• Designing Rubrics for Better Assessment (September 2017)

    Assessment is making judgements about how students’ work meets appropriate standards and drawing inferences from these judgements about students’ attainment of learning outcomes. Writing effective rubrics (or marking criteria) can help clarify expectations of assessment and help make the attainment of learning outcomes more transparent for teachers and learners. Read the full paper here.

  • Innovative assessment database

    An online database of innovative and engaging assessments with information on how these assessments encourage academic integrity, promote student engagement, enhance employability, and fit with UQ’s graduate attributes. Developed in the HASS faculty through a Teaching Innovation Grant funded project led by Dr Mair Underwood.

    Access the resources here.

Discussion Papers

  • The Higher Education Landscape: Trends and Implications (May 2018)

    Discussion Paper Prepared for UQ Senate Prepared by Associate Professor Kelly Matthews, Ms Carmen Garratt and Professor Doune Macdonald.

    This paper addresses the changes facing the Higher Education sector and its implications for The University of Queensland (UQ). It aims at guiding discussion through three main questions:

    1. What are the goals—the knowledge, skills, and attitudes—of a UQ education?
    2. How should UQ learning experiences change as student expectations shift? 
    3. What infrastructure—virtual and physical—will support our educational goals?

    > Read the full paper

  • Addressing Student Dishonesty in Assessment (July 2016)

    An issues paper for the UQ assessment sub-committee.

    This paper addresses the idea of student dishonesty in assessment, particularly related to UQ, with a focus on the need to verify that a student has genuinely done the work for which they obtain UQ credit. It frames the problems faced by universities around student dishonesty in assessment, the risks UQ face from poor assessment integrity, the individual and contextual factors that influence student misconduct, and potential strategies to engender a culture of excellence in academic honesty across the campuses at UQ. 

    There is no one easy solution or technique in addressing the increasing sophistication of resources available to students who choose to complete assessment dishonestly. Rather, iterative and holistic institutional responses are required by UQ as it strives for excellence in the area of assessment integrity.

    The paper concludes by offering evidence-based options for a multi-faceted approach to combatting student dishonesty and maintaining trustworthy, high-quality assessment at UQ. 

    Read the full paper here.

  • Consistency and Comparability of Grading Outcomes at UQ (August 2016)

    An issues paper for the UQ assessment sub-committee.

    Data collected over the past eight years show that UQ grading is disparate from program to program and from course to course. In addition, the differences in grading between courses are increasing, rather than decreasing.

    Inconsistencies in grading reflect disciplinary norms; however, grading inconsistency poses risks for UQ in terms of undergraduate reward and retention, recognition of students who sit at the ends of the student achievement curves, and graduate employability in a competitive marketplace.

    In this paper, we address the current and historical variations in grading at UQ and use the lenses of discipline, year level, and class size to examine how inconsistencies manifest for our students. We examine the risks posed by grading inconsistency and the current regulatory pressures that drive the movement towards assured standards and qualities for graduate evaluation.

    Read the full paper here.

  • Continuing Professional Learning Framework: Proposed Professional Learning Pathways For University Of Queensland Educators (April 2017)

    This discussion paper is the result of an investigation of current national and international practices in professional development of staff working in the higher education sector.

    This investigation aimed to address the following key questions

    • What are the current best practices associated with supporting continuing professional development (CPD) of academics at universities in Australia and internationally?
    • What are the current best practices inducting new academics to academic practice at universities?
    • What strategies could UQ consider adopting or adapting to enhance professional learning experiences that impact on UQ’s strategic mission and values, and support the foundations of learning, discovery and engagement?

    The resulting discussion paper proposes that UQ consider implementing a Continuous Professional Learning (CPL) Framework to support and develop teaching and learning. The proposed framework draws on authentic professional learning principles to provide teaching and learning capability enrichment opportunities across multiple career paths across the whole academic career. Drawing on current research and practice evident internationally and in Australia, the Framework aims to model the type of innovative and flexible learning opportunities that underpin the UQ Student Strategy.

    Read the full paper here.

  • Entrepreneurship and Innovation: The State of Play at UQ (February 2016)

    Entrepreneurship and innovation (E&I) is a sophisticated skill set that has broad application from employability to venture creation and beyond. To be successful, E&I needs to be embedded in the ethos of a university—for staff and for students. A strong university culture that supports and celebrates E&I, with visible university leadership, will draw students and graduates to new entrepreneurial ventures and increase their employability. In this occasional paper, we describe the current state of play at The University of Queensland and the local ecosystem, present models of best practice for entrepreneurial education, identify gaps, and propose short and longer-term recommendations.

    Read the full paper here.

  • Experiential Learning: An Overview (March 2015)

    This paper provides an overview of what is meant by experiential learning and how this method of instruction can be used to support a personalised approach to learning in a higher education context that often values the student undertaking learning in a variety of campus-based, project-based, work-integrated and community contexts.

    Read the full paper here.

  • Future Trends in Teaching and Learning in Higher Education (November 2015)

    This paper presents a synthesis of future trends in teaching and learning in higher education. It consists of two parts: Part 1 describes the context of the changes affecting higher education. It discusses the broader landscape of universities, the changing student and academic profiles, skills for the 21st century for teachers and learners, the proliferation of technology and its impact, and finally, the nature of teaching and learning. Part 2 considers how universities might respond to change.

    Read the full paper here.

  • Lecture Recording (August 2015)

    This paper presents an overview of research regarding the use of lecture recording.

    Read the full paper here.

  • Personalised Learning: An Overview (March 2015)

    This paper presents an overview of what is meant by a personalised approach to learning and what this can look like in a higher education context. The implications on (a) the design of curricula, pedagogy and assessment, (b) the development of staff as teachers and students as learners, and (c) the development of institutional cultures and infrastructures are discussed. A key challenge for universities is scaling this approach for large student populations in a sustainable and feasible way, and ways in which learning analytics and educational technologies can support this are outlined.

    Read the full paper here.

  • Review of University Activities that Support the Student Experience (March 2015)

    This paper provides a scan of interesting ideas and activities that support the student experience at ten international and domestic universities that have similar characteristics to UQ. The student experience, which encapsulates different facets of university life affecting the experience of students, can be conceptualised through three interconnected themes: teaching and learning, opportunities and place.

    Read the full paper here.

  • Student Surveys of Teaching and Learning Quality (Updated January 2017)

    This paper reviews literature about surveys of teaching and learning quality.

    Read the full paper here.

    The previous version written in April 2015 is available here.

  • Teaching Research Methods (September 2017)

    Read the full paper here.

Teaching and Learning

  • A Concise Guide for Industry Experts@UQ (October 2017)

    The university values the opportunity for our students to learn from industry experts in the classroom and in the workplace. This guide is designed to support those experts in their role as visiting lecturer or supervisor of students in an industry placement.

    View the guide here.

  • EMPLOY101x Staff Resources

    Please click here to view EMPLOY101x staff resources and teaching guidelines.

  • ITaLI Events Resources

    This page is for UQ staff access only. Please click here to view videos and presentations from ITaLI events.

  • Supporting your students

    Many students experience a wide range of issues which cause stress and can impact negatively upon their learning or quality of life. As UQ teaching staff it is important that you are aware of the services available to your students to refer them to expert help and support. The following key services are available to students to assist them with study related or personal issues:

    • UQ Student Services provides services such as counselling, disability, faith, accommodation and help with studying, assignment and exams.
    • Student Union SHOC site provides services to assist students with education and equity issues, employment, gender & sexuality, legal, migration and welfare.
    • UQ Library provides information and services for such as computer access, research skills, software training and 24/7 study spaces.

    If you believe a student is in need of counselling support you may need to encourage them to seek help from Student Services Counselling or you can contact Student Services directly for further advice.

  • Teaching and Learning: Information Hub

    These guides were developed in response to questions asked by academics new to UQ, the answers have been developed by academics working with ITaLI.

    Access the guides here.

  • Technology Enhanced Learning Resources

    These resources were developed to support teachers at UQ use technology to enhance their students' learning experiences.

    Access the resources here.

  • Toolkit: Managing Teaching and Learning Projects 

    This toolkit provides you with a range of resources, guidelines and ideas for managing and evaluating teaching and learning projects at UQ.

    You can access the toolkit here.

Teaching and Learning Case Studies

  • Teaching with Technologies

    The following case studies showcase the variety of innovative approaches to teaching with technologies across UQ including active learning, flipped classrooms, social media and other strategies to support student interaction and engagement.

    Sebastian Kaempf
    School of Political Science and International Studies

    Treasure McGuire
    School of Pharmacy

    Kym Bryceson
    School of Agriculture & Food Science