Citations for

CITATIONS NOMINATION FORM

√ Individual nomination □ Team nomination Tick (√) one box

Carrick ID ___________ (Carrick use only)

Contact details (for nominee or one team representative) Title Dr

First and last name Susan Wood School/ department/ faculty School of Humanities and Social Sciences/Faculty of

Arts Institution Charles Sturt University

Postal address Locked Bag 678 Wagga Wagga NSW 2678

Email address swood@csu.edu.au Telephone 02 69332646

Position (eg level C academic) Level B academic Staff type (tick (√) one box) √ Academic staff □ General staff

Gender (tick (√) one box) √Female □ Male

For team nominations List names of other team members (maximum of four)

Title First and last Gender (F/M) * Staff type (A/G) *

* Use one of the following, as appropriate: F = Female G = General Staff M = Male A = Academic Staff

OR Team may be any size, but if more than five members a team name must be used

Team name

AND List numbers of team members, including all team members previously mentioned Female Male Total

Academic Staff General Staff

Carrick ID __________ (For Carrick use only)

Carrick Awards Nomination Form Part 3a: Citations for Outstanding Contributions to Student Learning

Citation wording Describe the distinctive contribution of the nominee/s – maximum 25 words For innovation and excellence in subject design and delivery in the online environment leading to rich learning experiences for students

Selection criteria Nominate one or more selection criteria for assessment, as appropriate for your particular contribution. Note that the number of criteria nominated does not, in itself, affect assessment of the nomination

Tick (√) box √ 1. Approaches to learning and teaching that support, influence,

motivate and inspire students to learn 2. Development of curricula, resources and services that reflect a

command of the field 3. Approaches to assessment, feedback and learning support that

foster independent learning 4. Respect and support for the development of students as

individuals 5. Scholarly activities and service innovations that have influenced

and enhanced learning and teaching

Nominees’ declaration I/We (print name of nominee or team representative) Susan Wood accept nomination for a Citation for Outstanding Contributions to Student Learning

Signature

Date 10 April 2008

Checklist (for local submission of nomination) Nomination submitted to Institutional Selection Committee must include:

Tick (√) box

Completed and signed Nomination Form (1 original and 9 copies) √

Written statement, as described in Guidelines and including citation wording and discussion in line with one or more selection criteria (1 original and 9 copies)

√

Two references, as specified in Guidelines (1 original and 9 copies) √

Each copy should form a complete submission, including nomination forms, written statement and two references Submissions must be corner stapled and unbound

Carrick Awards Nomination Form Part 3a: Citations for Outstanding Contributions to Student Learning This page to be provided by the Institutional Selection Committee or the Institutional Contact Officer for all endorsed nominations

Vice-Chancellor/ Chief Executive Officer’s Declaration On behalf of this institution, I support this nomination on the basis of the attached application. This institution undertakes to support this nominee/s in activities to disseminate good practice in learning and teaching. I confirm that the information above is true and correct and the nominee/s referred to on this form is/are currently a staff member or associate of this institution

Name (print) Professor Ian Goulter Signature Institution Charles Sturt University Date

Institutional Contact Officer Name (print) Dr Derek Sequeira

Job title Manager, Evaluation Unit, Centre for Enhancing Learning and Teaching Email address dsequeira@csu.edu.au

Telephone (02)60519416

Checklist: Institutional Contact Officer Each nomination submitted to the Carrick Institute must include:

Tick (√) box

Completed and signed Nomination Form (1 original and 9 copies) √

Written statement, as described in Guidelines and including citations wording and discussion in line with one or more of the selection criteria (1 original and 9 copies)

√

Two references, as specified in Guidelines (1 original and 9 copies) √

10 Citations Nomination Summary forms must be submitted (1 original and 9 copies) Institutions must submit ten identical bundles, each forming a complete Institutional submission. Each bundle should include Citation Nomination Summary and ranked nominations, in order (1-10) No additional supporting materials provided by the nominee to the Institutional Selection Committee are to be sent to the Carrick Institute

Carrick Awards Nomination Form Part 3a: Citations for Outstanding Contributions to Student Learning 1. Proposed citation For innovation and excellence in subject development and delivery in the online environment leading to rich learning experiences for students.

2. Overview of contribution and specific context for this contribution ART317 Art and Books is an elective art history subject undertaken by students in a variety of courses at Charles Sturt University (CSU): those studying art history as a major or a minor in a ‘regular’ Bachelor of Arts; graphic design, fine arts, photography and multimedia students from the School of Visual and Performing Arts (SVPA); and BA (Library and Information Sciences) students taking art history as a non-library major. ART317 combines traditional learning resources with information and communications technology (ICT) to create a rich learning experience for students. The subject is popular with students, receives positive student feedback and the Art and Books website has attracted recognition from outside the University. The following considerations informed the development of ART317. The varied background of students. Students learn most effectively when new knowledge is linked to that which they already know. SVPA students bring to ART317 an interest in aesthetics and knowledge of some of the technical aspects of book production. BA(LIS) students have prior knowledge of book history and often approach books from a pragmatic rather than an aesthetic perspective. ‘Regular’ BA students may bring an interest in textual rather than visual issues. Thus a guiding principle was to structure flexible learning experiences that accounted for varying prior knowledge and interests. The diversity of the student cohort also influenced my approach to assessment. The most common forms of assessment in art history are the essay, the tutorial paper and the examination. This is a tried and true system, but it doesn’t serve all students equally well. In my experience, in every cohort there are some students who have mastered the subject content but who do not find it easy to demonstrate this mastery in traditional written assessment tasks. By contrast, others are adept at writing essays but are challenged when expressing their knowledge in alternative formats. In ART317 I wanted the flexible learning experiences to be matched by a flexible approach to assessment. Modes of offering. ART317 is studied by on-campus and distance education students. Art history subjects at CSU are offered to on-campus students in the tutorial mode, in which students are provided with the same learning materials as distance students, supplemented with on-campus tutorials. The premise is that these students will work through the subject materials individually and then meet as a group once a week with their lecturer to discuss the content covered in the previous week. In practice many students whose degrees have a practical focus find it difficult to balance the competing demands of studio work and contextual subjects and struggle to complete the required reading in their contextual subjects. As a consequence, their learning in these subjects is often at a surface level, occurring when they prepare written assignments at the last minute, or cram for an end of session exam. A high priority was to develop a subject that encouraged regular, independent and deep learning by students studying in either mode. Interest in flexible learning and online education. I was involved in encouraging the use of the CSU online learning environment to enhance student learning and was keen to ‘practice what I preached’. Paradoxically, many scholars of the book were early adopters of the Internet and thus the topics covered in ART317 are well served by high quality, scholarly online resources. Many of these offer students experiences that would be otherwise impossible, providing digital images of books that are too precious to be handled physically or situated in places far removed from Australia. The CSU online learning environment made the use of such resources feasible. It also provided electronic communication systems in the form of email and subject forums. Thus, I envisaged ART317 as an online subject, which took advantage of these resources, used electronic communication to bridge the gap between on-campus and distance students, and provided assessment tasks that encouraged regular engagement with the subject content and flexibility in terms of how the students demonstrated their learning.

3. Statement addressing the criteria Criterion 1 Approaches to teaching and (to) learning support that influence, motivate and inspire students to learn One of my goals as a teacher is to introduce students to a body of knowledge in art history and assist them to develop visual awareness and a conceptual framework which will expand as their knowledge

Carrick Awards Nomination Form Part 3a: Citations for Outstanding Contributions to Student Learning and understanding of art history develops. Another is to provide opportunities for students to acquire a range of generic skills essential to the lifelong learner, including the acquisition of information literacy skills, constructive learning strategies, critical thinking and reflective practice. In ART317 the learning resources, communication strategies and assessment processes are carefully integrated to create a total learning experience in which student directed, deep learning can occur. Because there are no formal lectures in ART317, the learning materials play an important role for all students. Key elements of my approach to teaching and learning support are embedded in these materials, which include a study package comprising a subject outline, a study guide, and a small selection of readings, supplemented by my Art and Books website (http://www.csu.edu.au/faculty/arts/humss/art317/). Each topic in the study guide provides clearly stated objectives; text to introduce key themes and concepts; and suggested learning activities. I make a conscious effort to personalise the writing so that students feel I am addressing them directly. ART317 is designed to allow a significant amount of student choice. Resources are provided, but not prescribed; students choose which specific examples they want to study. There is also a choice between two topics which focus on the same concepts (relationship between word and image and influence of production processes on finished product) but apply them to different genres (children’s illustrated books and comics and graphic novels). This strategy caters for the diversity of prior knowledge brought by students to the subject and allows them to focus aspects of a topic most relevant to their professional aspirations: I found this subject very interesting – a good synthesis of two of my favourite topics, art and literature! It helped put into context knowledge I already had as well as introducing new concepts and facts, and it forced my to think analytically about things ... (BA student, now completing a PhD in literature, 2000) I found that this [subject] related very much to every other theory subject I have done during my degree, so it helped to bring all the art history and practical together. (Free response section of subject evaluation questionnaire, 2006) The Art and Books website serves as a gateway to a range of online resources, most of which are located outside of CSU – at museums, libraries and educational institutions world wide. If an appropriate resource did not exist, it was developed in-house. The website was developed in 2000 and re-styled in early 2008. It meets World Wide Web Consortium standards and employs best website design practice for accessibility and useability requirements. The resources are organised to align with the topic structure in the study guide and an annotation is provided for each external link to help students in deciding which resources to access. The use of online resources allows for learning experiences that would be otherwise impossible. For example, the William Blake archive allows students to compare pages in copies of Blake’s illuminated books located in museums and libraries in Britain and America. Students respond positively to the art and books web site: I gained so much from viewing the resources on the web, which of course gives me access to much more than I could ever hope to see in real life. (BA student, 2001) I have appreciated the (almost) paper-free subject you have presented. I love the links – hypermedia at its best. (BA(LIS) student, 2001) In ART 317 the learning activities are designed to encourage regular, thoughtful student-student interactions on the subject forum. Such forum discussion contributes to the development of students’ ability to think through writing, also providing an opportunity for students to write for their peers, rather than just for the lecturer. Forum discussions also reduce the perceived distance between on-campus and distance students and enable students to benefit from the experiences of one another. I also use the forum as a means of communicating with students, posting a weekly summary of the key points covered in on-campus tutorials and posing questions to stimulate student discussions. I enjoyed the group forum which encouraged us to do further independent learning. Definitely my most enjoyable class and by far the best structured.(On-campus student, informal evaluation, 2006) Underpinning all of this is a belief in the importance of enthusiasm, accessibility and professionalism in my interactions with students. Students appreciate these qualities in a teacher and I am convinced that they are an essential ingredient in motivating, influencing and inspiring students. … thank you Sue for your enthusiasm in this course. I have enjoyed every class this semester and I’m grateful for the amount of thinking you’ve sparked. (BA (Graphic Design) student, 2005)

Carrick Awards Nomination Form Part 3a: Citations for Outstanding Contributions to Student Learning Criterion 3 Approaches to assessment, feedback, and learning that foster independent learning The other distinctive feature of ART317 is its approach to assessment, which provides considerable flexibility for students. One assessment item is posed as a question. Students may respond by writing an essay or they may use some other form so long as their response demonstrates scholarly research. Students have submitted artist’s books, comics, children’s books and even a teaching program designed for use in primary classrooms. A key reason for adopting this strategy was to address the perception of some art and design students that ‘theory’ subjects were of limited relevance. In producing an ‘alternative response’, theory and practice are brought together for these students in a very real way. … if I were ever to create a book, I would have an enormous advantage after doing this subject. The relationship between form and content, and image and text were explored deeply in this subject and as well as being interesting, they’ve helped me to look at books with more understanding, open-mindedness and knowledge. I feel smarter as I can now back up some of my arguments with a deeper knowledge of how things work. (BA (Graphic Design) student, 2005) Including an element of choice also cedes some responsibility to students and thus provides them with a greater sense of agency – they are proactive in the assessment process. Students appreciate the freedom offered by this opportunity and also recognise that it challenges them in ways that conventional forms of assessment may not No longer am I restricted to double spaced Times New Roman 12pt on a white sheet of paper … It encourages free thinking.( BA (Graphic Design) student, 2001) In ART317, the assessment process was probably the most enjoyable process I have undertaken during my tertiary studies. … The chance to have a break from essay writing [by] making an artist’s book was a welcome opportunity. Little did I realise that answering the assessment question was more difficult to do in artist book form than in essay form – but it was all part of the challenge of such a successful assessment strategy.(BA (Fine Arts) student, 2002) The other major assessment item requires students to keep a weekly learning journal. They submit this, along with three items of their own choice, to demonstrate that they have achieved the objectives of the subject. This item replaces a formal examination, assessing student learning across the breadth of the subject. It is intended to encourage regular engagement with the subject content and deep learning by asking students to account for and reflect on what they have learnt. By requiring students to relate their learning back to the objectives of the subject and to make decisions about how best to demonstrate their achievements, the responsibility for learning is shifted from teacher to learner. This approach is challenging for many students but they recognise its benefits, as evidenced by the following comments. The assignments … allowed you to focus on the areas of most interest to you. This portfolio … gives us as students [the opportunity] not to have the pressure of regurgitating a semester’s worth of information in the space of two hours. Instead, see a natural progression of thoughts and ideas over the semester. (BA (Graphic Design) student, 2001) …having finished all my assignments I feel I have achieved something quite significant. Thank you.(Free response section of subject evaluation questionnaire, 2007) My success in designing a subject in which student directed, deep learning occurs is encapsulated in the following comment: I’ve learnt a lot. I don’t think what I’ve learnt however, can be compared to any other theory subject I’ve done, because this is learning I’ve done myself rather than being told… BA (Graphic Design) student, 2005) 4. Ways in which the contribution has influenced student learning and/or the overall

student experience, been sustained over time, been recognised by fellow staff, the institution and/or the broader community

My commitment to innovation and quality in online learning and teaching at CSU has been sustained for over a decade. In ART317 my practical, pedagogical and academic knowledge and skills are brought together to produce a subject which has been recognised for its quality and effectiveness within the University and externally. Student response. As ART317 is an elective subject, one measure of its success is student demand. The subject commenced with 15 students and each year now attracts 40-45 students, drawn from courses

Carrick Awards Nomination Form Part 3a: Citations for Outstanding Contributions to Student Learning across the University. Feedback from students is consistently positive, as demonstrated by the student comments provided above and by the following sampling of results from formal subject evaluations: 2002 2003 2006 2007 The quality of teaching in this subject was good/assisted my learning

On-campus On-campus On-campus

Distance On-campus

Distance

6.00 6.07 6.33 6.00 6.50 5.88 Peer review. Dr Ann Marie Prengaman, American academic on exchange at CSU: I have learned a lot from your classes and web sites. I now look at comics with a different eye and even Peter Rabbit is different from viewing him through the illustrations and language in your class. Mr Bernie O’Donnell, former Pro-Vice-Chancellor at CSU: the word has spread on what a great online lecturer you are. You are still the benchmark for my daughter. Ms Anne McDonald, Senior Educational Designer, Faculty of Arts: In ART317 Art and Books, Sue has used blended learning for a number of years, while her commitment to flexible learning is also demonstrated in this subject, where students are able to choose one of several options for their major assessment task. This means that the students’ different learning styles and aptitudes can be accommodated. Institutional recognition. My work in online learning and teaching, including developing and teaching ART317, has been recognised by my peers through:

• Invitations to present seminars on my work in a variety of staff development contexts over a sustained period of time, including a paper on innovations in online teaching in ART317 at the CSU Centre for Enhancing Learning and Teaching (CELT) forum in Wagga in July 2000; a paper on the use of learning portfolios as an assessment strategy in ART317 at the CELT Learning and Teaching Expo in 2001; and a presentation on portfolio assessment in ART317 at the School of Information Studies ‘Conversations about Teaching’ seminar series in 2005.

• I am identified as a CSU Leading Teacher, for sustained high quality contribution to Foundations of University Learning and Teaching and Tertiary Teaching Colloquium programs.

• In late 2006, I was appointed as the Faculty of Arts Sub-Dean for Learning and Teaching with part of my brief to provide leadership in the use of the online learning environment for effective learning and teaching.

External recognition. The quality of the Art and Books web site is demonstrated by the fact that significant institutions link to it, including:

• State Library of Queensland • Book Arts Web (Peter Verheyen, Syracuse University, NewYork) • Intute (consortium of seven universities in UK); Pontifical Institute Of Mediaeval Studies

(Canada). Additionally, Art and Books students have achieved success in related areas.

• Katie Alleva (ART317 in 2000): solo exhibition including a suite of artist’s books, Wagga City Art Gallery, 2002.

• Deb Howard (ART317 in 2005): work produced in ART317 selected into Books 05, Noosa Regional Art Gallery; produced artists books for her BA(Hons) research project; artist’s book included in Hatched, the graduate show at Perth Institute of Contemporary Art, 2007; solo exhibition of artist’s books, Wagga City Art Gallery, 2007.

Finally, the academic quality of ART317 was recognised in 2000 by Dr Ross Woodrow, then Head of Art Theory at the University of Newcastle, who commented: This online material [the Art and Books website] was well presented and scholarly. Clearly there has been an enormous amount of time devoted to the preparation of this material as well as the application of highly informed and discriminating web editing and search skills. (extract from BA review document)

Carrick Awards Nomination Form Part 3a: Citations for Outstanding Contributions to Student Learning

10 April 2008 To Whom It May Concern I write in support of the application of Dr Susan Wood from the School of Humanities and Social Sciences at Charles Sturt University for a Carrick Award for Outstanding Contributions to Student Learning. In her approach to teaching of the subject ART 317 Art and Books, Dr Wood’s innovations in the development and delivery in the online environment lead to rich learning experiences for her students. Dr Wood introduces students to a body of knowledge in art history and assists them to develop visual awareness and conceptual frameworks which expand in concert with students’ understanding of the subject. Her work displays leadership in teaching by encouraging independent learning as evidenced by student comments and achievements. Dr Wood’s use of technology in the subject is not for its own sake but is an excellent example of flexible and blended learning, Dr Wood offers learning experiences not possible without it. The flexible assessment is beneficial to all students, but a major reason for being flexible is to offer ways other than essays in which Visual and Performing Arts students, for example, can demonstrate their understanding of the subject themes and content. At the same time, the forum posts provide a less daunting place for those students to improve their written communication skills. Dr Wood’s work in online learning and teaching, including developing and teaching ART317, has been widely recognised. She has been invited to present seminars on her work, been identified as a CSU Leading Teacher for sustaining a high quality contribution to FULT and TTC programs and, in further recognition of her strengths by her own Faculty, has been appointed as the Faculty of Arts Sub-Dean for Learning and Teaching. In conclusion, I highly recommend Dr Wood’s application to you. Her role as a leader in the area of online learning and teaching, within the School, Faculty and University deserves to be further recognised by a Carrick Award for Outstanding Contributions to Student Learning. Yours sincerely

Professor Anthony Cahalan Dean, Faculty of Arts

Tel: +61 2 6933 2861Fax: +61 2 6933 2062

www.csu.edu.au/faculty/artsABN: 83 878 708 551

Locked Bag 588Wagga Wagga NSW 2678

Australia

FACULTY OF ARTS

Carrick Awards Nomination Form Part 3a: Citations for Outstanding Contributions to Student Learning I am pleased to support Sue Wood’s application for a Carrick citation. I write from the perspective of a student who studied ART317 in 2002 as part of an Art History major in Bachelor of Arts and who has subsequently completed a BA Honours in art history, with Sue Wood as my dissertation supervisor. Sue’s approaches to teaching and learning support that influence, motivate and inspire students to learn: The ‘book definition’ task was a challenge as well as an invaluable experience, forcing you to think for yourself as well as setting a standard of enquiry for the rest of the subject. The readings provided were particularly helpful and began to satisfy my curiosity regarding the relationship between image and text. This subject increased my visual awareness regarding other forms which could be considered as fine art, rather than just paintings. Previously my interest in cartoons was nil and this subject has developed a keen interest in that genre. The Art and Books website introduced me to an enormous amount of material that I didn’t know existed, which further expanded my knowledge in the areas of children’s books and illuminated manuscripts. The website also forced me to grapple and become familiar with internet technology as web resources constitute a large proportion of the learning materials for this subject. The subject forum permitted plenty of lecturer/student consultation which encouraged stimulating conversations enabling an increase in knowledge. As a Distance Education student this experience was invaluable, as this was the first time I had conversed with a lecturer in a more investigative manner rather than just referring to the lecturer when an extension was required. The weekly learning journal helped me to consolidate and express the knowledge being learnt throughout the course in a non-traditional format. The journal also offered a refreshing break from the standard modes of operation within normal academic practices. Sue’s approaches to assessment, feedback and learning support to foster independent learning: Sue provided thorough descriptions regarding assessment tasks which gave a clear indication of the high expectations and academic practice (referencing & plagiarism) required for this course. Sue’s personalized feedback, style of assessment and learning support (the forum) are all highly structured and yet seem free, easy and approachable. Interestingly, this permitted more freedom in my writing and allowed me to develop the use of humour in my writing. The following personal ongoing developments and usages in other learning institutions demonstrate the impact this subject matter and style of learning has had on me.

• The subject Art & Books highlighted deficiencies in my knowledge. I had presumed bookbinding was easy, but discovered it was far more difficult that I had realized when I created my own binding for the weekly journal and subsequently, after I had completed the subject I did further study in bookbinding. Filling this gap brought a new appreciation of a fast becoming old fashioned skill. I would also like to visit towns in Europe where other illuminated manuscripts are held, particularly the French manuscripts of the 1300s.

• I have been able to utilize the journal book and the simple binding method I created in Sue’s subject as an aid to develop a sense of pride in the written work required by students in the Aboriginal Arts & Culture course I taught at TAFE. Also, I used the Book of Kells as an example of a successful collaborative endeavor and used cartoons to discuss art as a message at a summer art school in Tasmania.

Sue is a fantastic lecturer/mentor and is both inspirational and successful in the way in which she channels her creativity to induce inquisitive investigation within the realm of academia.

Annette Chauncy 'Lemon Gum Park', Bilbul, NSW, 2680