Listed below are successful recipients of the UQ Teaching Fellowship Scheme from previous years.

  • 2017 Fellowship Recipients

    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. 

  • 2016 Fellowship Recipients

    Faculty of Business, Economics and Law

    Mr Russell Hinchy, TC Beirne School of Law

    Development of an Iterative Module for Statutory Interpretation and Research-intensive, Inquiry-guided Learning in the Digital Age

    The intended aim of the project is to develop an iterative teaching and learning module which addresses two important and related issues: (1) the teaching of statutory interpretation; and (2) the traditional "case book" method of legal education. The teaching of statutory interpretation has become an important issue in contemporary legal education in Australia following concerns expressed by the judiciary, the Council of Australian Law Deans and the Law Admissions Consultative Committee. The traditional "case book" approach to legal education fails to address Challenges 4 and 5 of the UQ Student Strategy Green Paper. The proposed project will develop an iterative module using relevant digital technologies and underpinned by pedagogically-based, inquiry-guided learning through three stages: (1) Examination of best practice in digital delivery of statutory interpretation; (2) Investigation of relevant digital technologies in the UQ context; (3) Design and development of an iterative module for the teaching and learning of statutory interpretation.

    Faculty of Engineering, Architecture and Information Technology

    Associate Professor Tony Howes, School of Chemical Engineering

    Best Practice in Professional Practice: Revitalising and Redesigning the Major Project in Engineering Coursework Masters Degrees

    Professional Practice in Australian Engineering degrees has traditionally been implemented through the requirement for students to work for 60 days in an Engineering Environment. The aim of the Fellowship is to look at how best to implement Professional Practice in a new Masters of Engineering. In this program equity issues associated with a largely international student cohort could lead to variable quality student experience if the traditional approach is applied. Professional Practice will be woven into the degree program through activities before, during, and after an 8# major project which is common to these degrees. The use of new and flexible learning options and technologies will be used to design and manage these experiences. In each case this will be done by first identifying best practice examples in other university programs. Following this, activities (and their associated assessment) will be developed for pre-project, during project, and after project timings. Concurrently methodologies will be developed to access the value of the activities to key stakeholders (Industry/research partners, students, UQ). These learning activities will be used in the existing Integrated Bachelor/Master of Engineering programs, and individual activities could be used or adapted in other programs and courses at UQ.

    Faculty of Health and Behavioural Sciences

    Associate Professor Blake McKimmie, School of Psychology

    Introduction to Psychology Online

    PSYC1030 is currently taught up to seven times per year, with students in cohorts up to 1,300 in size. The sheer size of the course creates timetabling issues, teaching capacity issues, and perhaps of most concern, educational issues in terms of the limitations on interaction between students and staff. By converting the lectures and some of the tutorial material for online delivery, class contact time can be better utilised for activities to increase student engagement and allow additional student-focused forms of assessment. This proposal is for a series of four Massive Open Online Courses (MOOCs) adapted from PSYC1030 Introduction to Psychology: Developmental, Social, and Clinical Psychology. The MOOCs will be used for both engagement via the edX platform, but also for on campus blended learning. To showcase UQ’s facilities, the lectures will be recorded with multiple cameras in Semester 1, 2016 in the Advanced Engineering lecture theatre.

    Faculty of Humanities and Social Sciences

    Dr Morgan Brigg, School of Political Science and International Studies 

    Lateral Pedagogy: Building Cultural Competence and Embedding Indigenous Perspectives and Knowledges in Curricula

    The project lays a foundation for building Indigenous cultural competence and embedding Indigenous perspectives and knowledges in curricula. It does so by working with local Aboriginal and Torres Strait Islander key informants as well as liaison persons within HASS faculty Schools. Focus group discussions and follow-up interviews will examine issues and develop options relating to three key current policy agendas: embedding Indigenous perspective and knowledges, advancing Indigenous cultural competence, and Indigenous Graduate Attributes. The results will a) inform HASS engagement and strategy in relation to Indigenous Teaching and Learning matters and b) build the beginnings of a collaborative relationship with the local Aboriginal and Torres Strait Islander community, including by laying foundations for a consultative reference group to work with HASS (and potentially UQ more broadly).

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    Faculty of Medicine and Biomedical Sciences

    Dr Michaela Kelly, School of Medicine

    Development of a Peer Observation Teaching Partnership Toolkit to facilitate partnerships in a broad range of medical teaching settings

    Peer observation of teaching partnerships involve colleagues in similar roles giving and receiving feedback on the effectiveness of their teaching practices and developing strategies for improvement with the aim of enhancing student learning. Having experienced the value of establishing a peer observation of teaching partnership I would like to enable others to experience the same and include a specific role for students in this process. This project aims to develop a tool kit to enable students, tutors, teaching focussed academics and clinicians to utilise a peer observation teaching partnership with ease. The toolkit would include a succinct guide to the process, a short video of colleagues sharing their experience of a peer observation of teaching partnership, a VOPP outlining the process and a series of templates to assist with the process; consent (e.g. student, patient); documenting observation priorities; recording observations; reflection of each member of the partnership; obtaining student feedback on intended learning outcomes and teaching style, documenting strategies to move forward and a short guide to effective feedback.

    Dr Jennifer Schafer, School of Medicine (Semester 1 & 2, 2016)

    'MD Plus'

    ‘MD Plus’ is a suite of extension opportunities for medical students, both learning and experiential, with the potential to expand across other UQ Programs. This project will encourage co-creation with students to build on existing offerings, as well as seeking out new opportunities based on the rich and varied offerings available via UQ, industry and global partners. Academically elite students will be assisted to personalize their extension program, find opportunities to challenge and distinguish themselves, develop alternative perspectives by engaging with different professions, and develop interdisciplinary networks. Formal recognition of these extension activities will provide a point of differentiation in increasingly competitive workplaces. This project has the potential to make the UQ MD Program a magnet for the best and brightest students, and provide our graduates with the ‘UQ Advantage’ to become the leaders in their field.

    Dr Tammy Smith, School of Medicine (Semester 1 & 2, 2016)

    Towards eExaminations: A pilot of an electronic examination platform in the School of Medicine

    Effective assessment and feedback for enhanced learning outcomes has been identified as one of the major focus areas in the UQ Student Strategy Green Paper. Traditional assessment methodologies currently in use within the School of Medicine, and in the wider University community, struggle to meet the needs of students or staff with respect to such fundamental utilities as item banking, exam blueprinting, conduct of invigilated electronic exams, and provision of quality feedback to students and staff. A pilot project exploring the introduction of an electronic examination platform (ExamSoft) is to be co-funded by the School of Medicine, the Faculty of Medicine and Biomedical Sciences, and the Technology-Enhanced Learning Sub-Committee. The Teaching Fellowship will facilitate a comprehensive investigation of the advantages and challenges associated with such an introduction, including the formulation and implementation of closely related policies, by providing a bridge between the School of Medicine and the expertise of ITS and ITaLI.

  • 2015 Fellowship Recipients

    Faculty of Business, Economics and Law

    Dr Yunxia Zhu, School of Business

    Intercultural Competence for Cross-cultural Management Education: Extending the Learning-by-doing Approach. Production of guidelines and tools to enhance student intercultural competence through lived experience within human resource management programs.

    Faculty of Engineering, Architecture and Information Technology

    Mr Michael Dickson, School of Architecture

    Making the Leap: Integrating Advanced Modelling and Prototyping Technologies with Architectural Technology and Engineering Curricula. Development of a proof of concept for two design and fabrication options to make technology more accessible to students. For more information, watch this video of Mr Dickson discussing his project.

    Faculty of Health and Behavioural Sciences

    Dr Marion Tower, School of Nursing, Midwifery and Social Work

    Establishment of a process of continuous quality improvement through the formation of a community of practice on the scholarship of teaching and learning for nursing staff. For more information, watch this video of Dr Tower discussing her project.

    Faculty of Humanities and Social Sciences 

    Associate Professor Julie Ballantyne, School of Music

    Problem seeking using mobile technologies: bridging gaps between university classrooms and careers. Trial and development of a new curriculum model in the School of Music that focuses on the use of mobile technologies to prepare students for the creative arts and humanities professions.

    Faculty of Medicine and Biomedical Sciences

    Associate Professor Nancy Sturman, School of Medicine

    Programmatic Assessment Blueprinting for the Doctor of Medicine (MD). Assessment blueprinting at the whole-of-program level in the MD to ensure that assessment nodes systematically, comprehensively and transparently test student performance across the programs' intended learning outcomes.

    Faculty of Science

    Professor Michael Drinkwater, School of Mathematics and Physics

    Research-based Teaching Practice in the Bachelor of Science. Measurement and analysis of research-based teaching practices in the Bachelor of Science, including use of clicker questions with peer discussions, small group activities, pre-reading with follow-up questions, graded homework, and frequent low-stakes testing and feedback. For more information, watch this video of Professor Drinkwater discussing his project.

    Professor Susanne Schmidt, School of Agriculture and Food Sciences (funded by Faculty of Science)

    Integrating the First Year Science Curriculum across Core Disciplines. Exploration of integrating the physical, chemical and biological sciences in the first year science curriculum. For more information, watch this video of Professor Schmidt discussing her project.