JCU Learning and Teaching Grant Recipients

LTSE Awards & Grants Grants Programs JCU Learning and Teaching Grant Recipients

JCU Learning and Teaching Grant Recipients

Internal grants for teaching and learning projects are distributed annually by Learning, Teaching and Student Engagement (LTSE). Different project categories are nominated each year depending on the availability of funds.

Recipients of the grants for 2018 and 2017 are listed below. For a list of earlier recipients visit grants awarded between 2012 and 2016.

For more about our successful recipients and their recent publications via the Research Portfolio portal, or search JCU's online institutional repository Research Online @JCU to access research publications.


2018 Successful Learning and Teaching Grants

In 2018, learning and teaching grants were made available to support specific activities related to a range of project areas as follows:

Small grants 

  • Blended Learning and Innovation Grants (BLiNGs): These Grants aim to support projects that facilitate innovative learning, teaching and assessment activities. These grants will enable individual and small-teams of academics to trial Next Generation Blended Learning technologies.
  • Using Learning Analytics to guide student engagement in courses: The growth of Learning Analytics in higher education has been significant and at JCU we have been exploring various reports to assist subject and course review and development. These Grants aim to encourages the use of learning analytics software to investigate student engagement.

Larger grants

  • E-Assessment - creating authentic assessment types and questions: This grant category promotes the use of electronic tools (e.g. quiz, multiple-choice questions, Collaborate, Respondus, Cadmus, Emma Identity) to achieve this.
  • WIL - curriculum redesign to improve WIL: These Grants aim to support the contribution to tropical communities through Work-Integrated Leaning (WIL) programs. In particular, to develop WIL components in non-professionally accredited courses, integrate ePortfolios and reflective practice in WIL, and collaborate with industry and community partners to design WIL curricula.
  • Career Development integration in courses: The integration of career development within courses is a national objective in higher education with links to employability and entrepreneurship. It also features as an
    enhancement priority within the JCU Curriculum Framework in line with legislative requirements. These Grants aim to assist in auditing, mapping and integrating career development learning activities across a course as per JCU Career Plan for Curriculum design tool. And to the development of resources that deepen students’ understanding of the career development in
    disciplines/courses eg graduate testimonials videos, employer testimonials/snapshots; industry events.

Blended Learning and Innovation Grants (BLiNGs)

Division of Tropical Environments and Societies

  • Dr Eric Wang
  • Dr Claire Hansen, Dr Victoria Kuttainen and A/Prof Allison Craven
  • Dr Han She LIM, Carolyn Diedricks, Jeremy Gordon and Christa Placzek

Division of Tropical Health and Medicine

  • Alex Trollope
  • Dr Pam Megaw
  • Dr Constantin Constantinoiu, Bianka Csizmas and Danielle McGowan
  • A/Prof Kerrianne Watt, Sandra Downing, Dr Theophilus Emeto and Dr Daniel Lindsay

Learning Analytics

Division of Tropical Health and Medicine

  • Dr Kornelija Sfera and Dr Kathryn Meldrum
  • Dr Glenn Harrison, Dr David Simcock, Ms Val Ruffle and Dr Nick Emtage

E-Assessment

Division of Tropical Environments and Societies

Dr Eugene McArdle, Trina Myers, Art Suwanwiwat, Jason Holdsworth, Joanne Lee, Lindsay Ward, Dianna Hardy, Mangalam Sankupellay and Adam Rehn

Programming Auto-marking Tool

Chrystie Watson, Colleen Hodgins, Terrie Paterson, Karina Lynch, Kerry Russo and Laurie Murphy

Designing for disaggregation and authentic assessment for Micro-credentialing in corporate “Learning Integrated Work” (LIW) modules

Dr Roger Osborne, Dr Claire Hansen, Dr Emma Maguire, Dr Victoria Kuttainen and A/Prof Allison Craven

Fostering Creativity in Multi-form University Writing: Trialling the Digital 'Unessay' as a Mode of Assessment in English Subjects

Work Integrated Learning

Division of Tropical Environments and Societies

Dr Mark David Chong and A/Prof Abraham Francis

Priming Criminology @JCU for WIL: Facilitating understanding, assessment and curriculum integration

Division of Tropical Health and Medicine

A/Prof David Lindsay, Dr Tracey Ahern, Dr Marie McAuliffe, Elspeth Hillman and Sally White

Students in Nursing (SIN) and Students in Midwifery (SIM) – exploring the relationships between these WIL roles and student learning

Career Development

Division of Tropical Environments and Societies

Prof Elizabeth Spencer, A/Prof Mandy Shircore and Terrie Paterson

JCU Leĝathon: Why Law Matters - Connecting Law and Community in the Tropics

Dr Alf Kuilboer, A/Prof Laurie Murphy, Roy Wybrow, Karina Lynch, Mandy Brock, Joey Kang and Stephen Coventry

Demonstrating Future Oriented Skills Using ePortfolios

Division of Tropical Health and Medicine

Sandra Downing, Dr Steph Topp and Dr Kris McBain-Rigg

Embedding career development into post graduate public health

2017 Successful Learning and Teaching Grants

This year, grants were made available to support specific activities related to the following project areas:

Category 1: Small Grants

  • Blended Learning and Innovation Grants (BLING): BLINGs were made available to support projects that facilitate innovative learning, teaching, and assessment activities. Recipients were provided with funds to purchase tools and/or technologies and will be supported by the Learning and Teaching Systems group to help integrate their chosen innovation where required.
  • ePortfolios: These grants are designed to enable recipients to showcase their use of ePortfolios at JCU. Applicants should demonstrate how they will use grant funds to enable scholarly outputs e.g. publications or refereed conference papers prior to July 2018.
  • Peer Review of Teaching (PRoT): JCU Policies require PRoT on a biennial basis. These grants will enable innovative and rigorous peer review including use of external reviewers and industry personnel.

Category 2: Larger Grants

  • Transforming Assessment Practices: These grants will enable recipients to design and implement authentic assessment tasks, develop innovative e-assessment and feedback regimes, develop student and peer assessment practices, develop a rigorous approach to the design of MCQs and examinations, undertake rigorous peer review of assessment practices and develop and implement an action plan for reform.
  • The Post-Graduate Student Experience: the post-graduate student experience is in focus at JCU. Recipients must provide a project plan, identify a relevant critical friend (internal or external), identify the improvements to be made and the relevant literature base, as well as strategies to disseminate good practice.

Blended Learning and Innovation Grants (BLING)

Division of Tropical Environments and Societies

  • A/Prof. Katja Fleischmann
  • Prof. Chris Walsh
  • Claudia Benham
  • Dr Sharon Harwood and Dr Karen Joyce
  • Dr Jan Marten Huizenga and Dr Rob Holm
  • Dr Silvia Tavares

Division of Tropical Health and Medicine

  • Joanna Barlas
  • Shashidhar Venkatesh Murthy, Dr Nagaraja Haleagrahara, Dr Torres Woolley and Andy Gavan
  • Dr Alex Trollope
  • Dr Karen Gerber, Dr Con Constantinoiu, Dr Ruth Sutcliffe, Prof. Estelle Venter, Dr Linda Hayes, Dr Jamie Wearn, Dr Robert Hedlefs and Dr Jenny Elliman
  • Dr Jenny Elliman, Dr Prisca Noble and A/Prof. Kate Domett
  • Dr Leo Foyle and Prof. Bruce Gummow
  • Dr Jamie Wearn, Sally Watts, Ian Johnson, Dr Jennifer Raffetto, A/Prof. John Cavalieri and Dr. Carolynne Joone

Division of Academic and Student Life

  • Brijesh Kumar and Maddie Bornschlegl

ePortfolios

No applications were received for the ePortfolio category.

Peer Review of Teaching

Division of Tropical Environments and Societies

  • Dr Anne Stephens
  • Dr Mostafa Rahimi Azghadi
  • Dr Tasmin Rymer

Division of Tropical Health and Medicine

  • Dr Tracey Ahern and Brooke Parker
  • Anne Jones, Sue Barrs, Carol Flavell, Moira Smith and Helen Land
  • Sandra Downing, Dr Steph Topp and A/Prof. Richard Franklin
  • Dr Nagaraja Haleagrahara, Dr Glenn Harrison, Dr Anupama Bangara Kulur and Dr Bunmi Malau-Aduli
  • Dr Prisca Noble

Transforming Assessment Practices

Division of Tropical Environments and Societies

Dr Claire Brennan, Claire Ovaska, Dr Jan Wegner and Kate Palmer

The (digital)future of the past: Using history as a pilot to update humanities assessment practices and equip JCU students for work in the contemporary world

The rise of digital technologies has led to new ways of presenting humanities scholarship and students need guidance in engaging with digital research tools and non-traditional research presentation.  This project will update assessment practices within the history discipline to reflect changes in the practice of historians, and the new skills needed by global citizens.

It will ensure JCU students develop digital skills they can transfer to future workplaces.  History’s authentic assessment practices will support student skill development and scholarship while preserving history's traditional critical thinking skills.  The outcomes of this project will inform further assessment review within Humanities at JCU.

Prof. Brian Lewthwaite, Dr Snowy Evans, Dr Kelsey Halbert, Dr Philemon Chigeza and Dr Cliff Jackson

Introducing critical tasks as a means of assessing graduate teacher development in initial teacher education

This project is currently undergoing some minor changes. An overview will be available shortly.

Dr Mark Robertson, A/Prof. Michael Oelgemoeller, Dr Dana Roberts, Dr Winnie Lee, Dr Mark Barnes

Changing the face of pre-laboratory assessment

Completion of background work before starting a laboratory session is a common feature in Chemistry across all undergraduate years. This project will aim to develop a blended learning platform for pre-laboratory assessment to improve WHS awareness, provide greater interactivity and hence an enhanced experience for student learning and to provide instant feedback. The use of question banks will allow variation in assessment between students, and will allow for the first time for a plagiarism check and will complement an upcoming 2018 curriculum refresh in Chemistry.

Heather Robson, A/Prof. Will Edwards, Dr Rabin Tuladhar, Kate Gegg, Naomi Gardiner and Michele Dale

Using "big data" visualisation to engage academics in whole-of-course assessment design, review and curriculum development

Whole-of-course assessment design requires understanding where, when and what type of assessment activities occur across a suite of subjects. At present information is held in multiple locations, often in inappropriate formats for aggregation into subject combinations comprising individual courses. Understanding assessment (and other T and L) activities across an entire college is a big-data problem. In CSE we have begun developing a database of all T and L activities easily visualised via commercial software Tableau©. We will use this for mapping and diagnostic activities to help in (among other things) assessment review, SLO-CLO relationships, industry and alumni engagement and field work.

Dr George Vamvounis, Dr Ben Seligmann, Jeremy Gordon, Dr Madoc Sheehan, Max Burns and Clair Stark

Innovative e-assessment and feedback for first year engineering students

This project involves the design and implementation of an innovative e-assessment and feedback schedule for the first year subject EG1010 – Process Engineering. This subject has a large cohort (197 students, 3yr average over two campuses) and a high failure rate (36.65%, 2yr average). The project will deliver online quizzes for subject materials with a significant focus on higher order problem solving processes, rather than final answers. Errors will trigger targeted quiz feedback, which can be further developed in future. If effective, this methodology is transferrable to other subjects with similar course material.

Division of Tropical Health and Medicine

Sandra Downing, Dr Kris McBain-Rigg, A/Prof. Sue Devine, A/Prof. Richard Franklin, Dr Steph Topp and David Sellars

Transforming assessment, feedback and grading practices across the 8 core subjects in the Master of Public Health and Tropical Medicine (MPHTM) program

Mapping of assessment tasks, feedback and grading processes across the 8 core Master of Public Health and Tropical Medicine subjects will be undertaken.  A workshop for teaching staff will enable a collegial approach to review the findings and identify areas for assessment reform. Embedding authentic, collaborative and scaffolded assessment approaches into these core subjects will engage students, improve learning, bridge the theory-practice nexus and embed employability. Our workshop will establish a discipline wide appreciation of peer review and collaborative approaches to curriculum reform and in particular, assessment design that is sustainable and ongoing.

Dr John Smithson, Prof. Melanie Birks, Dr Narelle Biedermann and Sue Nalder

Evaluation of the impact of an online education management partnership in postgraduate nursing education

Nursing and Midwifery is engaged with Keypath Education– an external education design group; to redevelop two postgraduate (PG) nursing programs using contemporary online pedagogies, a high quality online resources coupled with a carousel delivery model.  This ‘online carousel model’ and broader partnership promises improved student experience through high quality blended online study materials and as an incidental benefit,  a blended learning professional development opportunity for staff.  This project will evaluate the outcome of this partnership from three perspectives, student experience, staff preparation for online distance and blended learning teaching, and the financial benefit to NMN/University, thereby identifying strengths and weaknesses and subsequent changes required for future success.

Division of Academic and Student Life

Brijesh Kumar, Kellie Johns, Kylie Bartlett, Lyle Cleeland, Colleen Kaesehagen and Sharon Bryan

Student-facing interactive training tool for written assessment in priority academic discourses

This Writing Project will provide year one students with illustrated examples of what Fail, Pass, Credit, Distinction and High Distinction assignments should look like. A wide range of subjects will be chosen so as to include various genres at JCU. Examples will be linked to well-designed marking rubrics, and on-demand videos, audio files and annotated examples will teach and reinforce good written academic communication skills. In addition there will be a section on unpacking assignments. This project will also provide an opportunity for learning advisors to work with academics in ensuring articulated assessment task descriptions.

The Post-Graduate Student Experience

Division of Tropical Environments and Societies

Dr Margaret Anne Carter, Prof. Paul Pagliano, Donna Goldie and Larissa Siliezar

Integrating wellbeing and self management in 21st century postgraduate guidance, counseling and career development programs

Our project promotes the mental health and wellbeing of our guidance, counselling and career development students, exploring evidence informed wellbeing and self-management strategies deemed foundational to student learning experiences, engagement, retention and academic success. Our team will develop and integrate online wellness and self-management modules for students to engage with over the duration of their studies, not as an optional extra, but as an integral, highly synthesised feature of our programs. We will pilot, monitor and evaluate the content and format of these modules in terms of building capacity for wellbeing, self-care and self-management.

A/Prof. Robyn Glade-Wright and A/Prof. Jennifer Deger

Enhancing postgraduate skills in creative and arts-based research methods

This project aims to develop coursework and learning resources for postgraduate students to develop skills in practice-led research and arts-based research methods. These approaches facilitate research that investigates complex social and cultural phenomena, and forms of creative practices, through their experimentation with artistic forms, symbolic languages, sensorial knowledges and materials. Arts-based and narrative research methodologies also have application for researchers in social work, psychology, Indigenous studies, health and medicine. This project will enhance postgraduate learning experiences by providing applied training and resources that support students to develop skills in creative thinking, self-reflection, innovative mixed-methods research, developing theory-informed practice and writing.

Prof. Lin Schwarzkopf, Dr Conrad Hoskin and Dr Ben Hirsch

Creating on-line resources for field techniques instruction

Students often learn best when exposed to the same material in different ways.  This is especially true of practical learning tasks, which, if presented in a distracting, field environment, are often not absorbed.  We will create a series of high quality video learning resources, available to several different subjects, that can be used to expose students to trapping and handling techniques for vertebrate organisms. These videos will be used prior to field research by students, and reinforced in the field by actual experience trapping and handling these organisms.

Division of Tropical Health and Medicine

A/Prof. Sue Devine and Prof. Peter Leggat

External review of Master of Public Health (MPH) and Master of Public Health Tropical Medicine Programs (TM/MPH) to enhance optimal postgraduate learning opportunities

The MPH and TM/MPH are large JCU postgraduate programs with the MPH and TM being one of only two such named programs in the world. Students are attracted to these programs for the reputation in delivering curriculum that covers core public health competencies and for unique elective subject offerings that allow the program to be tailored to meet future career aspirations. External review/benchmarking are key elements of quality assurance and are particularly important where no accrediting body exists. This review provides an opportunity to assess currency/ rigour of curriculum and assessment in producing competent public health graduates and identify areas for improvement.

Sandra Downing, Dr Kris McBain-Rigg, A/Prof. Sue Devine, Felicity Smith, Dave Sellars, Dr Steph Topp and a post-grad student rep.

Mapping the first year postgraduate journey: Supporting the transition into higher education

A whole of institution approach will be taken to comprehensively map the orientation and support service resources for new PG students. Listening to feedback from our PG students and building on the current online orientation package will ensure students have access to what they need, when they need it.  A series of public health specific resources, likely to be videos, will be developed. They will include an overview of the course framework and learning outcomes and public health graduate attributes. Interviews with alumni and industry representatives will highlight potential career paths, including how to build employability and networks while studying.

Dr Donna Rudd, A/Prof. Suzy Munns, Gary Nolan, Megan Harbourne, Dr Glenn Harrison, Dr Lisa Chilton, Prof. Peter Ridd, Prof. Ronald White, John Daicopoulos and Robert Kinobe

Better BLiPing: Improving the Blended Learning Experience for external post-graduate students in the medical sciences

Division of Research and Innovation

Dr Elizabeth Tynan

Developing flexible learning resources on academic writing for HDR candidates

The JCU Graduate Research School has operated the Skills for International Postgraduates (SKIP) program for many years, to support HDR candidates in developing academic writing and presentation skills. Resourcing issues have meant that this labour-intensive program has not been available more broadly to all HDR candidates.  This project will create a suite of videos and other resources, to give all HDR candidates access to the core SKIP curriculum in flexible format. Four 15-minute videos covering key academic writing principles will be embedded in an interactive website and teamed with face-to-face content and other modules to create a flexible learning environment.