Past initiatives

The Active Learning Pathways Project (ALPP) was developed to increase the uptake of active learning approaches within and across schools in the Faculty of Humanities, Arts and Social Sciences through building the capacity of academics to embed active learning strategies in first-year and second-year courses.

Project funded by a 2016 Teaching Innovation Grant (TIG)

Strengthening the gateways: Building pathways to success through active learning

Faculty of Humanities, Arts and Social Sciences
Associate Professor Karen Moni, Professor Julie Duck, Ms Inge Matt

Read more about the project

(Development of an Assessment Framework for Applied Science Programs)

Faculty of Science

Project team

• Associate Professor Kim Bryceson, Associate Dean (Academic), Science
• Dr Luke Lueng, Senior Lecturer, School of Agriculture and Food Sciences
• Dr Rowland Cobbald, Associate Professor, School of Veterinary Science
• Dr Trish Glasby, Assessment Specialist, ITaLI

An assessment framework across four new named degrees at Gatton was developed for this project, along with support to academic staff to streamline and enhance assessment practices in line with this framework.

In 2020, UQ's core Learning Management System (LMS) – Blackboard was migrated to a Software as a Service (SaaS) platform as part of the UQ ITS cloud-first strategy.

View the project page (UQ staff login required)

Faculty of Business, Economics and Law (BEL)

Project team

• Associate Professor Julie Walker, School of Business
• Robyn Parry, Associate Lecturer, School of Business
• Anthea Groessler, Learning Designer, ITaLI

This project involved the design and delivery of educational content using a mix of digital, online and conventional teaching and learning resources to engage first year accounting students in collaborative tutorials. It also sought to facilitate students' participation in UQ’s Virtual Business Environment; and expose them to active learning approaches as a precursor to a future Flipped Classroom model.

Faculty of Business, Economics and Law (BEL)

Project team

• Professor Sarah Derrington, Head of School, TC Beirne School of Law
• Jacqui Lynagh, Learning Designer, TC Beirne School of Law
• Dr Rebecca Ananian-Welsh, Lecturer, TC Beirne School of Law
• Dr Deanne Gannaway, Lecturer – Higher Education, ITaLI

This project saw the design of a law capstone course, which required students to draw on and assimilate knowledge acquired in the earlier years of the program, and contextualise and apply that knowledge in a simulated experiential environment.

Faculty of Health and Behavioural Sciences

Project team

• Associate Professor Peter Newcombe, School of Psychology
• Dr Allison Mandrusiak, School of Health & Rehabilitation Sciences
• Dr Jacqueline Bond, School of Pharmacy
• Jemima Spathis, Project Officer, HaBS
• Susan Rowland

What constitutes a 21st century work-ready health and behavioural sciences professional? The consensus from recent health reports is the need for effective multidisciplinary teams, who have a shared foundational knowledge.

This project was established to develop a ‘common course’ for first-year HaBS students across 15 pre-qualifying degrees, covering core generic health system and practice issues, and offering a unique experience through experiential learning activities.

The Project team conducted a short literature review on the significance of UX in online teaching and learning environment. The aim of the review was to define the scope of UX and provide an overview on the impacts of UX on students' learning, interaction and engagement.

View the project page (UQ staff login required)

Faculty of Health and Behavioural Sciences (HaBS)

Project team

• Professor Sarah Roberts-Thomson, Associate Dean (Academic)
• Associate Professor Peter Newcombe, School of Psychology
• Dr Allison Mandrusiak, School of Health & Rehabilitation Sciences
• Dr Jacqueline Bond, School of Pharmacy
• Dr Anne Gilmore, Academic Policy and Development Consultant, HaBS
• Jemima Spathis, Project Officer, HaBS
• Dr Emma Bartle, Lecturer – Higher Education, ITaLI
• Dr Samantha McKenzie, Learning Designer, ITaLI

This project sought to create a first year common course for health and behavioural science students that focused on the fundamental knowledge, skills and attributes required of a contemporary health professional upon graduation.

Faculty of Humanities, Arts and Social Sciences (HASS)

Project team

• Professor Julie Duck, Associate Dean (Academic), HASS
• Associate Professor Karen Moni, School of Education
• Dr Emma Bartle, Lecturer – Higher Education, ITaLI

A systematic network for HASS teaching-focused staff to extend their knowledge and practice in teaching and learning research was created for this project.

The 2020–2023 Digital Learning Capability Roadmap (DLCR) was a critical enabler to UQ's core teaching and learning functions. It aimed to build the capability of our staff, alongside putting in place robust and enabling technologies to support their work.

View Roadmap
Based on the results of student and staff digital experience surveys (UQ login required), it appeared that:

1. UQ students and staff wanted to engage with digital teaching and learning
2. staff and students wanted a digital ecosystem which delivers a high-quality digital experience
3. staff wanted guidance on digital teaching and best-practice use of technology for student learning.

The DLCR was created as a direct response to these insights. Led by the Teaching and Learning Committee (TLC), in partnership with the Institute for Teaching and Learning Innovation (ITaLI), Information Technology Services (ITS) and the Library, the roadmap relies upon collaboration and integration; striking a balance between enterprise-wide systems and fostering innovation and experimentation.

The DLCR was organised through three horizons of work, staggered over the next three years. Click on each of the horizons below to learn more.

The Digital Literacy Project (DLP) sought to integrate the development of digital literacy skills within undergraduate and postgraduate curricula across multiple disciplines at UQ and identify discipline and/or profession-specific digital literacy needs and requirements.

Project funded by a 2018 UQ Teaching Innovation Grant (TIG)

The EDLS Project: Embedding the development of Digital Literacy Skills within undergraduate and postgraduate curricula across multiple disciplines at UQ

School of Nursing, Midwifery and Social Work
Associate Professor Peter Lewis, Associate Professor Pedro Isaias, Dr Christine Slade, Vilma Simbag, Jessica Tsai, Kathleen Smeaton, Noela Yates, Dr Vicente Reyes, Dr Adriana Diaz, Associate Professor Nic Carah, Professor Gwen Lawrie, Dr Jack Wang.

Read more about the project

Established in late-2018, and supported by ITaLI, the English as an Additional Language (EAL) / Culturally and Linguistically Diverse (CALD) Working Party recognised an opportunity to address two broad, interrelated categories of both challenges and opportunities confronting the UQ student community. The first was Enhancing the CALD Student Experience (i.e. cross-cultural and global grounding, academic and social integration, financial, health and wellbeing) and the second was Supporting EAL Academic Success (i.e. English language proficiency and academic competence).

The Working Party provided a series of recommendations as follows:

A. Enhancing the CALD Student Experience: Fostering an inclusive and respectful community for all UQ students and staff by:

1. Reconceptualising Non-English Speaking Background (NESB) students as English as an Additional Language (EAL) students.
2. Promoting a university-wide CALD student ecology that supports students across the lifecycle.
3. Empowering staff and students to lead initiatives that build linguistically and culturally diverse communities at UQ.
4. Improving the social aspect of belonging and integrating in a new learning environment.
5. Allocating appropriate and consistent resources to support the CALD student experience and a global on-campus experience for all students.
6. Ensuring that UQ communications are accessible to CALD staff and students.

B. Supporting EAL students’ academic success: Ensuring all students develop their general English proficiency, academic literacy and professional communication skills during their UQ programs so that all graduates achieve the level of communication skills defined in the graduate attributes by:

1. Ensuring UQ governance structures and policy meet the academic and English language needs of EAL students.
2. Providing systematic support structures for UQ staff to enable them to better support EAL student academic success.
3. Allocating appropriate resources to support EAL student academic success.
4. During the recruitment and enrolment processes, preparing all students to build their academic literacy throughout their degree program.

(Development of a Centre for eLearning Innovative Partnerships in Science and Engineering)

Faculty of Engineering, Architecture & Information Technology (EAIT)

Project team

• Associate Professor Carl Reidsema, Director Teaching & Learning (Engineering), School of Mechanical & Mining Engineering
• Associate Professor Lydia Kavanagh, Director of First Year Engineering
• Associate Professor Peter Sutton, Associate Dean (Academic)
• Esther Fink, eLearning Educational Designer
• Dominic McGrath, Senior Learning Designer, ITaLI

The development of EAIT and Faculty of Science’s Centre for eLearning Innovative Partnerships in Science and Engineering (eLIPSE) was the focus of this project. The centre aimed to provide support to academics and staff to continually enhance and refine pedagogical practice supported by technology.

Faculty of Engineering, Architecture and Information Technology (EAIT)

Project team

• Associate Professor Peter Sutton, Associate Dean (Academic), EAIT
• Associate Professor Chris Landorf, School of Architecture
• Dr Peter O’Shea, School of Information Technology and Electrical Engineering
• Beverly Coulter, Industry Engagement Officer, School of Chemical Engineering
• Laura Bainbridge, Industry Placement Coordinator, EAIT
• Dr Deanne Gannaway, Lecturer – Higher Education, ITaLI
• Dominic McGrath, Learning Designer, ITaLI

This project worked towards developing a systematic approach to enhancing employability, work-readiness and work-reflectiveness for all EAIT students. To achieve this aim, the project team developed and piloted a framework that encouraged students to record and reflect on learning relevant to employability and work-readiness.

The framework was contextualised initially to the needs of students within the Schools of Architecture, Information Technology and Electrical Engineering, and Chemical Engineering.

Faculty of Humanities, Arts and Social Sciences (HASS)

Project team

• Professor Julie Duck, Associate Dean (Academic), HASS
• Associate Professor Karen Moni, School of Education
• Dr Neil Pembroke, Associate Professor, School of Historical and Philosophical Inquiry
• Inge Matt, Educational Designer – Strategic Projects
• Andrea Reid, Coordinator, UQ Employability Strategic Project
• Anna Richards, Project Officer, UQ Employability Strategic Project

This project saw the provision of opportunities to discuss the concept of employability with academic staff in order to raise HASS staff members’ awareness of how to improve students’ employability through curriculum, pedagogy and assessment practices.

What is an ePortfolio?

An ePortfolio is an evolving electronic/online resource that acts to record, store and archive the artefacts of learning and reflection for an individual learner. An ePortfolio has the potential to demonstrate professional and personal growth, exemplify evidence-based practice and provide a planning space for future professional development needs and experiences. (Hallam et al 2008)

Project links

Student Guides 

• ePortfolio
• ePortfolio Collaboration workspace
• 'my ePortfolio'
• Develop a Showcase ePortfolio (PDF)

Digital Essentials Module

• Employability

Project Summary

The utilisation of ePortfolios in education provided a range of advantages. These digital platforms served as fundamental tools for structuring learning throughout a degree program, enabling students to reflect on their learning journeys. The ePortfolios facilitated prompt and comprehensive feedback, accessible through various assessment tasks and their associated rubrics. Additionally, aligning this information with graduate attributes, accreditation competencies, and learning outcomes streamlined the learning process and met reporting requirements efficiently.

The integration of ePortfolios into courses or programs was a straightforward process. Program Leads interested in incorporating ePortfolios initiated discussions by submitting formal Requests to meet with the eLearning Systems and Support team. Moreover, they were encouraged to familiarise themselves with the ePortfolio software features through an informative YouTube video and understand the implementation process outlined in the provided overview.

For those seeking updates or revisions to existing ePortfolio learning activities, a similar process applied. Program leads who wished to redesign or modify their learning activities or assessments submitted Requests to Update to the eLearning Systems and Support team, ensuring the completion of necessary form fields for a streamlined process.

It was crucial to note the deadlines for deployment requests. For Semester 1 and Summer Semester, the cutoff for Requests to meet or update was the end of Semester 2, O'Week of the previous year. For Semester 2, the deployment cutoff for Requests to meet or update was the end of Semester 1, O'Week. Adhering to these timelines ensured smoother integration and updates within the academic schedule.

Case Studies

Dr Norman Ng

Dr Norman Ng discusses the ePortfolio deployment process and how the tool was used to engage students through weekly online reflections. 

Watch the video (YouTube, 2m 19s)

Penny Liddell

Penny Liddell uses learning activities, assessment tasks and workplace competencies within the ePortfolio system as part of the Graduate Certificate in Pharmacy Practice.

Watch the video (YouTube, 2m 51s)

Lucy Hunter

Lucy Hunter uses ePortfolio to assess Speech Pathology students through a Clinical Reflection and Showcase to meet national competency based assessment standards.

Watch the video (YouTube, 2m 24s)

Dr Natasha Matthews

Dr Natasha Matthews uses specific strategies to assist external assessors in providing feedback to fourth year psychology students on external placements via the ePortfolio system.

Watch the video (YouTube, 3m 6s)

Cheryl Collins

Cheryl Collins discusses the benefits of using the ePortfolio system to track student achievement of learning outcomes for work integrated learning courses within in the Master of Dietetics Studies.

Watch the video (YouTube, 1m 46s)

Associate Professor Peter Cabot

Associate Professor Peter Cabot discusses the benefits of using the UQ ePortfolio system to assess written and video reflections within the Master of Pharmaceutical Industry Practice placement courses.

Watch the video (YouTube, 3m 22s)

Faculty of Health and Behavioural Sciences

Project team

• Greta Scott-Hunter
• Amber Stewart
• Sam Harris, Learning Designer, ITaLI

ePortfolio gives students the ability to demonstrate professional and personal growth through evidence of work-integrated learning and reflection.

ePortfolio was implemented across various programs in all faculties from 2017, with 8,200 students benefiting by Semester 1, 2018.

Placement Management provides a UQ-wide solution and standard processes for assigning student placements, improving student safety, legislative compliance and placement information. Placement Management was deployed in 11 faculties/schools/disciplines in 2017, with further deployment continuing in 2018.

(Professionalisation in Academic Development: exploring learning designer roles in a changing higher education sector research project)

Project team

• Dr Christine Slade, Lecturer – Higher Education, ITaLI
• Dominic McGrath, Learning Designer, ITaLI
• Dr Ruth Greenaway, Senior Academic Developer Centre for Support and Advancement of Learning and Teaching, University of the Sunshine Coast

This project developed a snapshot of current learning designers’ practices across Australian universities, to identify and document:

• relevant skills, knowledge, education and professional background
• the types of roles undertaken and employment conditions
• challenges and enablers in these roles and conditions
• areas for future attention.

Read more:

• Verbal report slides (PDF, 1.2MB)
• Snapshot of initial research results (PDF, 14MB) (PDF, 629.5 KB)
• Note: funding for this project was provided by The Council of Australasian University Leaders in Learning and Teaching (CAULLT).

The Feedback and Assessment Network (FAN) was an initiative promoting a collegial, cross-disciplinary community of UQ staff and students learning together to enhance feedback and assessment approaches.

The project was active in 2020–2022.

Read more

Faculty of Engineering, Architecture and Information Technology (EAIT)

Project team

• Professor Shazia Sadiq, Head of School, School of Information Technology and Electrical Engineering
• Associate Professor Tony Roberts, Mathematics, Faculty of Science
• Dr Ian Wood, Mathematics, Faculty of Science
• Dr Michael Bulmer, Mathematics, Faculty of Science
• Dr Yoni Nazarathy, Mathematics, Faculty of Science
• Associate Professor Peter Sutton, Associate Dean (Academic), EAIT
• Michele Haynes
• Professor Marta Indulska, School of Business
• Dr Mark Burdon, TC Beirne School of Law
• Professor Xue Li, School of Information Technology and Electrical Engineering
• Professor Xiaofang Zhou, School of Information Technology and Electrical Engineering
• Dr Mohamed Sharaf, School of Information Technology and Electrical Engineering
• Professor Joseph Grotowski, School of Mathematics and Physics
• Professor Paul Strooper, School of Information Technology and Electrical Engineering
• Peter Rutherford, Learning Designer, ITaLI

Advances in information and communications technology have given us the ability to collect, store and analyse data relating to practically every aspect of our lives.

This project proposed a Master of Data Science to bring together courses from the closely related areas of computing, statistics and mathematics. New specialised courses would be developed to ensure an academically coherent and viable program, which also meets the needs of employers.

Faculty of Medicine and Biomedical Sciences

Project team

• Associate Professor Geoffrey Marks, Faculty of Medicine
• Dr Leanne Coombe, Faculty of Medicine
• Professor Paul Jagals, Faculty of Medicine
• Peter Rutherford, Learning Designer, ITaLI

Rapid environmental and demographic changes are putting pressure on environments. Recent international and regional initiatives indicate a demand for multidisciplinary training to develop a workforce that can effectively respond to the complexity associated with the multifaceted challenges.

This project sought to develop a truly multidisciplinary postgraduate degree, integrating understanding of ‘health and environment’ complexities and their solutions in a single comprehensive program following block (intensive), as well as semester modes to ensure maximum flexibility for students.

Faculty of Humanities, Arts and Social Sciences

Project team

• Professor Mark Moran, Institute for Social Science Research
• Cordelia Jackson
• Laura Simpson Reeves
• Anthea Groessler, Learning Designer, ITaLI
• John Zornig, Course Design and Development, ITaLI

Recent trends in international development policy have led to increased private and public sector involvement in development.

This project proposed a new program to bring together a cohort of public and private sector leaders and managers. Its challenging curriculum would prepare future leaders in core analytical, management and leadership skills, and include PhD-level training in quantitative methods; multidisciplinary coursework across the spectrum of current development policy and practice; and an industry focus through case studies, field projects and networking opportunities.

School of Communication and Arts

Project team

• Dr Nicholas Carah, School of Communication and Arts
• Dr Natalie Collie, School of Communication and Arts
• Shi Pui Ng
• Heather Martin
• Kirsten Slemint
• Rachel Western
• Bingxi Huang
• Nicola Cook

UQ engaged FutureLearn to design, build and pilot the delivery of an online module of COMU1120: Media and Society in Semester 2, 2017.

This pilot informed a broader comparison and evaluation of eLearning platforms in order to inform the development of a UQ eLearning strategy that supports UQ’s Student Strategy vision to extend flexible active and online learning for our students.

Faculty of Medicine and Biomedical Sciences

Project team

• Associate Professor Geoff Marks, Faculty of Medicine
• Dr Leanne Coombe, Faculty of Medicine
• Dr Samantha McKenzie, Project Manager, ITaLI

The aim of this project was to develop a detailed business case that examined the viability of a proposal to discontinue and replace both the Bachelor of Health Science (BHlthSc) and the Bachelor of Biomedical Science (BBiomedSc) with a new Bachelor of Health and Medical Sciences (BHlthMedSc).

The degree would provide an integrated, pre-clinical undergraduate program informed by the M+BS Faculty’s clinical translational agenda and research activities, spanning biomedical sciences, clinical sciences and public health. The project would also include a comprehensive analysis of student profile data for the BBiomedSc, BHlthSc, BSc and MBBS degrees.

Faculty of Medicine and Biomedical Sciences (M+BS)

Project team

• Associate Professor Geoffrey Marks, Associate Dean (Academic), M+BS
• Leanne Coombe, Teaching and Learning Project Officer, M+BS
• Dr Deanne Gannaway, Lecturer – Higher Education, ITaLI
• Dr Amy Wong, Data Analyst, ITaLI

This project involved the provision of program-level planning and research support for a new integrated, pre-clinical undergraduate program.

Faculty of Health and Behavioural Sciences (HaBS)

Project team

• Professor Sarah Roberts-Thomson, Associate Dean (Academic)
• Dr Bernadette Watson, School of Psychology
• Dr Anne Gilmore, Academic Policy and Development Consultant, HaBS
• Jemima Spathis, Project Officer, HaBS
• Dr Emma Bartle, Lecturer – Higher Education, ITaLI

This project focused on the development of an interprofessional education activity in which all final year HaBS students would participate, covering issues such as teamwork, roles and responsibilities, communication, learning/reflection, the patient, ethics and attitudes.

Faculty of Health and Behavioural Sciences

Project team

• Dr Bernadette Watson, School of Psychology
• Dr Emma Bartle, Lecturer – Higher Education, ITaLI
• Jemima Spathis, Project Officer, HaBS
• Dr Christine Slade, Lecturer – Higher Education, ITaLI

As healthcare becomes more complex, teamwork and collaboration between professions is increasingly important. Higher education activities are needed for pre-registration health professional students to learn about each other’s professions prior to transition to practice.

This project proposed an interprofessional (IPE) activity across HaBS to best prepare graduates to be collaborative and adaptive healthcare leaders.

The project developed an IPE activity for HaBS students covering issues such as teamwork, roles and responsibilities, communication, learning/reflection, the patient (client), ethics and attitudes.

The Blackboard migration project aimed to supply students with a predictable, user-friendly Learn.UQ experience.

Over the course of 2017 and 2018, faculties were provided with financial support to change their course Blackboard sites to a standard format.

The project was approved by the DVC(A) Professor Joanne Wright and the UQ Teaching and Learning Committee.

The standard format was designed as a result of extensive consultation and data gathering by an ITaLI-led Working Party, in partnership with staff and students at UQ.

Faculty of Health and Behavioural Sciences

Project team

• Professor Helen McCutcheon, Head of School, School of Nursing, Midwifery and Social Work
• Associate Professor Christine Brown Wilson, School of Nursing, Midwifery and Social Work
• Dr Marion Tower, School of Nursing, Midwifery and Social Work
• Susannah Brady, School of Nursing, Midwifery and Social Work
• Dr Christine Slade, Lecturer – Higher Education, ITaLI

In anticipation of reaccreditation processes, the School of Nursing, Midwifery and Social Work redesigned three key programs – Bachelor of Nursing, Bachelor of Midwifery and Dual Bachelor of Midwifery/Nursing – to ensure that curricula were aligned, innovative, and incorporated good practice in pedagogy and blended learning.

View the project page (UQ staff login required)

PIVOTAL is a flexible process of peer observation of teaching, where colleagues can observe each other's teaching across campuses, and in their own time.

Read more about the project

(Scoping a Peer Mentor Program for the Humanities, Arts and Social Sciences)

Faculty of Humanities, Arts and Social Sciences (HASS)

Project team

• Professor Julie Duck, Associate Dean (Academic), HASS
• Associate Professor Karen Moni, School of Education
• Sue Monsen, Learning Designer, ITaLI

This project explored models for face-to-face peer mentoring schemes that provide quality academic support and encourage students to complete their studies.

Faculty of Business, Economics and Law (BEL)

Project team

• Associate Professor Phil Bodman, BEL
• Marcel Lavrencic, Learning Analytics, ITaLI

This project examined the effectiveness of a user friendly dashboard to enable students to acquire a better understanding of their progression in a course or program. The design of the data presented in the dashboard centred on the design by students, not for students.

The study also explored what aspects of curriculum or teaching practice have a positive and engaging impact on students completing this program.

The Student Laptop Initiative aimed to put in place the policies and support services required to enable UQ’s aspirations for high-value classroom experiences, using technologies where coordinators choose to take advantage of them.

Read more about the project

Faculty of Science

Project team

• Professor Kim Bryceson, School of Agriculture and Food Sciences
• Dr Barbara Maenhaut, Mathematics, Faculty of Science
• Associate Professor Kelly Matthews, Curriculum Development, ITaLI
• Dr Le Hoa Phan, Evaluation Manager, ITaLI

Anecdotal evidence from academics says that for some large first-year classes, lecture attendance is approximately 30% of enrolled students and, similarly, unique views of the Echo360 lecture recordings is approximately 30% of enrolled students. There is undoubtedly some overlap between these groups, so how are the remaining students learning the course material?

This project sought to gather evidence on how students are learning, and then use this evidence to inform and improve teaching methods.

Student Services

Project team

• Lucy Mercer-Mapstone
• Aimee Parker
• An additional 29 student partners and 22 staff partners

This initiative consisted of 11 Students as Partners pilot projects trialling different aspects of student-staff partnerships in the UQ context. Across these projects, 29 student fellows and 22 staff worked in partnership to design and inform various aspects of student-staff partnerships.

The findings of this initiative informed a streamlined approach to student partnership across UQ, facilitated through Student Services as Student-Staff Partnerships.

By taking part in these activities, students will be more engaged in University processes and curriculum design, leading to increased student satisfaction.

Download the case studies

Faculties of Medicine, HaBS and Science

Project team

• Associate Deans (Academic)
• Student Strategy Program Office

New Student Strategy Learning Designer positions were established to support Student Strategy-related work within faculties, focusing on curriculum design, and application of online and active face-to-face pedagogies in design and development of courses and associated resources.

The roles report to ITaLI for supervision and professional practice support and development, but were assigned and co-located within faculties (HaBS, Medicine and Science) in a hub-and-spoke organisational model.

This initiative provides academic staff with better support in teaching innovation, enabling students to have more access to innovative teaching and work-integrated learning opportunities.

In 2019, the Professional Learning (PL) team completed a project aiming at:

• ​exploring staff experiences of formal and informal professional learning
• exploring staff experiences of career opportunities, milestones and pathways
• identifying gaps and opportunities for enhancement.

To achieve this, the project team undertook to explore, develop, and validate the “journey maps” of career paths typically experienced by teaching staff. These journey maps were then distilled into sets of key Teaching and Learning (T&L) messages, milestones and identities. The outcomes of this project will be used to review existing PL offerings and establish new PL pathways.

Download the T&L Career Pathways Project Report (UQ login required) (PDF, 1 MB)

View the project page (UQ staff login required)

Faculty of Engineering, Architecture & Information Technology (EAIT)

Project team

• Professor Tom Baldock, School of Civil Engineering
• Dominic McGrath, Senior Learning Designer, ITaLI

This project focused on the development of a model in the School of Civil Engineering that blended online resources with class student-directed blended learning, for use in large standard lecture theatres.

A key enabler of UQ Student Strategy 2016–2020 was the introduction of UQ2U in mid-2018 — a dynamic, engaging and contemporary approach to delivering courses of exceptional educational value to students. UQ2U aimed to provide students with a signature UQ experience, maximising campus-based ‘face time’ with academics and peers, in combination with high-value, flexible online learning.

Between mid-2018 until the end of 2020, the UQ2U team worked with 600 staff and student partners to blend 72 of the largest courses at UQ to deliver more flexibility and greater active learning experiences for students.

During the first few months of the COVID-19 pandemic, UQ2U staff were redeployed to support the transition of 93% of UQ courses to fully online delivery in Semester 1 2020. In response to the learnings from this program and from the rapid and widespread shift to online delivery in response to the pandemic, UQ2U was reimagined as the Digital Learning Uplift initiative, which is a more nuanced approach to transforming UQ courses to meet the needs and circumstances of courses and course teams.

Faculty of Humanities, Arts and Social Sciences

Project team

• Associate Professor Julie Duck, Associate Dean (Academic), HaSS
• Associate Professor Sally Butler, School of Communication and Arts
• Dr Deanne Gannaway, Lecturer – Higher Education, ITaLI

The HaSS Faculty proposed a project around the development of a new undergraduate program, the Bachelor of Advanced Humanities (Honours). The proposed new program was intended to provide for a target intake of 50-80 OP1-5 students per year, and would be a flagship program for the faculty.

(A pedagogical model for the teaching and learning of undergraduate research, through research, in an interdisciplinary environment)

Faculty of Business, Economics and Law (BEL)

Project team

• Professor Andreas Schloenhardt, Lecturer, TC Beirne School of Law
• Dr Melissa Curley, Senior Lecturer, School of Political Science and International Studies, HASS
• Peter Rutherford, Learning Designer, ITaLI

The examination of a teaching model developed to teach undergraduate research using the student as a scholar approach in an interdisciplinary environment was the focus of this project.