The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Materials identified as good practice are indentified. Read more...
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136 resources found.
This is the Summary Report for a project focused on developing an evaluative frame for the formative and summative outputs of transdisciplinary/interdisciplinary research for use by students and supervisors. While the project title focuses on postgraduate studies, the project focus is applicable to any such research activity, including undergraduate papers. It provides helpful information in a learning and teaching area that is a current and growing practice, but with little practical guidance for either supervisors or students. Transdisciplinary/interdisciplinary research is growing in Australia as researchers appreciate the value of working across disciplines to be relevant to the complexity of real life applications of research knowledge. The core question of this project is the development of ways to evaluate the outcomes of such research, whether a thesis or research paper, along with formative processes to guide supervisors and students to quality outcomes. Reading the Summary Report can be of value for two purposes. Firstly, it gives information on the conduct of a major learning and teaching development activity that others planning such an activity could find useful, including the process of a large action research project. The second purpose is that it explains the theoretical underpinnings of the project, including a review of research literature informing the overall project. The practical outcomes from the project are provided in separate resource documents: Quality Criteria; Ideas for Good Practice; Workshop Resources; Workshop Facilitator Slides. These resources can be used separately to guide supervision practice, or together to run an actual workshop on the topic.The Summary Report has a clear writing style. As the report is necessarily brief and addresses the whole conduct and outcomes of the project, some readers may find the theoretical explanations underpinning the project, provided in one and a half pages, dense. However, this brief explanation provides a number of research references that could guide further reading by a person interested in this area of teaching and learning.
This report explores the existing evidence of the effect on student learning outcomes in undergraduate higher education study of:
1. Staff/professional development
2. Leadership
3. Leadership development.
As the main focus of this report is not on leadership per se but on the impact of leadership on the student learning outcomes of retention, persistence and achievement, we primarily looked at evidence for that impact rather than on leadership generally.
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success. These principles are Transition, Diversity, Design, Engagement, Assessment and Evaluation and monitoring. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
This online resource provides practical ideas and strategies for academic and professional practitioners responsible for designing curricula to support first year university students. It advocates for intentional first year curriculum design using six first year curriculum principles: Transition, Diversity, Design, Engagement, Assessment, Evaluation and Monitoring. The website features resources including a briefing paper on first year assessment and checklists with useful tips for first year teachers, program coordinators and institutional leaders of learning and teaching. It would be particularly useful for academic staff responsible for designing first year curricula across disciplines. Professional staff who support first year curriculum design and delivery in such areas as blended learning will also find this a very useful site. This resource raises awareness of the multidimensional nature of the first year curriculum, drawing attention to the importance of supporting student diversity through the purposeful design of fit-for-purpose learning activities and assessment tasks. As such it would be useful for academic development staff who provide institution-level support to enhance the quality of first year curricula. The focus on evaluation and monitoring is particularly important for its emphasis on the value of continuous review and improvement of first year curricula. Discipline-based case studies are another feature of the resource. Exemplars are drawn from such fields as Law and the Creative Arts, IT and Biology. Kift has sought the input of Australian and international expert commentators who review the case studies and provide input on key issues. This dimension is particularly useful as it provides an indication of the international relevance and appeal of the resource, as well as the rigour of its approach. In terms of accessibility, the website does not readily emerge from a quick Google search of the internet, so users may want to bookmark the site. Nevertheless, once you arrive, you will find the site relatively easy to navigate and resources readily downloadable using PDF-reading software. One of the challenges you may encounter is that this resource site is embedded within a larger site. If you navigate away from the ‘Transition Pedagogy’ area and follow some of the hyperlinks, it can be a little difficult to find your way back. It is important to be aware of this if you decide to pursue some of the interesting and informative links on the site.
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