A celebration of Learning and Teaching

2011:

2011: A celebration of Learning and Teaching2 3

INTRODUCTION

Vice-ChancellorLearning and teaching has always mattered a great deal at USC. This publication is a celebration of some our recent successes, and I trust it will also provide encouragement and inspiration to future recipients of grants, awards, and to all of us who value learning and teaching.

This institution’s strong engagement agenda with the Australian Learning and Teaching Council, and its predecessor the Carrick Institute, is well known. It has been a personal priority for me, and an institutional one, from the outset. This commitment has certainly borne fruit. We have, as the Honour Roll in this publication attests, an impressive number of staff members who have been recognised through citations. We have a growing number of grants which involve USC staff as key players, including three led by USC. And this year marked our first foray into the larger national awards, earning the Regional Access, Inclusion and Success in Education (RAISE) team a well-deserved Program Award.

We have plenty to be proud of. And, with the establishment of a new branch within the Department of Education, Employment and Workplace Relations to continue the ALTC’s great work, we also have much to look forward to. For those with learning and teaching ambitions, plenty of support exists here at USC, under the dynamic leadership of Professor Lohmann, and with the energetic support of the Office of Learning and Teaching, and the insightful mentoring from previous grant and award winners.

The diversity of success that this publication profiles is quite remarkable. In just this year’s batch of citations, we have recognition of outstanding academic staff development in assessment practice, curriculum development in Nutrition and Dietetics, transformative learning in Social Work, access and equity initiatives for young mothers and other underrepresented cohorts, and bringing accounting to life through outstanding teaching. And our ALTC grants have ranged across health workforce development, first year experience in Business, effective dissemination of learning and teaching projects, academic leadership, and experiential learning for Planning students.

This publication, 2011: A Celebration of Learning and Teaching, is the Awards Wall of Fame for your bookshelf. Just like the ever-expanding Wall of Fame space in the library where portraits of ALTC awards winners are proudly hung each year, this booklet puts faces to names and gathers together some of our most recent success stories. The efforts of all those in this publication reinforce the transformative power of effective teaching, and that is something worth celebrating.

Professor Greg HillVice-Chancellor and President

FROM THE

Deputy Vice-ChancellorI am delighted to join with Professor Hill to introduce this publication, which celebrates some of the University’s recent learning and teaching achievements. The successes that are profiled in these pages are the tip of a much larger iceberg. Those whose successes we celebrate here are joined by countless others – including colleagues, mentors, supervisors, support staff, prospective applicants, referees and selection committee members – who all play a part in the ongoing success that USC has enjoyed in engaging with the Australian Learning and Teaching Council. And more broadly, of course, there are other learning and teaching successes occurring throughout the University – our continued 5-star rating for teaching quality in the Good Universities Guide, large numbers of staff earning excellent Student Feedback results, academic staff creating dynamic and effective learning environments for students, and general staff also being focussed on and responsive to student needs.

2011: A Celebration of Learning and Teaching coincides with some significant changes in the higher education landscape. By year’s end, the Australian Learning and Teaching Council will have ceased operations, with a new branch within the Department of Education, Employment and Workplace Relations taking up the reins. Work towards aligning all program offerings with the newly strengthened Australian Qualifications Framework will be ramping up in readiness for the 2014/2015 implementation deadlines. The Tertiary Education Quality and Standards Agency, under the leadership of recently appointed Chief Commissioner Dr Carol Nicoll PSM, will be finalising their approach to learning and teaching quality, including defining standards following the extensive work of the ALTC Learning and Teaching Academic Standards Project. Within USC, we will be addressing these national drivers as well as several of our own, including graduate attributes, scholarship of learning and teaching, success in grants and awards, and the achievement of the goals of the Strategic Plan and the top level plans: Teaching, Learning and Graduate Outcomes Plan, Build Research Productivity and Output Plan, Develop USC for a Sustainable Future Plan and Enable Access to the USC Experience Plan.

In the midst of all this change, many fundamentals will remain constant. The University remains deeply committed to outstanding learning and teaching. There will continue to be a range of opportunities for grant funding of worthwhile learning and teaching projects. Outstanding teaching will still be recognised and celebrated through awards. Student learning will remain a paramount priority in University planning processes, as will our drive for continual improvement of institutional performance in learning and teaching grants and awards.

I hope you find this publication as inspiring as I have, and that it might prompt you to plan a strategy for transforming your learning and teaching efforts into grant and awards successes in the future.

Professor Birgit LohmannDeputy Vice-Chancellor

FROM THE

2011: A celebration of Learning and Teaching

2011: A celebration of Learning and Teaching4 5

National recognition on the riseNational recognition for USC’s quality learning and teaching continued its upwards trajectory in 2011 with 13 staff receiving prestigious Australian Learning and Teaching Council (ALTC) awards and grants. For the third year in succession, USC received more ALTC Citations as a function of its size than any other public institution. We were one of only 10 institutions to receive an ALTC award for Programs that Enhance Learning and moved to the front of the field of similar size institutions for ALTC grant success. The year’s remarkable accomplishments highlight the University’s flourishing learning and teaching culture and bolster our position as a leader in teaching quality. Leading their field in 2011 are:

ALTC Citations for Outstanding Contributions to Student Learning

EMMA KILLFor ‘making a future’: pioneering innovative programs that enable young mothers and underrepresented equity groups to re-engage with and achieve a tertiary education

Working with minority student cohorts, Emma Kill creates an innovative learning environment that fosters student success. Emma approaches student learning and support through a holistic, nurturing philosophy. Inspiring students to learn, and to persist through adversity, is a hallmark of Emma’s approach. She embraces social networking tools, and face-to-face modes, to facilitate students’ academic performance and personal growth. Emma’s impassioned student comments, high student feedback ratings, and glowing community recognition, attest to her tremendous success.

DR PETER BAxTER For sustained commitment to creating opportunities for students to become successful accounting professionals, driven by a passion for teaching and the discipline of accounting.

Dr Peter Baxter supports student learning in accounting by building rapport, using humour and sharing his enthusiasm and expert knowledge. His students respond positively, both in their praise for his approach and their academic performance in his classes. Peter’s commitment to students’ academic and professional success has motivated him in developing a well-used support website for accounting students. Peter makes accounting accessible, enjoyable, even fascinating, and paves the way for excellence in student learning and graduate outcomes.

DR CHRISTINE MORLEy For inspiring social work students to engage in critical reflection as an integral part of transformative learning and effective action for social justice.

Dr Christine Morley empowers students to confront and challenge oppression in their personal and professional lives. Her research-based teaching leads to outstanding student outcomes and evaluations. Christine’s scholarly publications ensure that her practice is widely recognised as an important contribution to the field. Students comment enthusiastically on her impact on their learning and practice. Her teaching is a socially transformative practice that she adeptly harnesses to initiate and sustain meaningful social change for social justice.

DR FIONA PELLy For sustained leadership in the creation of professionally relevant and research-informed Nutrition and Dietetics curricula.

From advising athletes at Olympic Games to leading innovative program development, Dr Fiona Pelly makes an outstanding contribution to student learning. Fiona spearheaded the development of the University’s nutrition and dietetics programs, a first for regional Queensland. Fiona’s students benefit from curricula informed by her distinguished professional standing, including grants with the International Olympic Committee and acclaimed children’s entertainers The Wiggles. Graduates, practicum supervisors, and colleagues all echo the positive student feedback that Fiona receives.

KyLIE READMAN For developing and leading a collaborative, transdisciplinary ‘Assessment Makeover’ process: mentoring colleagues to improve assessment and enhancing students’ learning experiences.

Drawing on her extensive teaching and assessment experience, Kylie Readman has worked with over 400 academic colleagues, improving approaches to assessment. She leads and mentors collaboratively using research to drive reflection, design, implementation and evaluation. This process supports curriculum improvements across disciplines, from law to paramedic science. Kylie’s assessment makeovers are transformative, firstly for the staff with whom she works and then for the students whose learning ultimately benefits from new assessment practices.

ALTC Awards for Programs that Enhance Learning REgIONAL ACCESS INCLUSION AND SUCCESS IN EDUCATION (RAISE) PROgRAM Recognising:• Creative Writing in Schools Program • Headstart • Integrated Learning Engineering• Primary Industry Centre for Science

Education (PICSE USC)• Tertiary Preparation Pathway

The multifaceted Regional Access, Inclusion and Success in Education (RAISE) program connects with communities, schools, and professional and organisational bodies in the wider Sunshine Coast region. The program promotes the value of tertiary education and inclusive educational outcomes for a diverse regional population. The program’s aim is to inspire students from disadvantaged and underrepresented groups to reach their potential, to encourage community participation in further study, and to develop the educational and professional capacity of the Sunshine Coast region in an equitable and sustainable manner. The university’s current strategic priority is to enable access to the USC experience by engaging with communities, providing educational activities and extending learning opportunities throughout the region. The RAISE program successfully implements this priority offering learning opportunities in a variety of accessible, flexible formats that: personalise and contextualise the transition to tertiary study; provide support structures to increase enrolment, retention and success; and value inclusiveness, diversity, collaboration and excellence. Current Program Leaders are Dr Maria Arena (Creative Writing in Schools Program), Kylie Russell and Tegan McFarland (Headstart) Dr Richard White (Integrated Learning Engineering) and Dr David McKay (Tertiary Preparation Pathway and PICSE USC).

DR CLAUDIA BALDwIN AND ASSOCIATE PROFESSOR JOHANNA ROSIER Experiential Learning in Planning Education: Resources and Tools for good Practice

Claudia Baldwin and Johanna Rosier from the Faculty of Arts and Social Sciences have partnered with La Trobe, Edith Cowan, Griffith University, the University of Tasmania and the Planning Institute of Australia (PIA), to lead a $176,000 ALTC ‘Innovation and Development’ grant. The two year project responds to the identified need to increase planner professionalism through matching skill gaps with training; bringing planning educators and practitioners closer together; and increasing collaboration between planning schools and PIA. The project will develop an integrated package of resources that will promote and enable delivery of good practice experiential learning in Australian tertiary planning education and, in turn, contribute to improved student learning outcomes.

DON MACONACHIEA Handbook: Leadership for Excellence in Learning and Teaching ($219,000)

Don Maconachie, Director of USC’s Executive Projects Unit, in partnership with Craig McInnis, Paul Ramsden and David Phillips of PhillipsKPA Pty Ltd was successful in securing a $219,000 ALTC ‘Leadership for Excellence in Learning and Teaching’ grant to develop an academic leadership handbook for DVCs, PVCs, Deans, Associate Deans and Heads of School. The book will provide theoretical interpretations and a clear set of practitioner guidelines and resources in order to have maximum and sustained impact on the sector.

TILLy HINTON ALTC project completed!

D-Cubed: A Review of the Dissemination Strategies used by Projects Funded by the ALTC grants Scheme

Our project started out with the rather cumbersome title ‘A review of the dissemination strategies used by projects funded by the ALTC Grants Scheme’ and quickly became ‘D-Cubed’, a name which referenced the project being the third project funded by the ALTC to investigate dissemination. As it turned out, the new framework we created as one of our project deliverables consists of three elements, which adds a new – entirely serendipitous – meaning to the project’s name.

D-Cubed explored the effectiveness of dissemination for ALTC Grants Scheme projects in the period 2006 to 2009 and developed a range of resources to support future applicants as well as making extensive recommendations to the funding body about systemic measures to improve the dissemination of learning and teaching research. The investigation used an illuminative evaluation strategy (Parlett & Hamilton, 1972) to identify the effectiveness of project dissemination strategies. Illuminative evaluation is by its nature participatory, iterative and open-ended. It invites the construction of meaning through a multi-pronged investigation that draws upon the feedback of external participants and observers. This methodology allowed for the development of resources informed by a strong evidence base for future grant applicants and support staff applicants.

This study investigated whether the Dissemination Framework was achieving the desired outcomes, and proposed a new Framework in response to changing needs of the sector. It investigated dissemination practice by exploring project leader understandings of dissemination and how those understandings are enacted in sharing project outcomes beyond the project team.

An outcome of the D-Cubed project has been a new ALTC web page dedicated to successful dissemination: www.altc.edu.au/dissemination (please note that this URL will change in October when the ALTC transfers its functions and services to DEEWR). Included on this page is a suite of resources to support future applicants and current grant holders.References:Parlett, M., & Hamilton, D. (1972). Evaluation as illumination: A new approach to the study of innovatory programs. Edinburgh University Centre for Research in the Educational Sciences.

ALTC Grants

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Vice-Chancellor’s medals for Learning and Teaching

ExCELLENCE wITHIN:

Learning and Teaching at USCOpen Learning and Teaching grants Program (OLTgP)The Open Learning and Teaching Grants Program (OLTGP) encourages staff participation in the scholarship of teaching and the development and dissemination of significant innovations in learning and teaching. Grants of up to $6,000 are awarded for projects that go well beyond normal learning and teaching development and evaluation activities and foster staff capacity to compete in larger national grants, awards and fellowship schemes.

With seven projects funded in rounds one and two of this year’s OLTGP, 2011 is shaping up to be the most active year yet. Since 2004, 37 projects addressing learning and teaching in disciplines as diverse as engineering, indigenous education, social theory, nursing, midwifery, nutrition and dietetics, paramedic science, geographical information systems and accounting have been funded. Successful projects include:

DR LEONIE MOSEL wILLIAMSVolunteering abroad: A new approach to Service Learning.

Dr Leonie Mosel Williams, Faculty of Science, Health and Education, used descriptive phenomenology to identify the insights and learning of nursing students who participated in a volunteer experience in Tanzania in 2010. Her project aimed to identify how immersion in another cultural environment, undertaking service and learning with local health staff might develop cultural awareness and cultural intelligence. Guided by the methodology, data was collected using surveys, semi-structured interviews and reflective journaling making it possible to identify and describe how the students and faculty member were challenged to learn in a profoundly unfamiliar environment. Experiencing local nursing practices and practice values, learning about their capacity for resilience, being confronted by personal cultural distress and feelings of powerlessness developed the thematic outcome through data analysis. In the face of cultural and professional challenges, the students coped through processes of reconciliation and made meaning through personal and professional growth. As a service learning activity, both the community and the students realised benefit.

DR VIKKI SCHAFFERImproving learning experiences by building collaborative and co-operative networks between undergraduate students, local communities and academics through the integration of work integrated learning (wIL) and social media technologies in assessment tasks

In March 2011, Dr Vikki Schaffer, Faculty of Business, received OLTGP funds to investigate the influence of integrating WIL and social media technologies (such as Facebook, Twitter etc) in assessment tasks in the undergraduate course (TSM313 – Technology and Innovation in Tourism, Leisure and Events). Dr Schaffer’s project builds from a preliminary, exploratory investigation which suggested that integrating and applying these technologies in course curricula can enhance student knowledge, skills and creativity, enrich their academic, personal and professional networks and facilitate employment outcomes. Her project will use the social network research method of Egonet studies (incorporating social network research tools), qualitative and quantitative surveys and interviews with students and business representatives. The hypothesis is that the use of social media technologies and the building of networks between university staff, students and local communities has a positive effect on learning outcomes including: the building of co-operative relationships with the local business community; improvement of graduate destinations opportunities (employability); enrichment of the student experience and improved retention rates.

OLTgP projects funded in rounds one and two of 2011 were:Beyond summative assessment of clinical performance in paramedic scienceProject Team: Nigel Barr (Lead); Kylie Readman; Associate Professor Peter Dunn

Perceptions of using a mobile phone-based, free Classroom Response System in first-year statistics undergraduate courses: Implications for practiceProject Team: Associate Professor Peter Dunn (Lead); Dr Florin Oprescu; Dr Alice Richardson, UC; Christine McDonald, USQ

Development of a Classroom Response Systems Perception Scale: CRiSPProject Team: Associate Professor Peter Dunn (Lead), Dr Florin Oprescu; Dr Alice Richardson, UC; Christine McDonald, USQ

Learning Paramedic Science Skills in the first personProject Team: Associate Professor Kathy Lynch (Lead); Nigel Barr; Dr Florin Oprescu

Implementation, extension and evaluation of an inter-professional education module that prepares health students for collaborative mental health practiceProject Team: Professor Margaret McAllister (Lead); Teressa Schmidt (SCIT); Dr Florin Oprescu; Nigel Barr; Dixie Statham; Dr Christine Morley

Improving learning experiences by building collaborative and co-operative networks between undergraduate students, local communities and academics through the integration of work integrated learning (wIL) and social media technologies in assessment tasksProject Team: Dr Vikki Schaffer (Lead)

Quantifying and analysing the effects of physical learning activities coupled with web 2.0 applications on students’ engagement and learning of geographical Information Systems (gIS)Project Team: Dr Sanjeev Srivastava (Lead)

DR CHRISTINE MORLEy AND JAMILLA ROSDAHLDr Christine Morley and Jamilla Rosdahl were rewarded for their outstanding contributions to student learning by receiving the prestigious 2011 Vice Chancellor’s Medals for Learning and Teaching.

Dr Morley, a Senior Lecturer in Social Work, was recognised for her contributions to the advancement of learning and teaching. She focuses on teaching the theory and practice of social work as well as community development. Her recent research has focused on grief and loss, in particular people who have lost a companion pet. Her PhD and previous work involved counselling in the area of sexual assault. Christine was awarded the Learning and Teaching medal (for contributions to the advancement of learning and teaching).

Ms Rosdahl, a USC Arts Honours graduate, is a Sociology tutor who received the medal for her excellence and innovation in facilitating student learning. Last year she became the first USC recipient of a postgraduate scholarship from The Australian Sociological Association. Ms Rosdahl’s PhD examines the contradictory relationship between muscularity and femininity, in relation to the sport of bodysculpting. Jamilla was awarded the Learning and Teaching – Sessional Staff medal (for excellence in facilitating student learning).

DR ELIzABETH EDDyFaculty of Arts and Social Science

In 2011, the main learning and teaching focus for the Faculty of Arts and Social Sciences has been on improving student engagement. One strategy has involved implementation of intervention strategies, particularly in first year courses, to identify and support first year students at risk of poor progress. Another strategy has been curriculum review, which commenced as part of the Graduate Attributes and Standards Project. In this process, program and course curricula, and teaching strategies and associated learning activities, are being reviewed and renewed to enhance quality and student learning. In addition, e-learning strategies have been selectively incorporated into many courses to support student learning and in some cases to provide an alternative mode of delivery for students unable to attend on campus.

FACULTy HIgHLIgHTS:

Meet USC’s Faculty Learning and Teaching Coordinators

DR MARIA RACITIFaculty of Business

In 2011 in the Faculty of Business, our dedication to delivering a ‘best practice’ learning experience was epitomised by our continued active pursuit of international accreditation with the Association to Advance Collegiate Schools of Business (AACSB). We have endeavoured to provide an assurance of learning for our students through our program scaffolding, inculcation of core graduate qualities, assessment of learning outcomes and our continual cycles of curriculum review and improvement. This has been a collaborative process including all academics in each discipline as well as sessional staff. In terms of new programs, the Bachelor of Commerce (Honours) was approved for commencement in 2012. To revitalise existing program offerings, new courses in Brand Management, Social Marketing, Advanced Network Topics and ICT Project Management progressed through the accreditation processes. Preparations are underway for a proposal for a minor in economics and a minor in management for health professionals. Throughout the year a number of Teaching Innovation Forums have been held to showcase research and scholarship of Faculty of Business academics in Learning and Teaching. We also take much pride in the awarding of an ALTC Citation to Dr Peter Baxter.

DR JENNIFER ROwEFaculty of Science, Health and Education

Growth and curriculum renewal, retention and the first year experience are all hot topics at USC and underpin much of the work and achievement for the year so far in the Faculty of Science, Health and Education. New programs have moved through the accreditation process and will contribute to growth from 2012. These include a double degree in Nursing Science and Midwifery and an associate degree in Medical Laboratory Science. We also hope to add to the Engineering undergraduate offerings with a Bachelor of Mechanical Engineering. Curriculum renewal work is being undertaken in a number of programs with changes being made to Clinical Exercise Science, Nutrition and Climate Change offerings. Education has also being revising their offerings, differentiating among school levels in programs and fleshing out programs with some exciting courses. A strong part of the curriculum renewal process has been the implementation of graduate attributes, with the project being lead by Kylie Readman. The mapping in early adopter programs to date has been great, facilitating important interactions in the learning and teaching process from program through to course, learning activities and assessment. Focus in the coming months will be on the Australian Qualifications Framework and the implications for program development and revision in the Faculty. The excellent work of academic staff has also been celebrated in successful outcomes for internal learning and teaching grants in both rounds this year and in the prestigious, ALTC citations.

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graduate Attributes and Standards Project The Graduate Attributes and Standards Project at USC aims to give students in coursework programs opportunities to develop specific graduate attributes through their university learning experience. The University community, students and staff, share responsibility for fostering and realising the graduate attributes in the context of programs; graduate attributes will be realised differently in each programs. The graduate attributes and standards project gives the university community an opportunity to describe the learning standards that students will attain – what students will know and be able to do, and at what level, on graduation. This robust approach to assurance of learning enables USC graduates to enter the workforce confident that the attributes they possess are those valued by employers, government and the higher education sector.

Graduate attributes are divided into two complementary areas:

• Graduate qualities - themes that the University community values, and therefore seeks to foster through all of its programs and the student’s broader experience at the University. The University provides opportunities for students to be: Creative and Critical Thinkers, Empowered; Engaged; Ethical; Knowledgeable; Sustainability focussed.• Generic skills - transferable skills that are

valued by the University as being important outcomes of a University education. These skills are those identified as important by employers, government and the higher education sector. Students will be supported to develop the following generic skills: Communication; Collaboration; Problem Solving; Organisation; Applying Technologies; Information Literacy.

To ensure that students have a balanced experience of all graduate attributes, they need to be embedded across programs and courses and be realised in the learning experiences, assessment activities and extra-curricular involvement a student would have throughout their time at the university. Therefore, faculties, disciplines and program teams are engaged in a significant process of curriculum renewal that will see the graduate attributes realised in practice.

MONTE wyNDERALTC Citation recipient 2009

For sustained enthusiasm in curricula development and delivery that models and generates creative problem solving to prepare flexible and innovative accounting graduates

I received my ALTC citation in 2009 and the $10,000 is still unspent. I didn’t even go to the awards ceremony; I happened to be teaching that evening. So if it is not about the money, or the recognition, a sane person might ask why anyone would give up hundreds of hours (literally) to apply for a citation, again and again. In reflecting on my experience I can recognise now that it really is about the journey, and not the destination. The citation was certainly an important milestone in that journey, but the day I stop trying to improve my teaching is the day I quit, or die.

My citation was “For sustained enthusiasm in curricula development and delivery that models and generates creative problem-solving to prepare flexible and innovative accounting graduates.” I would like to say that it is all about the students. If I am honest with myself, however, I would have to admit that my motives are much more selfish. Like most people, the desire to be creative is an inherent, fundamental driving force. It plagues me as I go to sleep, worried about a dull lecture plan, and rewards me in the middle of the night with that ‘aha’ solution. It is those moments of inspiration that keep me coming back to work.

The rewards of winning an award

MARgOT REEH ALTC Citation recipient 2009

For developing university-wide, student-to-student mentor and advising programs that enhance the university experience of beginning students and benefit the student leaders personally and professionally.

Had it not been for Professor Greg Hill’s suggestion that I write a citation about the university-wide mentor program it certainly would never have occurred to me to do so for two reasons: firstly, coordinating the Mentor Program had already been an integral part of my academic skills adviser duties and service to students for at least a decade and the Program was now a well established part of the University fabric; secondly, as far as I was concerned, the success of the Program had been due to the service student mentors provided and I believed that the focus should be on their achievement. So, initially I was slow on the uptake despite my passion for the program. Further encouragement and feedback, in particular from Tilly Hinton and Monica Ford, helped in overcoming that hurdle and, deciding on the inclusion of the Peer Adviser

Program, there was no turning back.

While receiving the award largely put the focus on my skills in developing successful student-to-student programs, it importantly

DR DEBRA LIVINgSTONALTC Citation recipient 2010

For empowering graphic design students by leading innovative and inspiring practicum experiences through integrating regional community and industry-based engagement into their lives and study.

When I first heard of my success in the 2010 ALTC citation awards it was a proud moment indeed. For me it was confirmation that I was travelling in the right direction encouraging and exciting students into being successful graduates. I felt honoured to be recognised for the passion I have extended to learning and teaching since beginning with the university ten years ago. Often lecturers’ work behind the scenes, virtually unnoticed. The ALTC citation award is a way of telling your story, letting your peers in the broader university context and beyond know what you have achieved and what you actually do.

In the future, I will continue to engage students with their community and industry and design innovative learning strategies. Recently, I have established a new initiative under the guidance of the national design body, the Australian Graphic Design Association (AGDA), Brisbane chapter, to provide collaborative regional 1st to 3rd year TAFE and University students with real life experiences in their industry and event management. The newly established AGDA Student Council, consisting of students and lecturers from TAFE and USC and local industry members are dedicated to create a following of Sunshine Coast designers along with Brisbane and iconic industry members and in the future attract AGDA Queensland, national and international seminars. But we will start with local experiences first where students will create events for their peers, such as competitive designer games and portfolio feedback evenings.

Creativity and innovation are not, however, JUST about fun. The less intrinsically motivating phases of the creative process - preparation and validation, or in other words scholarship and rigorous evaluation, are also critical. It is in this regard that I found the process of applying for an ALTC citation, failing to receive it, and applying for it again (and again) particularly useful. The citation process was an important motivator. Agonising over every word made me think more deeply about what I am really trying to do, and why. Insightful and critical feedback from a wide range of people exposed my inner-most, previously tacit, motivation and rationale to scrutiny from perspectives that I didn’t even know existed. So, although personal reflection can be painful, actively seeking out critique on something as personal as teaching may seem crazy, and the ALTC application process can be time consuming and occasionally pedantic, I highly recommend it. I spent so many years applying for a citation that it’s strange now to be out of the system. Without the deadlines and formal evaluation processes I find it difficult to make the time to reflect on my teaching. Trying new things and experimenting with new approaches is much more fun. Making time to expose your ideas to external scrutiny, however, really does make a difference and the ALTC citation process is a great way to do that.

showcased the programs themselves and the incredible contribution students make to the University, especially the student mentors and in particular to the first-year experience. This coincided with a University-wide emphasis on the first-year experience, and since 2009 the number of students volunteering to be part of the Mentor Program has increased substantially enabling the program to keep pace with the growth of the University. This has been very satisfying as mentor recruitment has always been a challenge when operating from outside faculty.

Being awarded $10,000 has provided the opportunity to see first-hand how other universities organise mentor and peer adviser programs. In visiting the University of Montana (UM) and the University of British Columbia I learnt that the mentor and peer adviser programs are delivered in collaboration with Faculty staff through credit bearing courses that academic and APT staff from Student Services and the Writing Centre co-teach. I also learnt about an interesting academic skills development program at UM aimed at increasing the retention of students first in their family to attend university. These are exciting interdisciplinary programs worthy of further consideration.

Receiving the ALTC award has given me the opportunity to further my professional development and to identify ways of working more collaboratively with faculty to benefit students and the University.

“The citation process was an important motivator. Agonising over every word made me think more deeply about what I am really trying to do, and why.”

“Receiving the ALTC award has given me the opportunity to further my professional development and to identify ways of working more collaboratively with Faculty staff to benefit students and the University.”

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Remembering the ALTC September 2011 marks the end of an era for learning and teaching in Australian higher education, with the closure of the Australian Learning and Teaching Council. Since 2004, the ALTC (formerly the Carrick Institute for Learning and Teaching in Higher Education) has demonstrated its commitment to improving the student learning experience by supporting quality teaching, research and practice. Through working actively with higher education institutions across all states and territories it has had a profound impact on the higher education community, raising the profile of learning and teaching, encouraging leadership and facilitating innovative approaches to teaching and curriculum. USC has maintained a strong relationship with the ALTC, playing host to several ALTC staff, fellows and discipline leaders who have enjoyed visits to the Sunshine Coast to deliver feature presentations, workshops and participate in meetings. The dedicated colleagues that USC has hosted include:

• Professor Richard Johnstone, Foundation Executive Director in 2006• Associate Professor Janice Orrell, Director,

Discipline Based Initiatives, Resource Identification Network in 2007• Dr Elizabeth McDonald, Director, Grants,

International in 2008• Trish Treagus, User Support Manager, ALTC

Exchange in 2009• Siobhan Lenihan, Head of Programs in 2010• Associate Professor Peter Hutchings, Acting

Director, Grants, Awards and Fellowships in 2010• Dr Carol Nichol PSM, Chief Executive Officer

in 2010• Professor Ian Cameron, 2006 ALTC Senior

Fellow, Engineering and Science Education in 2010• Associate Professor Roger Hadgraft, Discipline

Scholar, Engineering and ICT in 2010• Associate Professor Jacquie Macdonald, 2010

ALTC Teaching Fellow in 2010• Professor Mark Freeman, Discipline Scholar,

Business, Management and Economics in 2010• Professor Keithia Wilson, 2010 ALTC National

Teaching Fellow in 2010• Professor Sally Kift, Discipline Scholar, Law

in 2011

A new branch within the Department of Education, Employment and Workplace Relations (DEEWR) will continue the ALTC’s great work. The new branch is an outcome of sector wide recognition of the enormous positive impact of the ALTC and its mission and objectives. It will ensure that the funding programs pertinent to learning and teaching scholarship and quality will continue. USC has already established relationships with the new branch through involvement in consultation meetings and with Branch Manager, Suzi Hewlett attending a number of events at this year’s Learning and Teaching Week.

ALTC / CARRICK HONOUR ROLL

ALTC Citations2006• Dr Gary Crew• Dr Maria Raciti

2007• Dr Gayle Mayes

2008• Dr Karen Brooks• Associate Professor Stephen Lamble and Gillian Cowden

2009• Liani Eckard• The Headstart Program• Dr Ann Parkinson• Anna Potter• Margot Reeh• Dr Monte Wynder

2010• Dr Phillip Ablett• Dr Lisa Chandler• Professor Roger Hughes• Dr Debra Livingston• Professor Margaret McAllister• Lily O’Hara

2011• Dr Peter Baxter• Emma Kill• Dr Christine Morley• Dr Fiona Pelly• Kylie Readman

ALTC Awards for Programs that Enhance Learning2011 • Regional Access Inclusion and Success in Education

Program (RAISE)

ALTC grants2007• Dr Lesley Willcoxson, Dr Monte Wynder and

Dr Mark Manning• Professor Tania Aspland

2008• Professor Graham Davidson and

Professor Margaret McAllister

2009• Tilly Hinton

2011• Don Maconachie• Dr Claudia Baldwin and

Associate Professor Johanna Rosier

Moving forwardUSC has rich prospects for learning and teaching grant and award success in 2012. Another very strong group of potential Citation recipients are ready to take on the challenge and for the first time, several staff have expressed interest in contending for the larger Teaching Excellence Awards. This year’s Program Award and Grant successes have paved the way for future submissions, as has the expected realisation of external funding trajectories from internal Open Learning and Teaching Grant projects.

we can look forward to another sucessful year in 2012!

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