TLDG promotes teaching and learning excellence by supporting all academic staff to identify and apply for a range of funding, grants and awards that enhance and recognise teachers and teaching practice.

The Student Experience Project, which will be one of many interventions Schools are likely to undertake to improve the student learning experience, is providing funds for one specific project in each School and Division.  As Schools address their compacts, these projects will be one of many small or local interventions staff will undertake to improve student engagement, success and retention.

The University-wide initiative operates at three levels:

1. Supporting the funded School-based projects that address each School’s strategic priorities by developing innovative teaching practices, learning resources and assessment practices that meet the changing needs of its student cohort
2. Working with Student Services, Support and Equity Services, LIA and Corporate Communications to develop more effective university-wide resources for all students and teaching staff.  Many of these resources will be located in the Teaching 4 Learning website or the Learnline website
3. Identifying opportunities to develop useful tools and study guides for use in TLDG professional development programs related to the student experience.

For further information contact Sharon Watson (Project Officer) x 8946 7012 or Associate Professor Tony Gilding (Project Coordinator) x 8946 6906.

The following School/Division projects are underway:

School/Division	Project Description
Australian Indigenous Knowledge Systems	Investigation of student engagement in the Bachelor of Indigenous Knowledges arising out of changes in the curriculum: the revised curriculum makes greater use of scenarios; excursions; group modes of learning; in-class exercises and exploring other methods for interaction between teacher-learner; and knowledge transfer Project leader: Sue Stanton
Creative Arts and Humanities	Strategic Design of the BA/BCAI to increase student participation, retention and success: a selection of 5-7 first year units will be redeveloped using a blended approach to delivery based on clear profile of our students, their expectations of the course and the support they need Project leader: Bill Wade
Education	Developing a learning and support community in the School of Education:. a series of regular and informal gatherings will be introduced for all first year internal students and phone support for all external students will be introduced to better understand the problems and issues students have making the transition to University study. Programs are specifically designed to identify, monitor and assist students at risk Project leader: Marguerite Maher
Engineering and Information Technology	Students often have difficulty planning their time and effort for different assessment tasks, especially in the first year of their course. Engineering student resource allocation and prioritisation program is a computer program the school is developing and will use in a series of workshops for their students Project leader: Mark Thiele
Environmental and Life Sciences	Starting in semester 2, the improving 1st year experiences in environmental and life science education project will monitor student performance and contact those students who appear to be having difficulties with their assessment tasks. An analysis of the difficulties these students are having will be used to improve the support the school provides them and the way assessment tasks are presented to them. Project leader: Sean Bellairs
Health Sciences	This investigation of assessment practices for the first three semesters in the School of Health Sciences will undertake an assessment audit of the school’s assessment practices. The project will make recommendations for improving the quality and sequencing of assessment for students in their first 18 months of study. Project leader: Janie Mason
Law and Business	The lights are on but nobody’s home: An analysis of the reasons for non-submission of assessment by students enrolled in the first year subjects LWZ 001 Legal Process Research and Writing and CMA 100 The Business Environment who have maintained their enrolment past the HE census date. The aim is to develop an appreciation of the factors that lead to non-submission and develop appropriate strategies to minimise non-submission failure. Project leader: Matthew Storey
Learnlink	This project’s aim is to develop audio visual learning resources for external students to supplement learning materials for LearnLink programs. These will include film clips on the key generic skills areas: Thinking and Planning for Assignments; Critical Reading; Note taking and Summarising; Referencing; Report Writing; Essay Writing; Preparing For Exams. Where relevant it will also include films for specialist areas in LearnLINK programs (e.g. Maths, Science and IT). Project leader: Nicola Rolls
Trades	meetings started to discuss options; we hope to have projects in place for semester 2 this year
Primary Industry & Community Services	as above
Business & Service Industries	as above
Language and Literacy	as above

 

 

Application Process & Selection Criteria

For this year only, School-based student experience projects have been negotiated with each Head of School or Division Manager. The funding application process has been aligned with Carrick Institute requirements and the selection criteria have been aligned with the University’s Compact with each School.

Grant monies can be used for:

• salaries and on-costs of staff specifically employed to work on the projects
• teaching relief
• external technical and expert support essential to the conduct of the project
• travel costs specific to the project that the University or school would not be reasonably expected to provide.

Grant monies cannot be used for:

• normal course renewal activities that staff would be expected to do as part of their normal course development
• the purchase of equipment or assets that the University or school would be expected to provide.
• travel costs that the University or school would be reasonably expected to provide.

If funding is approved for further School-based projects in 2009, the application process will be reviewed and changed so that it mirrors that of the Carrick Institute’s Competitive Grants scheme. This will help familiarise staff with Carrick Institute grant application requirements, thus making it easier for staff to develop successful Carrick grant applications in the future.

Selection criteria for any future projects will centre upon the extent to which proposals:

• address issues regarding the student experience
• are in alignment with your School’s compact
• are grounded in strong theoretical frameworks or proven methodologies
• are clear, considered and coherent
• are likely to produce demonstrable positive outcomes that will lead to long-term improvements.

 

Reflective Questions

Thinking ahead to possible new School-based projects for 2009:

• What are some of the pressing issues in your school surrounding the student experience?
• How are these issues reflected in the school compact?
• What interventions do you believe may improve the students’ experience?
• How could such interventions be developed into a project grant application?