Research to discover the ways in which writing is taught and assessed in the Bachelor of Nursing (BN) program at Griffith University, and more widely in Australia and New Zealand, was undertaken in this Fellowship. Models which best describe and guide the teaching and assessment of writing in the BN program were identified and ways of capacity development of staff, to more effectively teach and assess writing, were explored.
The ALTC has an extensive list of reports and resources related to the projects it is involved with.
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A new enabling technology for learning and teaching quantitative skills
A pro-active approach to addressing student learning diversity in Engineering Mechanics
A programmatic approach to developing writing embedded in nursing courses
A review of Australian and international quality systems and indicators of learning and teaching
A Review of the Dissemination Strategies used by Projects Funded by the ALTC Grants Scheme
This project investigated the effectiveness of dissemination for ALTC Grants Scheme projects in the period 2006 to 2009. The Final Report outlines a new approach to dissemination that aims to increase opportunities for achieving productive change in learning and teaching and a new dissemination framework is presented.
The practitioner focused D-Cubed Guide explores the nature and purpose of dissemination, persents a range of effective dissemination activities, and provides examples of good practice. Resources from the Guide are also presented separately.
A threshold concepts focus to curriculum design: supporting student learning through application of variation theory
Aboriginal site specific maths project (ASSMP): problem solving in a culturally defined context
Academic leadership capacities for Australian higher education
Academic leadership development within the university sector by dissemination of a web-based 360° feedback process and related professional development workshops
The overall goal of this project was to develop the capacity of academic developers to build leadership capacity in their respective universities, in particular at the level of front-line staff, such as academic program directors, who often deal directly with students. This report describes the provision of leadership development opportunities for these groups during two workshops using the Integrated Competing Values Framework leadership model. As part of the action learning approach adopted, participants designed and implemented development programs for academics within their institutions. Recommendations for institutions and other resources form part of the report.
Academic leadership development within the university sector by dissemination of a web-based 360° feedback process and related professional development workshops: Facilitator Guide
The Facilitator Guide focuses on the processes used by those developing academic leadership programs and includes information about conducting a 360° survey feedback process, conducting leadership workshops, embedding academic leadership within a university, developing Personal Action Plans, and issues that may be encountered. The Guide draws upon information developed in the projects, 'Improving the Leadership Capability of Academic Coordinators in Postgraduate and Undergraduate Programs in Business' and 'Academic Leadership: Fundamental Building Blocks'.
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