reza Alaei, Faculty of Science and Engineering and Dr Fahimeh Alaei, Faculty of Science and Engineering

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GenAI in the classroom

GenAI, in general, and ChatGPT, in particular, are recent developments in the area of information and communication technology (ICT) and artificial intelligence (AI). The release of ChatGPT as a cutting-edge technology made ding headlines in December 2022 and grabbed the attention of educators who are considering the opportunities and potential threats that ChatGPT may bring to higher education (Schmidli et al., 2023; Thomas, 2023; UCLA, 2023). As with other new technologies, there are several ways that instructors may approach using ChatGPT in the classroom, such as denying it, taking and using it, or waiting for others to use it and then slowly accepting it. Many instructors have considered the second approach, taking it into the classroom and using it transparently in collaboration with students (Schmidli et al., 2023; Thomas, 2023). This approach has several advantages, including allowing instructors to be proactive in introducing it to students, removing any confusion and uncertainty in using GenAI (ChatGPT) in the unit, and allowing instructors to determine when, why, and how students can use it in a particular unit.  
In addition, instructors can set up examples to consider and explore using GenAI tools, such as ChatGPT, with students in the classroom (Tufekci, 2022). Five major steps should be considered in order to implement this approach in the classroom (Schmidli et al., 2023). First, instructors should consider data and privacy policies in relation to the use of GenAI in their institutions and beyond; they should personally assess threats and opportunities that may be perceived from GenAI in teaching and work; then, they should test GenAI for different scenarios and find out its strengths and weaknesses in that particular unit; and  they should most probably revise assignments; Finally, they should identify and communicate opportunities of using GenAI in the course in which the unit belongs. We acknowledge that this approach may not be suitable for all instructors, units, and programs. However, this approach will encourage students to participate in finding a collective solution for issues that may directly or indirectly affect them. It further helps them to know they are accountable for their own work, resulting in the development of ethical knowledge about this matter and understanding academic integrity related to GenAI (Schmidli et al., 2023)

Schmidli, L., Harris, M., Caffrey, A., Caloro, A., Klein, J., Loya, L., Macasaet, D., Schock, E., and Story., P. (2023). Considerations for Using AI in the Classroom. [online] Available at: https://idc.ls.wisc.edu/guides/using-artificial-intelligence-in-the-classroom/ 

Chiu,T.K.F. (2023). The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney, Interactive Learning Environments, DOI: 10.1080/10494820.2023.2253861 

Tufekci, Z. (2022). Opinion | What Would Plato Say About ChatGPT? The New York Times. [online] Available at: https://www.nytimes.com/2022/12/15/opinion/chatgpt-education-ai-technology.html  

UCLA. (2023). The Use of Generative AI in Teaching and Education - Guidance to Instructors. [online] Available at: https://teaching.ucla.edu/resources/ai_guidance/#toggle-id-6. 

Rachel Lynwood, Gnibi College of Indigenous Australian Peoples

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Indigenous pedagogy: the use of story and human connection as an active learning method

Indigenous pedagogical approaches speak directly to the use of story, lived experiences and real-life scenarios as a method to instigate a more authentic learning experience with undergraduate students. 
 
This proposed SCU colleague Keynote presentation is focused on capturing and unpacking in further detail, how Indigenous pedagogy is used to support transformative learning experiences for students in undergraduate units in the discipline of Indigenous Knowledge here at Southern Cross University. 
 
The following areas will be of particular significance:

• What is Indigenous pedagogy, and how is it applied as a diverse and active teaching method?
• How is Indigenous pedagogy industry relevant in its application in supporting students with their learning outcomes?
• What is the relationship between Indigenous pedagogy and Southern Cross's Graduate Attribute 7: Cultural Competency?

This SCU colleague Keynote will address these areas with the purpose of addressing this year's Symposium theme, and the identified sub-theme. What is also of particular note is the importance of presenting the enriching pedagogical approach of Indigenous ways of facilitating authentic learning experiences, as a scholarly practice in the discipline of Indigenous Knowledge. The further aim is to present how this can enhance meaningful learning experiences and outcomes for undergraduate students. 
 
Ultimately Indigenous pedagogical approaches underpin the collaborative building of teaching and learning relationships that foster and encourage a unified collective way of meaningful education. As Lindsay Morcom (2018, p.1) states in her publication Niinwi-Kiinwa-Kiinwi: Building Non-Indigenous Allies in Education through Indigenous Pedagogy: 
 
"We arrive at the conclusion that reconciliatory education can be accomplished through respect and love, alongside an unyielding commitment to honouring Indigeneity, speaking truth, and building wisdom". 
 
It is the resonant words of Morcom (2018) that speak to the deeper significance of Indigenous pedagogy and its place in teaching and learning spaces, in working with students and colleagues here at Southern Cross. To this end this proposed SCU colleague Keynote presentation with its named key areas, will encapsulate the importance of transformative learning from an Indigenous pedagogical basis. 

Morcom, Lindsay., Freeman, K. (2018) Building Non-Indigenous Allies in Education. Canadian Journal of Education, 41(3), 1–27.
 
Southern Cross University Graduate Attributes, https://www.scu.edu.au/staff/teaching-and-learning/design/graduate-attributes/

Dr Kerrie Stimpson, SCU College, Associate Professor Suzi Syme, SCU College and Dr Liz Goode, Academic Portfolio Office

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“Mistakes plus curiosity equal opportunities to grow”: Transforming experiences through strengths-based learning in mathematics

Problem solving is the underpinning of the mathematics unit in SCU’s enabling program, the Preparing for Success Program. Using a strengths-based approach, the unit ‘Problem Solving with Maths’ is designed around authentic, interactive learning to empower students to recognise and use their strengths as they enter and start to make sense of the university environment (Syme et al., 2021). Using the framework of Transformative Learning Theory (Mezirow 1978, 2006), students often start with what is known as a disorientating dilemma where they experience a mismatch between their prior 
experiences of learning mathematics and the need to succeed in the enabling mathematics unit. A key step in transformational learning requires the student to reflect and develop a new perspective through trialling new ways of understanding. In this presentation we discuss two examples of how this transformative learning is facilitated; firstly, by encouraging a Growth Mindset (Dweck, 2006) and secondly through problem-solving assessments, including scaffolded assessment preparation. 
These assessments are authentic and constructively aligned with unit learning outcomes and learning activities. Students learn how to apply their mathematical knowledge and skills in 
real-world problem solving scenarios that are based on everyday examples and future areas of study. Initial research and feedback about this approach to learning mathematics indicates that there is a positive change in students' levels of anxiety about mathematics, and an emerging new view of themselves as competent and confident learners in their ability to solve real-life problems. Since the adoption of the Southern Cross Model this unit has also seen sustained increases in success rates. 

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.  

Mezirow, J. (1978). Education for perspective transformation: Women’s re-entry programs in community colleges. Teachers College, Columbia University.  

Mezirow, J. (2006). An overview of transformative learning. In P. Sutherland & J. Crowther (Eds.), Lifelong learning: Concepts and contexts (pp. 24-38). Routledge. 

Syme, S., Roche, T., Goode, L., & Crandon, E. (2021). Transforming lives: The power of an Australian enabling program. Higher Education Research & Development, DOI: 10.1080/07294360.2021.1990222 

Dr Paul A Whitelaw (PhD), Educational Partnerships Board - The Hotel School

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Multiple choice tests: Efficient assessment and effective pedagogy in the age of 6-week terms

The aim of this interactive workshop is to demonstrate the ease and speed with which Multiple Choice Tests can be implemented, and their power to contribute to student learning, class quality, and administrative efficiency, especially for UAs. 
There are a plethora of reasons for conducting assessment: certification (perhaps the most important in terms of our core business), understanding student progress, helping the student understand their progress and so on. However, most assessment practices tend to focus on one or the other, often with inconsistent resource utilisation. In many cases, the “horse has bolted” by the time students receive the feedback needed to improve grades in the next round of assessments. 
The six-week timeframe of the SCU Model places considerable pressure on the assessment regime and especially on the teachers who have to mark students’ work and return it to them before the next assessment. 
The use of Multiple Choice Tests (MCTs) is debated to some extent (Butler, 2018): they are seen as superficial and encouraging only surface-level learning. Whilst this can happen, it does not have to be so. It is possible to develop sophisticated and complex MCTs that assess the student’s knowledge, analysis and reflection. Also, when used in low-risk assessments for knowledge recall, MCTs are particularly helpful. And, with the advent of GenAI tools like ChatGPT4, this can be done quickly and efficiently. Finally in this part of the introduction, given that students can access GenAI tools, MCTs, like all other assessments, can only be secured when done in real-time and under supervision – i.e. in class, and ideally, early in the class. 
In BlackBoard, our Learning Management System, teachers can quickly set up a MCT (especially if the questions are generated via GenAI). Also, the system can automatically assess the students providing immediate feedback on their results. Better still, the diagnostics built into BlackBoard can provide the teacher with a whole of class assessment of their level of knowledge in almost real-time. This information can then prove valuable in shaping the direction of the class. 
In this presentation, I will demonstrate:

1.  How GenAI can quickly produce a 10 question MCT.
2. How the MCT can be administered early in the class.
3. How the MCT immediately marks students’ answers – which they can see. AND
4. How the MCT diagnostics can be used by the teacher to shape the focus of that class.

Critically, the MCT diagnostics can be shared with the students and used to provide focus for that class whilst the assessment activity and its content is fresh in their minds. 
As a result of this workshop colleagues will have an insight to, and better understanding of, how they can fine tune their assessment regime and F2F classes to improve student learning outcomes. 
 
Postscript: since this submission, BlackBoard has introduced an integrated GenAI tool to support teachers with unit content and assessment. 

Butler, A. C. (2018). Multiple-choice testing in education: Are the best practices for assessment also good for learning? Journal of Applied Research in Memory and Cognition, 7(3), 323–331. https://doi.org/10.1016/j.jarmac.2018.07.002 

Dr Lewes Peddell, Faculty of Education 

(*Please note, unfortunately, due to technical difficulties with the audio at the time of recording this presentation the recording can not be made available)

Pre-service teacher identity and self-efficacy towards teaching mathematics: An investigation using Community of Inquiry 

The shift towards online education has significantly increased in pre-service teacher preparation, and ensuring active student engagement in this context poses a considerable challenge. 
 
This presentation commences with an interactive segment in which attendees use Padlet to share their understanding of the Community of Inquiry framework (Garrison et al., 2001). 
 
Following the initial interactive segment is an overview of a research project conducted in Term 1, 2023. The project focused on applying the Community of Inquiry (CoI) Framework (Arbaugh et al., 2008) to (a) investigate students' engagement in a pre-service teacher unit designed to prepare them for teaching mathematics in early childhood and primary education settings, and (b) examine the extent to which students' experiences in the unit impacted their self-efficacy towards teaching mathematics (Enochs et al., 2000), their mathematics anxiety (Alexander & Martray, 1989) and their sense of teacher identity (Hanna et al., 2020). The key results will be presented after sharing how students rated each of the three CoI presences. These key results include how teaching presence and cognitive presence predicted changes in pre-service teachers' "teacher identity," with only teaching presence predicting changes in self-efficacy towards teaching mathematics. In contrast, social presence failed to predict self-efficacy or teacher identity changes. The presentation also examines some implications arising from these results, including reconsidering the role of teaching presence in improving social learning experiences. 
 
In the closing segment, we return to the Padlet to add insights and reflect on how using the CoI framework might further our scholarship of learning and teaching.

Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22(3), 143-150. 
 
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, 
K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136. https://doi.org/10.1016/j.iheduc.2008.06.003 
 
Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194-202. 
 
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. American Journal of Distance Education, 15(1), 7-23. https://doi.org/0.1080/08923640109527071 
 
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, 100822. https://doi.org/10.1016/j.stueduc.2019.100822

Paul Weeks, The Hotel School Australia

Taking it to the streets 

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This presentation opens discussion about the efficacy of real-time/real-life learning through field trip experiences. The presentation describes the New Colombo Plan Singapore Study Tour undertaken over the last few years by students studying a unit at SCU / The Hotel School. 
 
The presentation will examine the links between students’ lived experience and classroom learning through a reflective assessment. The Study Tour also opens an opportunity for a longitudinal study of past recipients of NCP funding, and possible inter-institutional collaborative research. 

Associate Professor Louise Ward, Faculty of Health, Dima Naswari, Faculty of Health and Donna Wilson, Faculty of Health 

(*Please note, unfortunately, due to technical difficulties with the audio at the time of recording this presentation the recording can not be made available)

The One Stop Shop: An innovative student led approach to nurse education 

The One Stop Shop: What is it? 
The One Stop Shop is a Blackboard site currently being developed in partnership with students, staff, and consumers. It is an innovative initiative to support students to adapt to immersive learning, develop their autonomy and become self-directed learners. The Bb site will bring students, consumers and staff together, encourage a community of inquiry and improve students’ sense of belonging. 
The One Stop Shop was developed in direct response to student feedback 2023: 
“I want more time to immerse myself in the content. There are such great resources on the site but not enough time to explore them.” 
The One Stop Shop was further supported by staff feedback 2023: 
“Students request additional time in the unit site. They want access to the clinical information when on placement to refresh their knowledge.” 
“Students are always asking if I can extend their BB access so that they can refer to it down the 
track - they always ask for more opportunity to practice their skills and improve their knowledge on things like numeracy or clinical practice.” 
 
The One Stop Shop timeline to completion:

• Continue to recruit students and staff into the project
• Research project development / Qualtrics survey /ethics approval
• Develop, collect and collate learning materials
• Develop and populate the Bb site.

Angela Windsor, Lecturer (English Language), UniSQ College and Zoe Hancock, Lecturer, SCU College

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Toward person-centred and person-oriented integrated assessments: Enmeshing employability skills in EAP integrated assessment tasks 

Integrated assessments measure English language readiness for university. As language assessment contexts are borderless, and technologised learners are increasingly striving to achieve “differentiated learning goals” (Peng et al., 2020, p. 88), the challenge is to design assessments that are more “person-centred” (Bensen, 2019, p. 60), “person oriented” (Molenaar, 2015), and aligned with the complexity and dynamics of language development. One solution is to enmesh employability soft skills in EAP integrated assessment. We conducted a systematic review of EAP integrated assessment and soft skills assessment scholarship to inform integrated assessment design for supporting soft skills development in Australian university EAP programs. 
 
Bensen, P. (2019). Ways of seeing: The individual and the social in applied linguistics research methodologies. Language Teaching, 52(1), 60-70. https://doi.org/10.1017/S0261444817000234 

Molenaar, P. C. M. (2015). On the relation between person-oriented and subject-specific approaches. Journal for Person Oriented Research, 1(1-2), 34-41. https://doi.org/10.17505/jpor.2015.04 
 
Peng, H., Jager, S., Thorne, S. L., & Lowie, W. (2020). A holistic person-centred approach to mobile-assisted language learning. In W. Lowie, M. Michel, A. Rousse-Malpat, M. Keijzer, & R. Steinkrauss (Eds.), Usage-based dynamics in second language development, 87-106. Bristol, UK: Multilingual Matters.

Dr Lily Guo, Faculty of Health, Dr Ken Wojcikowski, Faculty of Health, Ashley Filipe, Centre for Teaching and Learning, Associate Prof Dr Nicci Whiteing, Faculty of Health, Prof Fiona Naumann, Faculty of Health 

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(*Please note, due to technical difficulties with the audio only part of this presentation recording was able to be made available)

Unlocking the gate: Improvements in curriculum aimed at impactful learning and student success in the gateway subjects of anatomy and physiology 

Historically the Anatomy and Physiology (A&P) unit experienced a poor success rate despite a reasonable student satisfaction rate. Many good students were lost because they were not able to pass those foundational units, which were prerequisites for the remainder of the course. Despite a strong commitment to first-year students prior to 2019, previous lecturers in A&P were not able to find the key to increasing motivation, engagement and success, with unit pass rates as low as 55%. Our A&P Curriculum Development Team began its journey of curriculum reform and development in 2019. Since that time, the Team has fostered extraordinary collaboration with staff throughout the University on the flipped classroom pedagogy to guide and enhance student engagement, empowering them to learn. 
 
Prior to 2022, we implemented evidence-based practice including laboratory and tutorial revision modules, online lecture recordings and other changes that saw increases in student satisfaction and some improvements in success rates. The introduction of the new immersive Southern Cross Model opened more doors and opportunities to engage students in short video lessons followed by interactive H5P activities that reinforced key concepts and kept students switched on to the learning. These changes, along with ‘Lily’s dinosaurs’, offered students a layer of support and clarity, and built student confidence so that they could be successful. Additional changes consistent with the Southern Cross Model further increased student satisfaction to 92.6% (n=423 responses) and student success to 84% (n=785 enrolment) by Term 2, 2023.

Katie Hotko, Faculty of Education and Lisa Siegel, Faculty of Education

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Unlocking potential: Harnessing Padlet's power for innovation and collaboration 

As we establish our teaching within the SC Model, with more scope for asynchronous learning and in a time when our online student cohort is increasing, we believe in creating environments that foster reciprocal learning communities. 
Padlet, a virtual whiteboard, provides a user-friendly interface that fosters collaboration, creativity, and knowledge sharing among students and teachers (Johnson et al., 2023). This presentation will showcase the different ways in which Padlet has been used across two units in the Faculty of Education. We will share Padlet's potential for both synchronous and asynchronous learning with specific examples from our units. We will showcase how using Padlet has allowed students to not be passive receivers of information, but rather active communities of practice that learn from doing and making. 
Participants in this workshop will be able to learn how to use Padlet by contributing in real time to a collective Padlet created for the workshop. 

Johnson, R., Cantrell, K., Cutcliffe, K., Batorowicz, B., & McLean, T. (2023). Expanding Creative Communities in the Visual Arts: Using Padlet to Support Student Engagement and Belonging in Stressful Contexts. Art Education (Reston), 
76(4), 33–39. https://doi.org/10.1080/00043125.2023.2207999 

Clare du Plessis, The Hotel School and Dr Jasmine Pham, The Hotel School 

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Using simulation to inspire active learning in the SCU Model: Navigating the challenges

This presentation showcases the application of HOTS, a hotel management simulation software, in teaching two units at The Hotel School and discusses how the simulation is designed to navigate the challenges of the SCU Model. The presentation firstly examines various methods employed in the two units to engage students and make them active and accountable learners. It is found that valid designs of during-class and out-of-class activities can make students proactive and create authentic learning experiences for them. In addition, the findings also suggest that even when the same simulation is employed in two different units, variations in assessments and simulation designs can avoid repetition and generate unique learning experiences for students in each individual unit. The presentation also investigates challenges in adapting a simulation written to be used in a long timeframe (one- to three-year course) to the short timeframe of a 6-week term. The findings suggest that a creative teaching plan, such as having multiple cycles of simulation in a week, can help to alleviate the challenge of time pressure while still making the simulation effective.

Apostolos, A., Shaw, G. & James, S. (2019). Active learning to improve self-confidence and decision-making skills through the use of hotel simulation. Journal of Hospitality and Tourism Education, 31(3), 125-138. DOI: 10.1080/10963758.2018.1487786 

Sauder, M.H., Becker, F., Malcarne, B. & Saville, J. (2020). Team meeting 101: An investigation of cognitive engagement and self-efficacy in a unique active learning instructional technique. A Journal of Leisure Studies and Recreation Education, 35(1), 15-27. 
https://doi-org.ezproxy.scu.edu.au/10.1080/1937156X.2020.1720457 

Robert Rollin, Faculty of Sciences and Engineering, Dr Jenelle Benson, Centre for Teaching and Learning

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Work Integrated Learning Implementation in Engineering 

SCU Engineering Discipline undertook a full curriculum review in 2021 in preparation for Engineers Australia’s planned accreditation review. The team concluded to undertake a complete program revitalisation and modernisation to strengthen the engineering system approach. 
The engineering team put into practice the system approach in designing a holistic program collaboratively. This is achieved through weekly Unit Development reviews, an overview of unit development by CTL, and a change management approach to approve any deviation from the Unit Learning Outcomes, topics or assessments. 
 
The new curriculum design is centred on a Case Study for each specialisation (Civil and Mechanical). Each exercise and assessment is designed using a discipline (geotech, structural) based scenario allowing the students the opportunity to apply the theories to real-life problems and authentic assessments. 
 
The new curriculum designs promotes:

• Active learning by immersing the students in solving an engineering problem over the duration of their degree. Each unit uses a discipline specific scenario that highlights the interactions with other engineering disciplines.
• Self-directed approach through the use of an eportfolio to document and record the students’ application of Engineers Australia competencies.
• Assessments are designed to encourage interactions between the students and between the students and lecturer.
• Community of Inquiry. 

Text description of figure 2-1 SWOT analysis of ChatGPT

Text description of figure 2-1 Timeline for key events to GenA in Aust high Ed..