The University of Queensland’s Teaching Fellowship Scheme promotes excellence in teaching and learning through supporting educational leadership in line with University and Faculty strategic priorities. The Scheme has been designed to support innovative, relatively short-term projects that will improve teaching and learning practices within the recipient’s Faculty, School or discipline and which have the potential to inform teaching and learning practices beyond the individual Faculty, School or discipline.

Faculty of Business, Economics, and Law

Dr Kelly Phelan, School of Business (Semester 1 & 2, 2017)

Mobilising Student Learning: The Utilisation of a Mobile App for Learning and Assessment

Smartphone ownership and mobile application usage have skyrocketed in recent years; 92% of undergraduates own smartphones (Dahlstrom, Brooks, Grajek & Reeves, 2015) and apps are favoured 88% of the time over mobile web browsing (comScore, 2014). In an effort to meet the expectations of Millennials and Generation Z who demand mobile connectivity options, this project proposes the development of a mobile app for students enrolled in classes within the Tourism Cluster. The app will include a wide variety of content designed to supplement classroom learning, engage students in experiential learning activities and generate a sense of community. Throughout development and implementation of the app, data will be collected from student users in an effort to sustain continuous improvement with the expectation that more mobile learning apps will be created across UQ in the future based upon this pilot program.

Faculty of Engineering, Architecture and Information Technology

Dr Greg Birkett, School of Chemical Engineering (Semester 1, 2017)

Chemical Engineering: Threaded and unbundled

Competencies that are delivered as threads during a degree are slippery for two reasons. The first is that the component of a thread can be difficult to see as being part of a thread for both course coordinators and students. The second is that the teaching material that comprises a thread may sit outside the course coordinator’s direct expertise. Both factors contributing to the breaking of carefully constructed threads. This project will investigate curriculum structures to deliver world-class integration of chemical engineering science, design, and professional attributes. This will be supported through the generation of mapped curriculum, pan-program frameworks, and unbundled resources that students can use across a range of courses.

Faculty of Health and Behavioural Sciences

Dr Eimear Enright, School of Human Movement and Nutrition Sciences (Semester 1 & 2, 2017)

Students as Partners: A programmatic approach

The aim of this fellowship is to move from an individual to a programmatic approach to student-staff partnerships that enhance teaching and learning, and students’ sense of connection to other students, to staff and to their program of study. Key activities will include the engagement of students as partners through 1) ‘Bachelor of Health, Sport and Physical Education (BHSPE) Connect’ Strategy development and enactment, 2) enhancing pedagogic feedback and consultancy mechanisms within BHSPE and, 3) scaffolding co-construction of curriculum and assessment across the BHSPE degree.

Faculty of Humanities and Social Sciences

Dr Eve Klein, School of Music (Semester 1 & 2, 2017)

Developing Epistemic Fluency through Multidisciplinary Student Collaborations in the Bachelor of Arts

Workplaces are reorienting around multidisciplinary collaboration and innovation enabled by digital technologies and globalised knowledge networks. Yet Humanities and Social Science (HASS) disciplines have tended to focus on developing high-level specialisations of skills and knowledge which remain isolated. This project will investigate how the HASS Faculty can develop epistemic fluency and enhance employability outcomes by bringing students together for innovation-focused multidisciplinary coursework collaborations within the BA. To identify appropriate and strategic locations for multidisciplinary collaboration within the BA, this Fellowship will pair academics with Student Partners from across the HASS Faculty to work through a process of consultation and feedback. This feedback will be used to write a report detailing methods for achieving multidisciplinary collaboration within the BA and provide recommendations for the structure of these preferred options with an emphasis on cross-cutting courses and assessments. This report will then be presented to the HASS Faculty for consideration towards the redevelopment of the BA.

Faculty of Medicine and Biomedical Sciences

Dr Allyson Mutch and Dr Lisa Fitzgerald, School of Public Health (Semester 2, 2017)

Collaborating with student partners to facilitate the teaching and learning of threshold concepts in a multi-disciplinary curriculum

This project aims to investigate how the learning of threshold concepts, such as the social determinants of health (SDH), can be facilitated within a multidisciplinary curriculum. It also critically considers whether processes of learning differ for undergraduates and postgraduates. A final, but important aim stems from the recognition of the need to place students at the centre of curriculum design and delivery in public health and health sciences. In acknowledging this, we examine what role students can play as partners in enhancing the development of understanding of threshold concepts in a multi-disciplinary curriculum. To investigate these questions, we have developed a five-phase mixed-method approach. We will collaborate with our student partners to disseminate the project findings regarding the delivery and evaluation of teaching and learning of the SDH, as a threshold concept, in a multi-disciplinary curriculum.

Faculty of Science

Associate Professor Susan Rowland, School of Chemistry and Molecular Biosciences (Semester 2, 2017)

Mapping and developing Work Integrated Learning (WIL) capacity in Faculty of Science courses and programs

This fellowship aims to address the issue of WIL and the associated development of professional competencies in students enrolled in Faculty of Science (FoS) programs. This project has four goals. The first goal is to map WIL activities in FoS using an established WIL rubric and provide this map to FoS and its schools. The second goal is to draw on existing expertise, within and beyond UQ, to develop a series of online resources and activities that link undergraduate research experiences to the development of high-demand professional skills. The third goal is to complete the trial activities and the evaluation of SCIWILWORK, the prototype WIL program currently being tested in FoS, and develop a viable plan for these activities to be included in one or more for-credit courses offered through the FoS or its schools. Lastly, the fourth goal is to draw on the results of the Fellowship project, as well as the expertise of those within and beyond UQ, to lay out a roadmap for sustainable nurturing of student employability and work capabilities in the FoS through WIL, UREs, and flexible online study.

Dr Louise Kuchel, School of Biological Sciences (Semester 2, 2017)

Working towards a development and assessment framework for authentic science communication skills

This project will provide a foundation for an authentic assessment framework for communication in the Bachelor of Science and facilitates integration of workplace practices into the classroom. In the project I will consult with employers and recent graduates to collect examples of concrete communication products created in part or entirely by recently graduated employees and will consult with the literature to expand upon an existing list of core skills required for effective communication in science. The skills will focus on the process of communicating and the examples of work-relevant communication tasks will provide tangible communication outcomes. The outcomes will be immediately implemented into a new communication course being developed in biology (BIOL3360), will inform the development and direction of the existing UQ CLIPS project, and enable creation of a program wide strategy for the development of communication skills in the Bachelor of Science.