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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Resource Library
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...
Results may be sorted filtered by keywords.
30 resources found for ‘undergraduate’.
Academic leadership development within the university sector by dissemination of a web-based 360° feedback process and related professional development workshops: Facilitator Guide
University of South Australia
2011
Curtin University of Technology
Academic leadership: Fundamental building blocks
University of South Australia
2009
CUT
An interactive multimedia tutorial to teach examination of the thorax, lungs and abdomen
Victoria University
2000
This is a final report for a 1998 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report describes the project, outlining the aims, background and implementation of the CD-ROM and provides a project evaluation and discussion of results.
Building a stronger future: balancing professional and liberal education ideals in tourism and hospitality education
Southern Cross University
2012
The University of Queensland, University of South Australia, Victoria University
Creating a student-centred online learning environment for report writing in the sciences and engineering
The University of Sydney
2009
Designing a diverse, future-orientated vision for undergraduate psychology in Australia
The University of New South Wales
2008
ECU, Sydney
This impressive resource, developed following extensive consultations with key stakeholders, presents a comprehensive list of key attributes psychology students can develop during their undergraduate studies. By extending the principles of the scientist-practitioner model, there is no doubt that it will become a valuable research-led resource for both students and teachers of psychology.
This resource clearly delineates what will be learned, how it will be learned, what the learning outcomes will be, and how these apply in both the traditional psychology laboratory and in real world settings. This juxtaposition of laboratory and real world learning applications provides added value by challenging students to think more widely. In doing so, it enhances the identity of psychology. Accordingly, the resource is also relevant to students and teachers in Psychiatry and the allied health disciplines.
It may be necessary, however, to make explicit the academic background required for using this resource. For example, it may be essential to flag that empirical skills are a pre-requisite given that Research Methods in Psychology (Attribute 2) are traditionally quantitative. That undergraduate students are becoming interested in qualitative research approaches raises the question of why this is not included in Attribute 2. This is even more questionable given the learning outcome of describing and applying the different research methods used by psychologists and demonstrating practical skills in laboratory-based and other psychological research.
The theoretical orientation and attributes reflect the resource's orientation to a specific cohort of students, which in this discipline is not necessarily a bad thing.
Developing a Model for Interprofessional Education during Clinical Placements for Medical and Nursing Undergraduate Students
Griffith University
2011
Developing and teaching indigenous perspectives in management
University of South Australia
1997
This is a final report for a 1997 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report details the project and provides justification and educational rationale for its development.
Developing pedagogical models for building creative workforce capacities in undergraduate students
Queensland University of Technology
2007
Development and evaluation of a problem-based course in epidemiology
The University of Western Australia
1997
This is a final report for a 1997 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report details the project's objectives, design, delivery and outcomes and provides justification and educational rationale for its development.
Development, deployment and educational assessment of advanced immersive learning environments for process engineering
The University of Queensland
2009
CUT, Melbourne, Monash, Sydney
Diagnostic assessment for biological sciences – development of a concept inventory
The University of Queensland
2011
The project team developed a set of key concepts which underpin undergraduate students’ understanding of the molecular world, and converted these into a web-based assessment tool – the concept inventory – that tests these concepts. The inventory is intended to influence pedagogical practice and knowledge and can be used by educators from a range of disciplines. Additional resources for teachers and students are available from the website.
The appendices contain: a concept inventory designed to diagnose students’ understanding of fundamental concepts in chemistry and biology; an analysis of the key concepts underlying the inventory; a framework of ‘big conceptual ideas’ for educators developing curricula in biochemistry; and a teacher resource package.
The Australian National University, University of Natal (South Africa), University of Porto (Portugal)
Disseminating strategies for incorporating Australian Indigenous content into psychology undergraduate programs throughout Australia
University of South Australia
2008
Enhancing the assessment in the Biological Sciences
The University of Melbourne
2007
The discipline of biological science encompasses the long standing fields such as zoology, botany and anatomy, along with the more recently defined fields of biochemistry, ecology, genetics, developmental biology and others. Students often take highly general first year programs, later branching into more specialised sub fields. As the number of undergraduate students attracted to science declined steadily in the last decade, there has been a growing concern regarding the qualifications and capacity of teachers, and that of curricula to effectively prepare and enthuse young people for careers in the sciences (Harris et al., 2005). The purpose of this project was to develop and strategically disseminate resources designed to enhance the assessment of learning in the biological sciences in Australian universities. The project involved fieldwork on assessment issues, and studies of current approaches and best practice in eight Australian universities.
Sydney
Teachers need to clearly explain assessment requirements and strategies pertinent to their courses within any discipline area. This excellent resource provokes academics firstly, to reflect upon and question what current methods they use to assess students, and secondly, whether they utilise recognised, up-to-date, principles of effective assessment. For early career academics and academics reviewing the curriculum design and content of their teaching courses this resource provides extensive examples of assessment strategies written by academic staff from across Australia (and supported by students’ feedback). Examples provided can be easily downloaded in PDF format, and provide contact details for academics to network with colleagues and share innovative assessment practices. Whilst the resource is complete in itself, there is an open invitation to all academics, students and stakeholders to contribute. For example, new academic users can easily download a template and submit their own assessment method to UniServe Science to share with colleagues. This opportunity permits all users to continually update and add content and ideas to the database and disseminate content to the wider academic community that will maintain the sustainability of the resource over an extended period of time. Professional accreditation bodies and stakeholders can clearly view assessment practices and even provide direct feedback. This resource is most informative for undergraduate students studying subject areas in the biological sciences. Students gain better performances in assessments if they clearly understand why and how they are being assessed. Clear explanations of principles of assessments, the types of assessment students need to confront and, the purposes of employing these modes of assessments, provide the student with a better understanding of assessment processes. As a likely consequence, the student may more effectively achieve learning tasks and desired learning outcomes. Being very user friendly it is easy to navigate to the various components of content. Each link can be easily opened and content downloaded and the search link is effective. ‘Biological science’ is used in its broadest sense and so one wonders if biological science should be replaced by ‘life sciences’ – particularly as the content is likely to expand greatly as more users contribute.
Enhancing the assessment of learning in Australian Higher Education: Biological Sciences
The University of Melbourne
2007
The discipline of biological science encompasses the long standing fields such as zoology, botany and anatomy, along with the more recently defined fields of biochemistry, ecology, genetics, developmental biology and others. Students often take highly general first year programs, later branching into more specialised sub fields. As the number of undergraduate students attracted to science declined steadily in the last decade, there has been a growing concern regarding the qualifications and capacity of teachers, and that of curricula to effectively prepare and enthuse young people for careers in the sciences (Harris et al., 2005). The purpose of this project was to develop and strategically disseminate resources designed to enhance the assessment of learning in the biological sciences in Australian universities. The project involved fieldwork on assessment issues, and studies of current approaches and best practice in eight Australian universities.
Sydney
Enhancing undergraduate engagement through research and enquiry
Macquarie University
2010
Facilitating independent student learning through a computer simulated animal dissection
The University of Western Australia
1998
This is a final report for a 1996 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report details the project and provides justification and educational rationale for its development.
Good Practice Report: Student transition into higher education
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on student transition into higher education. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
University of South Australia
Hands-on simulation game for teaching electronic commerce
University of Western Sydney
1997
This is a final report for a 1996 National Teaching Development Grant funded by the Committee for Univesity Teaching and Staff Development. The report details the project and provides justification and educational rationale for its development.
Improving learning in undergraduate physics using integrated 'studio' environments to replace traditional lectures, laboratories and tutorials
Curtin University of Technology
1997
This is a final report for a 1997 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report details the Physics project in 'studio' environments and provides justification and educational rationale for its development.
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