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University of Wollongong

Deputy Vice-Chancellor (Academic) - Papers

Development

Articles 1 - 11 of 11

Full-Text Articles in Social and Behavioral Sciences

A Vision Of You-Topia: Personalising Professional Development Of Teaching In A Diverse Academic Workforce, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean Jan 2016

A Vision Of You-Topia: Personalising Professional Development Of Teaching In A Diverse Academic Workforce, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean

Deputy Vice-Chancellor (Academic) - Papers

The higher education (HE) sector in Australia is in a state of flux due to a range of social, political and economic factors. Increased competition, greater student diversity, tautening of industry exigencies, reduced funding, and rapid technological advances are key drivers of change in this environment. Within this period of transformation, HE institutions remain steadfast in maintaining quality teaching and learning practices. Challenges are therefore presented on the traditional role and function of the teaching academic, creating opportunities to explore how staff can be better prepared to teach into the new era of HE. Professional development for learning and teaching ...


Using Concept Maps And Goal-Setting To Support The Development Of Self-Regulated Learning In A Problem-Based Learning Curriculum, Lisa K. Thomas, Sue Bennett, Lori Lockyer Jan 2016

Using Concept Maps And Goal-Setting To Support The Development Of Self-Regulated Learning In A Problem-Based Learning Curriculum, Lisa K. Thomas, Sue Bennett, Lori Lockyer

Deputy Vice-Chancellor (Academic) - Papers

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of ...


Transforming Practice: Designing Rubrics For Cumulative And Integrative Assessment Of Disciplinary Learning And Development Of Students' Language Communication, Honglin Chen, Emily Rose Purser, Alisa J. Percy Jan 2016

Transforming Practice: Designing Rubrics For Cumulative And Integrative Assessment Of Disciplinary Learning And Development Of Students' Language Communication, Honglin Chen, Emily Rose Purser, Alisa J. Percy

Deputy Vice-Chancellor (Academic) - Papers

While it is widely recognised that university graduates should be good communicators, and that close attention be paid to the development of students' communication skills within their disciplinary learning contexts (Arkoudis, 2014; Johnson, Veitch, & Dewiyanti, 2015), it remains open to debate how an effective and sustained focus on language communication can be achieved within disciplinary curricula. The past few years have seen major efforts to identify good practices in teaching language communication, yet as Arkoudis (2014) notes, these are often fragmented and not explicitly linked to disciplinary assessment. The existing literature on language communication consistently points out that designing assessment tasks and rubrics with built-in linguistic development will make a significant difference to students' language learning and development (Baker, 2015; Briguglio, 2014; Dunworth, 2013). However, current observation of practice across the disciplines indicates that un-theorised attempts to integrate 'language' into assessment rubrics tend to translate into a simplistic deduction of marks for superficial grammatical infringements. Addressing this significant gap in higher education practice, this presentation showcases the aims, method and preliminary findings of an interdisciplinary collaborative project to design, trial and evaluate a set of cumulative ...


Team-Based Curriculum Design In Creating Continuing Professional Development For University Teaching Staff, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean Jan 2016

Team-Based Curriculum Design In Creating Continuing Professional Development For University Teaching Staff, Lisa K. Thomas, Kathryn Harden-Thew, Janine Delahunty, Bonnie Amelia Dean

Deputy Vice-Chancellor (Academic) - Papers

Academic teaching staff are often required to complete a compulsory learning and teaching program for probation. Until recently, the University of Wollongong has offered such a course to their probationary staff which aimed to enhance teaching practice within the institution. However, there was no expectation of further development of learning and teaching practice following probation. During 2014 a new program was developed. The Continuing Professional Development for Learning and Teaching program - CPD (L&T) - is underpinned by a framework of teaching criteria emanating from an extensive review of institutional, national and international benchmarks. For CPD (L&T) certification, staff may ...


Focusing On Six First Year Firsts: A Professional Development Framework Supporting Teachers Of First Year Subjects, Kathryn Harden-Thew, Bonnie Amelia Dean Jan 2015

Focusing On Six First Year Firsts: A Professional Development Framework Supporting Teachers Of First Year Subjects, Kathryn Harden-Thew, Bonnie Amelia Dean

Deputy Vice-Chancellor (Academic) - Papers

The first year of university is a critical period for student engagement. Crucial to smooth transition is how teaching staff support new students in their first year experience (FYE). However, across higher education institutions, staff receive varying levels of professional development, and often, little explanation of how to translate theory into practice. In 2014, at Wollongong University, a new professional development framework was developed to assist teaching staff across the university to translate transition principles into effective curriculum practices. The framework identifies six moments in any first year curriculum where students experience their first contact with different academic elements and ...


Moocs' Contribution To Staff Development And Capacity Building: Australian University Case Study, Irit Alony, Stuart B. Kaye, Sarah R. Lambert Jan 2015

Moocs' Contribution To Staff Development And Capacity Building: Australian University Case Study, Irit Alony, Stuart B. Kaye, Sarah R. Lambert

Deputy Vice-Chancellor (Academic) - Papers

This paper demonstrates how engaging in the development of MOOCs produces benefits beyond student learning and reputational benefits to the institution. The Australian National Centre for Ocean Resources and Security (ANCORS), a University of Wollongong (UOW) specialist centre in ocean law and policy research, developed a MOOC as a first step towards a fully online Masters program, despite the team's limited experience with online teaching technologies. This small scale pilot suggests that engagement in the development of MOOCs supports not only staff skills' development, but also stimulates capacity-building - both within the academic unit and within the broader institution - for ...


Supporting The Language And Learning Development Of Eal Students In Australian Higher Education, Paul J. Moore Jan 2012

Supporting The Language And Learning Development Of Eal Students In Australian Higher Education, Paul J. Moore

Deputy Vice-Chancellor (Academic) - Papers

The role of learning advising in improving the educational outcomes of students for whom English is an additional language (EAL) in Australian universities has received significant attention in recent years. A combination of research findings, governmental pressure and media scrutiny has provided renewed impetus for universities to address issues of language proficiency and academic literacy amongst the growing population of onshore international students for whom English is an additional language (EAL). In this paper, I discuss the role of academic language and learning advising in the Australian university context, including how this practice is influenced by a range of political ...


Leadership Competencies: A Reference Point For Development And Evaluation, Margie Jantti, Nick Greenhalgh Jan 2012

Leadership Competencies: A Reference Point For Development And Evaluation, Margie Jantti, Nick Greenhalgh

Deputy Vice-Chancellor (Academic) - Papers

Purpose – The purpose of this paper is to establish a transparent, integrated approach to leadership competency development and succession management to respond to drivers associated with an ageing workforce, leadership drain and the enticement of people into leadership roles. Design/methodology/approach – A consultant was engaged to facilitate a review of the UOW Library’s leadership situation. Key to this process and subsequent activities was the use of the Lominger Leadership competencies; measurable characteristics related to success in the workplace to establish the desired leadership profile. Career interviews, professional coaching and targeted assignments were integral to the development of needed ...


Subject Coordinators: Leading Professional Development For Sessional Staff, Geraldine Lefoe, Dominique Parrish, Janne Malfroy, Jo Mckenzie Jan 2011

Subject Coordinators: Leading Professional Development For Sessional Staff, Geraldine Lefoe, Dominique Parrish, Janne Malfroy, Jo Mckenzie

Deputy Vice-Chancellor (Academic) - Papers

The Coordinators Leading and Advancing Sessional Staff (CLASS) project, as it became known, explored a leadership capacity development framework that included targeted professional development as a means of improving academic leadership and management of sessional teaching teams. There were four partner universities: the University of Wollongong (lead), the University of Technology, Sydney, the University of Western Sydney and the Australian Catholic University. This report presents the details and findings from a two-year ALTC leadership project to enhance the quality of teaching through the development of subject coordinators' leadership capacity in four institutions. It also demonstrates a strategy for embedded dissemination ...


Facilitating Staff And Student Engagement With Graduate Attribute Development, Assessment And Standards In Business Faculties, Tracy Taylor, Darrall G. Thompson, Lucille Clements, Lynette Simpson, Andrew Paltridge, Marty Fletcher, Mark Freeman, Lesley Treleaven, Fiona Rohde, Romy Lawson Jan 2009

Facilitating Staff And Student Engagement With Graduate Attribute Development, Assessment And Standards In Business Faculties, Tracy Taylor, Darrall G. Thompson, Lucille Clements, Lynette Simpson, Andrew Paltridge, Marty Fletcher, Mark Freeman, Lesley Treleaven, Fiona Rohde, Romy Lawson

Deputy Vice-Chancellor (Academic) - Papers

Executive Summary The aim of the project was to promote and support strategic change in advancing graduate attribute development in Business education through engagement of staff and students with learning and assessment processes that embed graduate attribute development. The focus on graduate attributes currently is of upmost importance as Australian Business schools obtain, or seek to attain, international accreditation such as AACSB (Association to Advance Collegiate Schools of Business). The quality assurance process of AACSB requires each degree program1 to specify learning goals, and demonstrate a student's achievement of these learning goals. The participating institutions had all achieved initial ...


Heritage And Regional Development: An Indigenous Perspective, Robbie Collins, K. Mcmahon-Coleman Sep 2006

Heritage And Regional Development: An Indigenous Perspective, Robbie Collins, K. Mcmahon-Coleman

Deputy Vice-Chancellor (Academic) - Papers

Heritage is important to regional development in terms of promoting a sense of place and a sense of identity for those in the region. Heritage is often expressed through culture and the arts as a means of manifesting a community’s sense of what the community or region is about. For Indigenous communities this is particularly relevant given the lack of social capital as a result of colonialism and displacement. In these communities the value of the Indigenous way of viewing things and sense of place has been subjugated by hegemonic norms. There is a need for Indigenous peoples to ...