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IML Teaching and Learning Research Projects

A wide range of scholarly teaching and learning projects have been initiated and developed by IML that support strategic goals for teaching and learning at UTS. Many of these projects have also developed valuable teaching and learning resources.

Current Projects

Some of the projects IML staff are currently involved in include:

The UTS ePortfolio Project

This Project has explored how ePortfolios could be used across the university and has trialled several ePortfolio environments in subjects and in courses. The current focus is on working with program teams to embed program level ePortfolios in courses and supporting individual academics interested in utilising ePortfolios for student learning and assessment (see UTS Teaching & Learning Forum 2011 presentation).

First Year Experience Strategy

The UTS First Year Experience (FYE) strategy (a HEPPP funded Project 2011-2014) is an institution-wide, systematic approach to supporting transition, retention and success for first year students from low socio-economic status backgrounds, within a philosophy that good practice for these students is good practice for all students. Over the past four years, the strategy has improved first year students’ learning and experiences across UTS undergraduate courses, engaged more than 350 academic and professional staff and achieved national recognition within the First Year Experience community.

More information can be found at  First Year Experience Project, or contact the Program Coordinator Kathy Egea: kathy.egea@uts.edu.au,  phone (02) 9514 1720.

First Year Experience Grants for 2015: Call for Expressions of Interest 

We encourage  UTS Coordinators of first year subjects, their teaching teams and academic advisors to consider submitting an Expression of Interest (EOI) for a FYE grant for 2015. The design of the project is to utilise at least one First Year Curriculum Principle from Transition Pedagogy (link below) to support Low SES students in your subjects. Subjects can also be second year subjects where transitioning students enter UTS from pathway programs such as TAFE. Full details 2015 FYE Grant Guidelines 

Applicants are requested to provide a half page EOI and include
(1) aim of the project 
(2) what you plan to do 
(3) budget indication (i.e. $4000, between $3000 and $4000, between $2000 and $3000, less than $2000)

EOIs to be sent to Kathy.Egea@uts.edu.au (UTS FYE coordinator) by 4th December, 10am.  This has been extended to Tuesday 9th  December 10am.

We will create a short list from these submissions.  When HEPPP funding is finalised and available (expected in January 2015), authors of the short listed EOIs will be asked to submit a full application  (template).

Help and Support

(1) a university wide Information session on applying for these grants will held.

Details :  City campus: 4th November, 12-1pm, CB01:27:14 (paper bag lunch).

(note: faculties may also be holding their own information session - please contact your FYTE coordinator for this information)

 (2) Handouts for Information Session include the following

Resources (from lowses.edu.au) to assist in the teaching and support of students from low socioeconomic backgrounds (OLT grant - Delvin, Kift, Nelson and Smith 2012)

(3) Exemplars from 2014  FYE grant applications that have been successfully implemented in 2014:

  1. Donna Sgro : Fashion Techniques – The Demo Videos
  2. Armanda Scorrano & Christina Ho  : Transitioning to Numerical Thinking in the Social Sciences
  3. Jurgen Schulte & Neela Griffiths :  Feeding back to feedforward
  4. Mahira Mohamed Mowjoon & Sally Inchbold: Student Engagement, Peer Support and Multidisciplinary
    Cross-Year Mentoring
  5. Nancy Morgan & Team:  Supporting threshold learning in first year Traditional Chinese Medicine

(Permission has been obtained from the grant holders to publish their applications)

(4) Academic Support

Please contact your Faculty First Year Transition Experience Coordinator to discuss your project ideas and faculty priority. Contact Kathy for process and eligibility queries.

IML academics, including those from the Academic Language and Learning Group, are keen to support you in this process.

 

Other projects:

o A threshold concepts focus to curriculum design: supporting student learning through application of variation theory (ALTC project)

o Coordinators Leading Advancement of Sessional Staff (CLASS - ALTC project)

o Embedding and sustaining leadership development for course coordinators through tailored support during curriculum review (ALTC project)

Completed Projects

A selection of the scholarly teaching and learning projects which IML staff have participated in includes:

o An Evaluation of Information Technology Projects for university learning (UTSD) 1998. (available at City Campus library)

o Australian Scholarship in Teaching (CUTSD) 2000. This joint project involved four universities and was coordinated by RMIT University, with La Trobe University, Griffith University and University of Technology Sydney. The project developed a model to support university teachers in their scholarly practice and to communicate the scholarship of teaching widely throughout the Australian higher education community.

o Dissemination, Adoption and Adaptation of Project Innovations in Higher Education (AUTC) 2005. Jo McKenzie, Shirley Alexander, Carly Harper, Susan Anderson, Lead Institution: University of Technology Sydney. Bound copies of this useful report are available from IML - Please contact Enza Mirabella. A related paper by Jo McKenzie Jo and Shirley Alexander from the HERDSA Conference 2006 can be found here: Variation in ways of experiencing dissemination: Implications for the adoption and adaption of teaching and learning innovation projects

o Embedding peer review of learning and teaching in e-learning and blended learning environments (ALTC) 2010. A project led by Jo McKenzie which included project members from each of the ATN universities. Ongoing work has continued with peer review at UTS and other ATN universities since project completion. 

Research Degree Projects

IML staff supervise scholarly learning and teaching projects being undertaken by staff completing the Graduate Certificate in Higher Education Teaching and Learning. IML staff also supervise higher degree research students and welcome enquiries about their areas of interest which can be found on the IML staff pages. Some of the research degree projects supervised by IML staff are listed below.

Completed Research Projects

Conceptions of teaching and learning instrumental and vocal music: a study of the ways musicians and their students experience the phenomenon of teaching and learning music at a tertiary level: Anna Reid 1999 (available at City Campus library)

Informal practices: a self-study of professional development for information and communication technologies: 2002 Simon Housego (available at City Campus library)

Variation and change in university teachers' ways of experiencing teaching: 2003 Jo McKenzie

Assignments, information and learning: the postgraduate student experience: 2006 Nicola Parker

Current Research Projects

Further details about research degree projects can also be found on the relevant Faculty pages:

The Variation in Analyst/Designers Conceptions of and Approaches to Business Information System Analysis/Design: Ilona Box (FEIT)

Lecturers’ experiences of computers in everyday academic practice: Anne-Mare Dreyer (FASS)

How students learn journalism through reflection and social media: Jenna Price (FASS)