CENTRE FOR THE ADVANCEMENT OF TEACHING AND LEARNING
2013 ANNUAL REPORT TO THE TEACHING AND LEARNING
COMMITTEE
TRIM FILE REFERENCE: X
DOCUMENT STATUS
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Ready for Review
X
Final
DOCUMENT MODIFICATION HISTORY
Version
Number
Primary
Author(s)
Description of Version
Date
Completed
Provided
To
(name and position)
1.1
Sandra Brennan
1.2
Karen Leckie
Draft
Final draft submitted for review
and approval
Karen Leckie
Denise
Chalmers
DOCUMENT APPROVAL
Approved By
(name/position of approver)
W/Professor Denise Chalmers,
Director, CATL
Signature
Date
31 October,
2013
Contents
1. Introduction…………………………………………………………………………………………….. ..2
2. Staffing…...…………………………………………………………………………………………….. ..2
3. Planning and Evaluation………...……………...……………………………………………………. ..2
4. Programmes and Workshops..………………………………………………………………………. ..4
5. Evaluation of Teaching….……………………………………………………………………………. ..8
6. eLearning Development and Support………………………………………………………………. ..9
7. Teaching and Learning Week..…………………………………………………………………….. 11
8. Improving Student Learning Grants ……………………………………………………………….. 14
9. CATL Projects ……………………………………………………………….……………………….. 16
10. Distinguished Visitors and Speakers ……………………………………………………………….. 16
11. Conferences and Forums …………………………………………………………………………… 16
12. Membership of University Committees……………………………………………………………… 18
13. Staff Publications …………………………………………………………………………………….. 18
14. Staff Engagement…………………………………………………………………………………….. 20
15. Awards and Grants………………………………………………………………………………….. 21
1
1.
Introduction
The Centre for the Advancement of Teaching and Learning (CATL) is a teaching and learning academic
development unit for the University of Western Australia. In 2013 CATL was moved organisationally under
the portfolio of the Executive Director (Academic Services) and Registrar’s office, with a direct reporting
line to the Deputy Vice Chancellor (Education) related to strategic directions. CATL reports annually to the
UWA Teaching and Learning Committee in November. This report covers the period January 2013 October 2013.
2.
Staffing
CATL has an organisational structure consisting of three main teams, all of which work closely together –
Administrative, eLearning and Academic. Review online for an organisation structure diagram.
Go to: http://www.catl.uwa.edu.au/about_catl/org_structure_and_planning
CATL currently employs a total of 20.5 staff with 10.6 FTE (11 individuals) ongoing staff, and currently 0.8
FTE casual staff, and 9.1FTE fixed-term contract staff. The majority of the current fixed-term staff (7 FTE)
employed by CATL are working on the eLearning System and implementation projects to support the
implementation and development of the LMS, LCS and other eLearning tools.
3.
Planning and Evaluation
CATL Review 2006-2012
On 20-22 March 2013, CATL underwent its periodic external review which covered the period 2006-2012
and focussed on the quality, nature and scope of the Centre’s services. In addition to the nine internal and
two external written submissions provided to the committee the panel also met with 50 individuals who
indicated they were grateful for the opportunity for the extensive engagement with the review panel. In
general the committee received affirming views from the majority of individuals about the role of CATL in
the University. The overall view of the review committee was positive about the performance of CATL given
its resource base, and suggested ways in which engagement with the faculties could be improved. The
Academic Council noted the executive summary and 16 recommendations from the final report in its
meeting on the 7th August 2013.
http://committees.intranet.uwa.edu.au/acaboard/academic_council_from_2010/agendas/2013/7_august
Below is a list of the commendations made by the panel.
Commendations:
 Planning and services
o The alignment of CATL’s mission, priorities and strategies with those of the university.
o The expansion of CATL’s capacity to provide a wider range of strategic services which are
more aligned with those of a mature Teaching and Learning Centre.
o The increased attention devoted to developing the sustainable infrastructure necessary to
support an expanding use of technology in teaching and learning.
o The development and utilization of integrated Faculty and School level performance
reports based on student feedback and other data to engage faculties in the essential
critical self-reflection required as part of a quality assurance and improvement approach to
teaching and learning development.

People and resources
o A highly capable and respected Director, who is providing powerful leadership within the
Centre, the University, nationally and internationally.
2
o
o
o
o

A well-qualified, committed, capable and respected staff who have developed a
harmonious and productive organisational culture.
A recruitment policy that has been strategic, measured and appropriate given CATL’s likely
future role and responsibilities in a University expanding its use of technologies for
supporting of teaching and learning.
Considering the level of staffing in CATL is modest compared with other Centres in
equivalent institutions with a similar mission, role and responsibilities, the operation
represents a good return on investment.
The relationship with the Office of Equity and Diversity and the embedding of equity and
diversity issues across the curriculum.
Scholarship of Teaching and learning
o
o
o
o
o
o
The strong alignment of the research and scholarship of CATL staff with the Centre’s and
institutional priorities.
The number of publications produced by CATL staff is comparable with other organisational
units of similar size and mission.
The success of CATL in binding for competitive external research and development grants.
The success of CATL, especially given its size, in making a contribution to national projects.
The availability of improving student learning grants and their positive impact on teaching
and the engagement of staff in the scholarship of teaching.
The leadership and support of the Postgraduate Internship Teaching Scheme.

E-Learning
o The realignment of staffing within the unit in response to the increased priority allocated to
blended and on-line learning.
o The effective carriage of the LMS and LCS upgrade projects.
o The assistance provided to staff for enabling them to transition and redevelop their courses
within the new LMS.
o The development of bespoke tools for the Bachelor of Philosophy and its learning
environment.

Professional development
o The sessional staff day was commended by the Association for Accreditation of Colleges
and Schools of Business review panel when they reviewed the Business School in 2011.
o The quality of a number of CATL projects and in particular, the Cultural Diversity Toolkit.
o The efficacy of the Foundations of the University Teaching Program in promoting effective
teaching and learning.
o The initiative of Teaching and Learning week to promote teaching and learning within the
UWA community.
o The diversity and the range of professional development opportunities made available to
staff and the high levels of affirmation from participants.
o The focus of workshop programs aligns very well with the University movement towards
blended teaching and learning.
o The success of efforts to customise workshops for meeting specific faculty and school
requirements and strategies for improvement.

External relations and community engagement
o The extent of the engagement with external stakeholders through the Office of Learning
and Teaching, the Council of Australian Directors of Academic Development, the
Australasian Council on Open, Distance and E-Learning and other professional bodies,
which have been of considerable benefit to the University.
o The engagement with and support for the continuing activities of the West Australian
Network for Dissemination (WAND).
3
CATL very much appreciated the thorough review undertaken by the panel and appreciated the
commendations and recommendations that were made. CATL has begun to implement the
recommendations in consultation with the Executive Director and Registrar and the Deputy Vice Chancellor
(Education).
4.
Programmes and Workshops
Planning
CATL planned the 2013 programme / workshop calendar on the basis of feedback from previous years, and
the strategic and operational plan for the Centre. CATL’s focus was to provide teaching and learning
support in key areas of teaching practice and scholarship which are most relevant in the UWA context,
aligning with UWA and CATL missions and priorities.
2013 Attendance
Attendee numbers at centrally scheduled workshops has remained constant for 2013. However numbers
attending the Teaching and Learning Orientation reduced to only 10 participants for 2013, showing an
uneven pattern from 33 (2011) to 53 (2012), Table 1: Attendance numbers of CATL workshops and
programmes Jan - Oct 2013. LMS workshops are continually made available to staff seeking basic training
for using Moodle (see list of workshops provided in 2013.
Table 1: Workshops provided in 2013
2013 1st half
2013 2nd half
Foundations of University Teaching and Learning
17
21
Introduction to University Teaching
18
14
Workshop
Programmes & Events
Postgraduate Teaching Internship Scheme (full year)
20
International Postgraduate Tutors (first semester only)
8
NA
Teaching & Learning Orientation (first semester only)
10
NA
Teaching Fellowship Scheme: Information Session (first semester only)
9
NA
Sessional Staff Professional Development Day (first semester only)
52
NA
English Language Support for Teaching Staff
Postgraduate Internship Information Session
10
NA
64
Teaching with Technology
Teaching with Technology (an introduction to eLearning)
Teaching with Technology: Enhancing Assessment with Technology
9
9
CANX**
CANX
Teaching with Powerpoint (for full year)
23
Introduction to LMS: LMS for new users
45
55
Introduction to LMS: LMS for Tutors
6
7
Beyond the Basics: Assignments
13
CANX*
CANX
5
Beyond the Basics : Managing grades
10
4
Beyond the Basics : Quizzes
7
4
Advancing your LMS : Collaborating in the LMS
CANX*
NA
Advancing your LMS : Communicating in the LMS
CANX*
CANX*
Beyond the Basics: Groups and groupings
4
Advancing your LMS: Getting the best from the LMS – Creative
solutions, tips and tricks
7 + CANX*
NA
CANX*
18 + CANX*
13
17
Supervising Postgraduate Students
33
20 + 27-Nov
Supervising International Students
9
16-Oct
Small Group Teaching: Seminars & Tutorials
11
16
Teaching Large Classes: Active Learning in Lectures
11
10-Oct
CANX
CANX
Assessment: Learning’s destination or journey?
4
7
Effective Group Work and Assessment
5
7
CANX
CANX
3
17-Oct
6
11
CANX
CANX
23
NA
10
NA
CANX
4
4
4
373 (inc full
year)
287
Lecture Recording: Intro to the Lecture Capture System
Lecture Recording: Capturing a Lecture on your Desktop with PCAP
Teaching and Research
Teaching for Learning
Assessment and Feedback
Assessment: Developing Rubrics
Improved Student Learning using Peer and Self Assessment
Using Student Feedback to Improve your Teaching
Developing your Teaching Career
Developing your Teaching Portfolio
Peer Support and Review of Teaching
Unit Coordination 1: Roles and Responsibilities
Unit Coordination 2: Designing your unit and developing the
curriculum
Using SPOT’s in your Promotions applications
What Counts as Evidence of Good Teaching
TOTAL
Overall total
660
Requested workshops and work with Faculties
A number of requested workshops were organised in collaboration with CATL in 2013.
Table 2: Requested Workshops & Presentations facilitated by CATL staff Jan - Oct 2013
No
CATL Staff Member Title of Workshop/Seminar
Faculty/School
Attended
Shannon Johnston
Law eLearning workshop
25
Faculty of Law
Rashmi Watson
Introduction to Tutoring
20
School of Psychology
Lee Partridge
First Year Biology Lab Demonstrators
29
School of Biology (BIOL1130)
Faculty of Engineering,
Shannon Johnston
FASE seminar: ePortfolio and UWA
16
Computing and Mathematics
Webinar: eAssessment: What and
Shannon Johnston
Why?
10
CATL
University Teaching and Learning for
Lee Partridge
Academic Librarians
22
Information Services - Library
5
Shannon Johnston
Rashmi Watson
Rashmi Watson
Shannon Johnston
University Teaching and Learning for
Academic Librarians
Introduction to Uni Teaching
Teaching Large Classes: Active
Learning
FASE Seminar: Utilising the LMS for
Learning 8th Oct
18
16
12
TBA
Information Services - Library
School of Psychology
Centre for English Language
Teaching
Faculty Engineering,
Computing, Mathematics
CATL continued to provide workshops to specific faculty groups throughout 2013, especially in relation to
Faculty based training for the Learning Management System.
Traditionally, CATL has provided workshops on how to use specific tools within the LMS, with the
occasional demonstration of -Lecture Capture System (LCS), as well as ad hoc seminars by visiting lecturers,
and personal support with the LMS (Moodle) and LCS.
Moodle received an upgrade to version 2.3 with a corresponding update of workshop resources and
content, as well as the demonstrations of new features scheduled in semester 2, 2013. In review of past
successes and cancellations, workshops have been developed to better meet staff needs In addition, a new
series of eLearning as a teaching and learning were offered, and seminars on new topics outside the LMS
functionality continue to be presented.
Sessional Staff Day
CATL has successfully run a Sessional Staff Day in 2011 (75 attendees), 2012 (45 attendees) and 2013 (55
attendees). This popular event will again be run in 2014 with continued efforts to work closely with
Faculties to identify staff working in a sessional capacity.
Also run are Faculty specific workshops for Sessional teaching staff in their area, with a focus initially on
small group teaching, but with the opportunity to cover any of the topics in which CATL has expertise.
Faculties and Schools interested in using CATL facilitators to support their Sessional staff in this way will be
asked to nominate a local academic staff member to co-facilitate the workshops.
Foundations of University Teaching and Learning
A total of 38 staff participated in the programme across two semesters. The delivery format in 2013 was
enrolling in the ‘intensive’ version of FUTL, which involved a three day intensive workshop in the midsemester break and a further two day intensive workshops near the end of the semester. Staff still had the
flexibility to complete alternative workshops during the semester if they preferred not to do the intensive
follow-up sessions. Staff with postgraduate supervisory responsibilities also needed to complete the
Supervising Postgraduate Students workshop to complete the requirements for FUTL. Staff who completed
the Foundations programme are eligible for advanced standing within the Graduate Certificate of Tertiary
Teaching offered through the Graduate School of Education.
Workshop feedback surveys for both semesters show that staff are very satisfied with the programme and
positive about its potential to enhance their teaching and their careers.
In 2013, the Centre continued the practice introduced in 2010 of specifically identifying and inviting new
staff to enrol in the programme, with assistance from Human Resources. Heads of School and Associate
Deans (T & L) are provided with the names of new staff who have not completed the course to enable
faculties and schools to follow up on the completion requirements for Foundations. This targeted
information about FUTL has significantly increased enrolments in this program.
6
Postgraduate Teaching Internship Scheme
Twenty internship places were allocated in 2013.
The Postgraduate Teaching Internship Scheme Orientation was held on Wednesday, 13th February 2013
with Internship recipients and supervisors attending. Participants where then required to attend the
Foundations of University Teaching and Learning 3-day intensive workshop: Thursday 14th, Friday 15th and
Tuesday 19th February 2013. Both during semester one and two PTIS participants were required to attend a
minimum of 4 3 hour follow-up sessions and attend the “maintain a reflective teaching journal” session.
Introduction to University Teaching (IUT) 2013
A total of 20 postgraduate students participated in IUT. The programme is designed as an abbreviated
version of the internship scheme, and continues to be well received by the postgraduate student
participants. Anecdotal feedback from students suggests that the information about the workshop is not
well publicised in their faculties, despite CATL circulating the information about the scheme to Schools and
to postgraduate students. Students were again given the option of participating in the programme without
payment, if sufficient teaching could not be secured. A small number of attendees took this option in 2012.
In semester 1, the course ran for 3 x ½ days and in semester 2 for two full days.
Table 3: IUT Program Schedule
IUT PROGRAM SCHEDULE - Venue Seminar Room 1, Love House, CATL
Facilitator
Date & Time
TOPIC
Venue
Rashmi Watson
Monday 25-27th
Feb 09.00:13.00
*Intensive
Seminar Room 1,
Love House, CATL
Follow up session (1) Group
Reflection/Developing Your Teaching Portfolio
Seminar Room 1,
Love House, CATL
Malcolm Fialho
Tuesday 19th Mar
12.30-14.30
Follow up session (2) Group Reflection/
Courageous Conversations About Race (CCAR)
Seminar Room 1,
Love House, CATL
Rashmi Watson
Wednesday 27th
Mar 12.30 - 14.30
Follow up session (3) *Microteaching: Peer
Review Observations session 2
Seminar Room 1,
Love House, CATL
Tuesday 9th Apr
12.45-14.30
Follow up session (4) Group Reflection/
*Microteaching: Peer Review Observations
session 2
Seminar Room 1,
Love House, CATL
Tuesday 21 May
12.30-14.30
Follow up session (5) Group
Reflections/Teaching with Technology
Seminar Room 1,
Love House, CATL
Denise Chalmers
Rashmi Watson
Shannon
Johnston
Tuesday 5th Mar
12.45-14.30pm
Evaluation of the professional development programs
All workshops facilitated by the Centre are evaluated through the use of a standard workshop feedback
questionnaire. The Centre has a performance target of a mean of at least 4.0 for all questions (with 1 low
and 5 high), which it continues to achieve.
Table 4: Average feedback scores for workshops facilitated by CATL staff Jan – Sept 2013
Question
Mean
% agreement
response*
1. The facilitator explained important concepts/ideas and answered
questions in ways that I could understand.
4.51
92
2. The facilitator stimulated my interest in the topic.
4.37
89
3. I was encouraged to participate in the workshop and/or online
activities.
4.51
92
4. The facilitator was enthusiastic about the topic.
4.68
96
7
5. Appropriate teaching techniques were used by the facilitator to
enhance my development.
6. The facilitator was well prepared.
7. The facilitator treated me with respect.
8. Overall, the facilitator effectively supported my learning.
9. The workshop registration process was well organized.
10. The information I received about the workshop was accurate.
11. The content will be useful to me in the future.
12. Materials/handouts (where provided) were easy to follow.
13. I would recommend this workshop to others.
*[1=Strongly Disagree, 2=Disagree, 3=Neither, 4=Agree, 5=Strongly Agree].
Only workshops with more than five responses are counted in results
4.39
4.60
4.73
4.53
4.52
4.52
4.56
4.24
4.51
87
93
97
92
91
93
94
82
92
New Programme and Workshop
In addition to continuing long-term programs such as Foundations of Teaching and Learning, the Centre
offered workshops or other resources and support in a number of key areas in 2013. A number of new
workshops were introduced in 2013 using the expertise of CATL academic development staff. New
workshops scheduled were:
New workshops:
 Introduction to the Lecture Capture System
 Capturing a lecture on your desktop with PCAP
 Collaborating in the LMS
 LMS Boot Camp
 eAssessment (cancelled both times)(academic workshop rather than eLearning…)
In addition a series of webinars designed to explore the online conferencing technology (Adobe Connect)
were held in May/June:
 eAssessment: new approaches to learning and assessment
 sequencing learner activity in the LMS
 managing captured lectures in the LCS
 creating effective quizzes in the LMS
 Choosing the forum best for your purpose in the LMS
5.
Evaluation of Teaching
Student Perceptions of Teaching (SPOT)
The SPOT surveys processed by CATL in 2013 are shown in the table below:
Table 5: Number of SPOT surveys, users and student responses Jan – Sept 2013.
Semester1,
Semester 2, 2013
2013
(unavailable ) *
Number of SPOT surveys
457
-NA
Number of SPOT users
681
-NA
Number of student responses
34 781
-NA
* Semester Two details not available due to implementation of a new system
The new SPOT survey was introduced in 2011, consisting of 12 standard questions. A comparative table has
been collated to show the trend data in SPOT user numbers since the introduction of the new SPOT.
Included in Table 6 is usage data from 2009.
8
Table 6: Comparison of SPOT user numbers 2009-2013, semester 1 and 2
Year
SPOT users
SPOT users
Total Number
semester 1
semester 2
of SPOT users
2009
751
627
1,378
2010
655
616
1,271
2011
599
723
1,322
2012
655
632
1,284
2013
681
NA
NA
Revision of the SPOT Survey & Upgrading of Systems
In 2011, Phase I of the SPOT restructure resulted in new standard questions being introduced. The software
used to administer paper based surveys was upgraded to the latest version of Teleforms and an interim
reporting solution based on excel data capture was developed and implemented. Phase I has now been
completed.
Phase II of the SPOT restructure involves the introduction of a web-based survey, an online portal for
ordering surveys and more sophisticated reporting, to complement the new software upgrade and
introduction of the new set of SPOT questions. In 2012, this Phase was progressed with the shortlisting of
specific online solutions. Blue eXplorance was selected and the implementation process is underway tying
the software to the Learning Management System.
In 2013 Semester 2, an extended pilot was rolled out which involved teachers being able to order their
SPOT questionnaire via the LMS. Teachers had the ability to choose an online or paper based SPOT via the
LMS. For those who opted for online administration of SPOT questionnaires, there was the added feature
to include an additional three questions from an item bank of questions. For teachers who opted for paper
SPOT questionnaires, they could immediately download and print the questionnaire.
School Reports 2013
UWA has significant data on Teaching and Learning which may not be being utilised as fully as possible by
schools & faculties to assist in the improvement of teaching and learning at UWA. To support schools and
faculties to use the information gathered by the University as a quality improvement tool, CATL initially in
2011 compiled School reports drawing on the various databases to provide a single report on key areas of
teaching and learning highlighting areas of strengths and weakness. The reports were well received by
Schools. In 2013 the production of these reports has been delayed due to the roll out of the online Student
Perception of Teaching (SPOT) system. Reports are currently being developed.
6.
eLearning Development and Support
The eLearning development and support team have responsibility for the management of the University’s
centrally supported eLearning systems. The LMS system is hosted by NetSpot PtyLtd, and the eDS team
liaises with NetSpot and Information Services on maintaining, upgrading and enhancing performance.
LMS Moodle 2.3 Upgrade project, complete March 2013
In November 2012, an upgrade project for UWA’s LMS to Moodle 2.3 was approved and commenced.
Upgrade projects typically require a number of processes including:





educating/training of CATL eLearning staff in the new features and functionality.
a review of current configurations and setting of configurations for new features and functionality.
testing of the configurations and other requested enhancements in a test and staging environments.
confirmation and testing of current integrations with the new specifications of the upgrade version.
release into the production (live) environment for all staff and students
9


communicating the upgrade to staff and students, including demonstration of new features
updating resources and workshops for UWA staff to accommodate changes and additions in
functionality.
This upgrade project was highly successful. Two one-hour demonstrations for all staff were held to
introduce staff to specific new features implemented due to the Moodle 2.3 upgrade. The sessions were
offered to all faculties.
LMS Moodle 2.5 Upgrade project, commence August 2013 for completion December 2013
An upgrade of the current version of the LMS from Moodle 2.3 to Moodle 2.5 will be implemented for staff
and students at the start of December 2013. With this upgrade, UWA will have the latest version of
Moodle. This upgrade project involves the same steps as the Moodle 2.3 project and our experiences with
implementation and upgrades have led to a known and successful procedure for major enhancements to
UWA’s LMS.
Number of units created in the LMS
As at September 30th 2013, the following Learning Management System units have been created and used
in 2013.
Table 7: Number of LMS per major teaching period 2013
Teaching Period
Total
Semester 1
Semester 2
Semester 1 & 2 units
Total
673
664
71
1408
A total of 244 Practice units were also created. These figures do not include non-standard teaching period
units, or university wide units such as the Academic Conduct Essentials (ACE) and Communication and
Research Skills (CARS) units, nor specialist units for purposes other than teaching and learning. In total
there are 1652 units in the LMS.
Personal captured lectures
Table 9 presents the number of individual lectures that were successfully captured in the venue or personal
capture software and uploaded to the Lecture Capture System for viewing.
On average, 900 lectures were scheduled and captured from lecture capture enabled venues every week.
Approximately 80 staff have used personal capture software to capture and publish their lectures.
Table 8: Venue and Personal Capture and Upload of Individual Lectures during 2013
Captured lectures*
Semester 1 2013 11,554 (13 weeks)
Semester 2 2013 7,845 (9 weeks)**
* Including scheduled lecture capture in venues, personal capture and upload to Lecture capture system
**Please note data collected for Semester 2, 2013 is incomplete at time of collection.
Lecture Capture Failures
In Semester 1, 2013, approximately 90 and in Semester 2 2013 approximately 20 captured lectures were
not successfully captured due to various technical and end-user issues, including failure of capture device,
incorrect use and settings of audio visual equipment.
10
2013 New eLearning Projects
In the new LMS implementation agreement process, approved by the then UWA Vice Chancellor, Professor
Alan Robson, four new systems were identified for investigation for integrating with the LMS (Moodle):




an ePortfolio system
an online conferencing system
a plagiarism detection software
a Wiki or other collaborative web2.0 learning software.
These systems and software represent a range of systems that are essential to the provision of core online
education services in universities and have been sought by UWA Staff, but are not yet centrally provided at
UWA. All four systems/software require both a review, decision and an implementation project.
e-PORTFOLIO System Software Implementation
An ePortfolio system, PebblePad, is the first of four additional eLearning systems identified during the LMS
evaluation phase for implementation at UWA, integrating where technically possible with the LMS
(Moodle). PebblePad was shortlisted for a live pilot with volunteer staff and their students. As a result of
this pilot, and high demand in certain areas of the University, particularly Faculty of Medicine, Dentistry and
Health Sciences, implementation of PebblePad will be provided for those faculties and schools which can
demonstrate a course-wide integration within a degree curriculum. The initial license is for implementation
from 15 January 2014 to 14 January 2017 for 2000 accounts. Accounts include both staff and students and
will increase each year depending on demand.
7.
Teaching and Learning Week
The full report on Teaching and Learning Week (previously known as Teaching & Learning Month) for 2013
was circulated to the Teaching and Learning Committee is it meeting on the 2nd August, 2013.
The theme for Teaching and Learning Week 2013 was “Internationalisation@UWA” A total of 8 events took
place over a one week from Tuesday 4th June and Friday 7th June, 2013. Direct feedback obtained from the
faculties and areas during the Teaching and Learning Week planning meetings was that the events should
be scheduled, at least in part, during a non-teaching period to enable academics to attend. As a result, the
2013 Teaching and Learning Week was held over one week during the study break, commencing on the
Tuesday 4th June (Monday was a non UWA Public Holiday) and finishing on Friday 7th June.
EVENTS
The number of events scheduled for Teaching and Learning Week has decreased over the past 3 years as
shown in the table below. Initial enthusiasm for faculty based events in 2012 dissipated with most faculties
and areas citing lack of staff and resources as the main reasons they were unable to coordinate or facilitate
events and this again continued in 2013.
Table 9: Number of schedule events during Teaching & Learning Month/Week 2010-2013
Number of scheduled events
2010
16
2011
12
2012
11
2013
8
Table 10: Attendance figures at Teaching and Learning Month events in 2013
Event
University Teaching Award Ceremony
Hypothetical – “International Excellence: One plate of vindaloo at a time”
No. of
Attendees
150
46
11
Distinguished Visiting Teacher (DVT) Workshop 1 – Associate Professor Betty Leask
Distinguished Visiting Teacher (DVT ) Workshop 2 – – Associate Professor Betty Leask
Teaching & Learning Research Colloquium
UWA Teaching Award Winners Network Event
eLearning Expo
Internationalisation@UWA: Listening to the student researcher voice
TOTAL APPROXIMATE ATTENDANCE:
12
24
38
16
38
18
342
Table 11: Approximate Attendance numbers at Teaching and Learning Month/Week 2010-2013
2010
555
Approximate attendance
2011
444
2012
438
2013
342
Teaching and Learning Research Colloquium
The 5th Teaching and Learning Research Colloquium was held and is designed as an opportunity for UWA
staff to share their teaching and learning scholarship and research with their peers in a relatively informal
forum.
As in previous years, the Colloquium was jointly hosted by CATL and the University’s Educational Strategies
Office to recognise the research component, progress and output of research grants awarded by the Office
of Learning & Teaching (OLT).
Table 12: Comparative figures between 2011 and 2013 can be seen below:
2011
2012
2013
Attendees
65
56
38
Total presentations
22
22
15
Number of feedback forms completed
18
9
16
Based on previous year’s feedback the format of the colloquium was reduced in length this year to a half
day which featured 15 presentations from UWA academic staff on their teaching and learning research.
The colloquium commenced with a key note address from Distinguished Visiting Teacher, Associate
Professor Betty Leask.
Interest in this event both for presenting and attending has decreased slightly over the past 3 years and has
not been able to match the initial attendance figures and interest seen in its inaugural year in 2009. The
colloquium is reviewed annually with the feedback provided by both the presenters and participants
considered by the Teaching and Learning Month Working Committee in their review of the colloquium.
Attendees at the colloquium were given the opportunity to complete a feedback survey about the event of
which 16 out of 38 completed a feedback response sheet.
1: Strongly Disagree / 2: Disagree / 3: Agree / 4: Strongly Agree (NA responses excluded)
Items
Average
Response
% Agreement
2.5
63%
Keynote Address
1.
The keynote topic was relevant and provided me with
valuable information
Organisation
2.
The Colloquium program length was appropriate
3.2
94%
3.
The Colloquium was well organised
3.6
94%
12
4.
Information about the Colloquium was
communicated to me in a timely manner
3.2
88%
5.
I would recommend the venue for future
Colloquiums.
3.4
94%
6.
Catering at this event met my needs
3.6
100%
3.2
81%
3.1
75%
3.2
86%
Overall
7. Overall, I found the 2013 Teaching and Learning
Research Colloquium to be beneficial to my work and
extended my understanding of research in teaching
and learning being conducted at UWA.
8.
Overall, the Colloquium extended my understanding
of research in teaching and learning being conducted
at UWA
TOTAL average mean
The main challenge faced by CATL continues to be engaging staff and students in the various planned
activities. In 2013 no centres or faculties took up the opportunity to host events.
Now in its eighth year, Teaching and Learning Month/Week has obtained general awareness by the
university community yet the pattern of participation indicates that a number of barriers remain to the
widespread support of, and engagement in, the initiative.
The major costs associated with holding Teaching and Learning Month continue to be in hosting the
University Teaching Awards Ceremony and the associated reception and the Teaching and Learning
Research Colloquium. It is generally felt that the Awards reception is a highlight of Teaching and Learning
Week calendar and is therefore an important way of recognising and rewarding teaching excellence.
Although events hosted by CATL during Teaching and Learning Week are reviewed annually as part of the
review process (and will continue to be so), it is widely agreed that this event should continue to be held
annually as the premier event at UWA to recognise teaching excellence.
Given a continued decrease in attendance figures at the Colloquium CATL will also consider alternative
methods of disseminating local teaching and learning scholarship information in the future.
Other Events
Teaching and Learning Week 2013 featured several events which have proven popular over the last number
of years, including the return of the Hypothetical and the eLearning Expo. Both of these events were well
attended, and feedback was very positive. In particular the eLearning Expo, which provided academics the
opportunity to share the ways in which they are using the University’s LMS, was deemed to be very
valuable to many staff.
University Teaching Award Ceremony
The most popular event in the program of Teaching and Learning Week was undoubtedly the University
Teaching Award Ceremony. The event was well attended, received positive feedback and was a celebration
and recognition of the teachers and teaching at the University. As in previous years, the ceremony included
the:
 announcement of 2013 Faculty award winners by the Deans of each Faculty;
 announcement of the 2013 Teaching Fellows;
 recognition of 2012 ALTC award winners;
 announcement of 2013 AAUT (Australian Awards for University Teaching) nominees; and
 announcement of the 2013 UWA Excellence in Teaching Award winners.
13
Both the ceremony and reception were held at the University Club. The format was changed this year to
incorporate a “meet and greet” for half an hour prior to the ceremony and this was well received.
8.
Improving Student Learning Grants
In 2011, CATL undertook a review of the Improving Student Learning (ISL) Grants. A report was submitted
to the Teaching and Learning Committee in May 2012. The objectives were to review and report to provide
a comprehensive overview of the ISL scheme since its inception, feedback from participants in the scheme,
and commendations, implications and recommendations for approval by the Teaching and Learning
Committee. The review was conducted using a number of feedback mechanisms including: Focus groups;
Audit of Review Reports; Audit of CATL ISL database ; Independent review of guidelines, advertising and
forms; Online survey to all UWA ISL recipients since 2006 (administered via survey Monkey) and discussion
with key staff at CATL who have been directly involved with ISL Grants.
There were a number of commendations namely dissemination and greater engagement with teaching and
learning through research. A number of implications for CATL staff were included around increasing ISL
promotion & awareness, the application process, dissemination and maintaining long-term engagement
from outcomes of the projects. The recommendation was for funding for ISL be continued and maintained
at the current budget given the high success of the process as documented. The outcome was that the
review was approved by the UWA TL committee and further funding approved for future grants. CATL
committee members have implemented various ways to address the implications as determined by the
review.
Five grants were allocated in the first round in 2013, with a total allocation of $13,945. These grants were
selected from fourteen applications, with sixteen expressions of interest being received in Semester 1,
2013. Thirteen expression of interest were received in Semester 2, 2013 and feedback provided. Five
grants were then allocated, with a total allocation of $14,210 from the seventeen full applications received,
with a total allocation of $14,210. Reports from previous ISL projects are available on the CATL website.
9.
CATL Projects
ISL grant study: Reflective Practice Negotiators (Shannon Johnston, CATL and Ray Fells, School of
Business)
The project aimed to explore a process for enhancing students’ capacity as reflective practitioners with a
focus on reflection in action. It specifically attended to the development of capacity for reflection in
Negotiation activities as part of the Masters of Commerce unit, EMPL8514 Negotiation and Dispute
Resolution in the Master of Commerce. The project addressed a number of limitations in current
educational and negotiation education practices, in particular that in educational contexts, focus tends to
be on reflection on an educational experience, or reflection on a work-place experience as a learning
activity. However, professional negotiators need to reflect in the act of conducting a negotiation and attend
to change to process in real time. Therefore, this project looked both at enhancing the notion of teaching
students about reflecting, and at enhancing their professional skills in negotiating by extending reflection to
real time authentic tasks.
Perceptions of Appraisal Systems Research (Sid Nair)
A research project initiated by CATL in collaboration with the University of Waikato on exploring university
teachers’ beliefs about teacher appraisals took place 2013/2013. The project entails investigations in China,
though interest in the project has resulted in the planned project being extended to India, Vietnam and
Malaysia. In the first stage of the project the questionnaire was designed based on the research literature.
Back translation took place in the Chinese language and the questionnaire fine-tuned based on the
translation. Data was collected at three higher education instructions in 2012. Data is currently being
14
analysed and journal articles being written to publish findings. Plans are underway to extend the research
to Malaysia and India.
International Postgraduate Teachers at UWA 2013 (Lee Partridge)
A program which focuses on the development needs of international teachers was developed by Dr Lee
Partridge as the focus of her 2011 UWA Teaching Fellowship. While the number of international
postgraduate students in Australian universities continues to grow so too the number teaching into
undergraduate courses as tutors or demonstrators increases. These teachers have specific needs beyond
those of local early career academics. For many, English is not their first language and their own
educational experience is often very different in their home country. The program established for
international postgraduates who are teaching consists of teaching development similar to that offered in
many teacher preparation programs but also addresses issues of language and culture. Students undertook
5 x 3 hour workshops at the beginning of semester 2 and then a series of follow up sessions throughout the
semester which allowed them the opportunity to form a supportive network. They were encouraged to
engage in peer review and reflective practice by keeping a learning journal. The mentoring program
initiated in 2012 was not conducted in 2013 due to a lack of eligible international tutors available to act as
mentors. The design and outcomes of the program were reported at the 2013 HERDSA conference in
Auckland and attracted considerable interest given that no comparable program exists in Australasia. Plans
to continue the program in 2013 are in place as well as to seek possible partners for an OLT seeding grant
to develop the program across the sector.
Undergraduate Learning and Teaching Internship Scheme (ULTRIS/MURN) 2013
The ULTRIS program was first conceived in 2008, drawing on the experience of Postgraduate Internship
Teaching Scheme PTIS where UWA postgraduate students undertake a year-long program of professional
development in teaching and investigating aspects of teaching and learning. Led by Professor Sally
Sandover, Associate Professor Lee Partridge , and Dr Wayne McGowan has been recognised as a highly
innovative programme, an been awarded a UWA Teaching Award in 2013. Each year the students present
their work to the university community. Their presentations are polished and engaging, the subject matter
and discussions are robust, and they respond confidently to questions from the floor on their findings and
research methods. The state based academic forum consists of an academic audience aware the presenters
are undergraduate students and the standards of presentations and responses can be compared to any at
the forum. The programme has attracted interest from national and international universities and
colleagues, highlighting the innovative nature of the program. The different ways in which it has been used
in the university and internally demonstrates its applicability to a range of contexts. However the real
outcomes of the programme are the students themselves. Their achievements are; the discoveries they
make, the skills they develop and demonstrate the passion for investigation and questioning that has led
them on journeys they could not have imagined. The programme is an outstanding example of a
collaboratively developed, theoretically sounds, engaging and supportive undergraduate research program
for students.
Professionalisation of the Academic Workforce project (OLT strategic priority Project)
Project Team
Winthrop Professor Denise Chalmers, The University of Western Australia and Professor Rick Cummings,
Murdoch University and (project leaders), Assistant Professor Rachel Wicking, The University of Western
Australia (project manager), Professor Sue Stoney, Edith Cowan University, Beatrice Tucker, Curtin
University, Associate Professor Sofia Elliott, The University of Notre Dame Australia
A considerable amount of research has been undertaken and published recently on what constitutes
excellent teaching in higher education, however, this has not been synthesised or developed into a
coherent framework. This project will develop a framework that will apply at three levels of
operationalization: the individual teacher level, the school/department level and the institutional level. The
framework will comprise of clear definitions of each principle, examples of practice that addresses each
15
principle (utilising existing videos, case studies and exemplars where possible) and concluding with clearly
stated expectations of levels of performance with sources of evidence that would demonstrate that an
individual academic meets the principle. This framework will be further developed to align these principles
with the promotional levels for academic staff (A, B, C, D, E), describe how these can be embedded in
school practice and policy for action by Deans/HODs, and identify guidelines for embedding these in
institutional policy, practice and academic staff development.
10.
Distinguished Visitors and Speakers
CATL continued to host visiting teachers, some of whom provided workshops at UWA. This continues to
demonstrate an explicit strategy by the Centre to engage with national and international colleagues around
relevant teaching and learning issues.
Table 13: Workshops and seminars facilitated by CATL by Visiting Teachers Jan – Sept 2013
Visitors Name
Title of Workshop
Collaboration
Associate Professor
Betty Leask
Internationalisation of the
curriculum- what does it mean for
me?
Keynote speaker at Colloquium
Teaching & Learning
Week
Associate Professor
Betty Leask
Dr Tricia Bertram-Gallant
and Dr Tracy Bretag
Associate Professor
Jacqui Taylor
Professor Yoni Ryan
Professor Kerry Shephard
Professor Joelle
Fanghanel
Associate Professor
Betty Leask
Professor Lambert
Schuwirth
11.
International academic integrity
Is Facebook a friend of foe?
incorporating CyberPsychology
within degree curricula and
Evaluating & assessing online skills
OLT Seminar - Online teaching and
workload
Education for Sustainability:
exploring roles and activities for
Higher Education
Being an Academic in today's
universities
Internationalisation of the
curriculum in theory and practice
Workplace-based assessment: Why
do we bother?
No of
Attendees
12
Teaching & Learning
Week
University of California
and University of
South Australia
Bournemouth
University
35
Queensland University
of Technology
University of Otago
28
University of West
London
WAND
13
Flinders University
14
16
6
22
24
Conferences and Forums
Table 14: Conferences and Forums attended by CATL staff Jan – Sept 2013
Conference title
Date
Staff member
Purpose
Invitation to present Conduct of
Employer workshop
WA T&L Forum 2013
WA T&L Forum 2013 -
4-7/02/2013
Sid Nair
Advisory role
7-8/02/2013
7-8/02/2013
Presentation
Presentation
BLASST Conference
22/02/13
Clare Alderson
Shannon
Johnston
Lee Partridge
Dissemination activity
16
Academic Integrity Roundtable
Multi University Conference
Graduate Certificate of Education
(Academic Practice) James Cook
University
CADAD Meeting Executive &
General
The Higher Technology Education
Agenda 2012
PebblePad ePortfolio Retreat
27-28/2/2013
Assessment Planning: A practical
workshop - Alverno College
28-29/05/2013.
29/5-2/6/2013
Universidad Tecnica Federico Santa
Maria, Valparaiso and Universidad
Catolica de Temuco
MoodleMoot AU 2013
MoodleMoot AU 2013
7-28/6/2013
MoodleMoot AU 2013
HERDSA 2013
HERDSA 2013
Academic Workforce Meeting
23-25/06/2013
1-4/07/2013
1-4/07/2013
16/08/13
ICETC 2013
CADAD Meeting
18/08/13
19-20/8/2013
Facilitation of L&T committee
Planning Day at USC
TEQSA register of external experts
workshop
Coursera Meeting at UniMelb for
Coursera overview
Teaching & Learning Innovation
Conference
HERDSA Rekindled 2013
UWA CS4HS Workshop
21/8-23/8/2013
2013 Eportfolio Forum
2-3/10/2013
Invited workshops
IETEC 2013
8-11/10/2013
3-6/11/2013
25-28/3/2013
3-4/4/2013
8-10/04/2013
18-19/04/2013
23-26/06/2013
24-26/06/2013
26/08/13
12/09/13
17/09/13
20/09/13
26-27/09/2013
Denise
Chalmers
Denise
Chalmers
Reference group
member:
Consultant
Denise
Chalmers
Shannon
Johnston
Shannon
Johnston
Lee Partridge
Denise
Chalmers
Denise
Chalmers
CADAD President
Clare Alderson
Shannon
Johnston
Ross Yates
Lee Partridge
Rachel Wicking
Denise
Chalmers
Rachel Wicking
Ross Yates
Denise
Chalmers
Denise
Chalmers
Denise
Chalmers
Denise
Chalmers
Denise
Chalmers
Rachel Wicking
Rashmi
Watson
Silvia
Dewiyanti
Sid Nair
Sid Nair
Presentation
Presentation
Participant
Participant
Participant
Consultant
Presentation
Presentation
Presentation
Participant
Presentation
CADAD President
Facilitator
Participant
Meeting
Keynote presentation
Presentation
Presentation
Presentation
Advisory role
Advisory role
17
12.
Membership of University and External Committees
Table 15: CATL membership of University and External committees 2013
Name of Committee
Staff member
Role
Teaching and Learning Committee
Coursera MOOC Advisory Group
Teaching and Learning Grants and
Schemes Standing Committee
Teaching and Learning Awards Standing
Committee
Denise Chalmers
Denise Chalmers
Member
Executive Officer
Denise Chalmers
Member
Denise Chalmers
Member
Academic Board
Disability Access and Inclusion Committee
UWA Strategic Information Technology
and Information Committee
UWA Education Futures Project Reference
Group
Academic Promotions Working Party
Taylors Study Group Higher Education
Institution WA Teaching and Learning
Committee
CADAD
HERDSA
UWA Foundations Program Committee
Faculty of Medicine, Dentistry and Health
Sciences Evaluation Committee
Denise Chalmers
Sid Nair
Denise Chalmers
Member
Denise Chalmers
Member
Denise Chalmers
Member
Denise Chalmers
Member
Denise Chalmers
Member
Denise Chalmers
Denise Chalmers
Lee Partridge
Denise Chalmers
President
Member
Executive member
Member
Sid Nair
Member
Improving Student Learning (ISL) Grants
Grants and Schemes Standing Committee
Rashmi Watson, Denise
Chalmers, Karen Leckie
Lee Partridge
West Coast Institute of Training
Rashmi Watson
13.
Member
Chair, Members
Co-opted member
Academic Board
Member
Staff Publications
Table16: CATL Staff Publications Jan - Sept 2013
Books
Shah, M. & Nair, C. S. (2012). External Quality Audits: Has it Improved Quality Assurance in
Universities? Oxford, UK: Woodhead Publishing
Nair, C. S., & Mertova, P. (Eds.) (2012). Enhancing Learning and Teaching through Student Feedback
in Social Sciences. Oxford, UK: Woodhead Publishing
Shah, M. & Nair, C. S. (Eds.) (2013). Enhancing Student Feedback and Improvement Systems in
Tertiary Education. Occasional Publications: CAA Quality Series 5, Commission for Academic
Accreditation (CAA) Quality Series: Dubai, UAE,
https://www.caa.ae/caa/DesktopModules/QualitySeries.aspx
18
Book Chapters
Nair, C. S. (2013). Has it Worked Globally ? in Shah, M. & Nair, C. S, External Quality Audits: Has it
Improved Quality Assurance in Universities, 269-274, Oxford, UK: Woodhead Publishing
Nair, C. S. (2013). What’s Next: Measurement and Enhancement of Student Experience – 20 years
and beyond Enhancing in Student Feedback and Improvement Systems in Tertiary Education, 124128, Occasional Publications: CAA Quality Series 5, Commission for Academic Accreditation (CAA)
Quality Series: Dubai, UAE, https://www.caa.ae/caa/DesktopModules/QualitySeries.aspx
Nair, C. S. & Mertova, P. (2013). Emerging trends and approches in the Student Voice in the social
sciences, in Nair, C. S., & Mertova, P. (Eds.), Enhancing Learning and Teaching through Student
Feedback in Social Sciences, 201-207, Oxford, UK: Woodhead Publishing
Journal Articles
Shah, M., & Nair, C. S. (2013). Private for–profit higher education in Australia: Widening Access and
Participation and Opportunities for Public-Private Collaboration. Journal of Higher Education
Research and Development (HERDA). (Accepted)
Nair, C. S. (2013). Email a factor in response rates. Quality and Participation, 35(4), 19-23.
Patil, A. Nair, C.S., Miller, J. Kheeler, P. & Martin, F. (2013). Engineering Education Quality
Enhancement: A Case Study at the School Level. The Studies in Learning, Evaluation, Innovation and
Development Journal, 9(1), 15-21
Shah, M. & Nair, C. S. (2013). Student Surveys and Feedback: Strategic Solution for all Tertiary
Education Institutions, The Studies in Learning, Evaluation, Innovation and Development Journal, 9(1),
66-73
Whiteford, G., Shah, M., & Nair, C. S. (2013). Equity and Excellence Are Not Mutually Exclusive: A
Discussion of Academic Standards In An Era of Widening Participation. Quality Assurance in
Education, 21 (3), 299-310.
Shah, M., Nair, C. S., & Bennett, L. (2013). Factors Influencing Student Choice to Study at Private forprofit Higher Education Institutions. Quality Assurance in Education, 21(4), 402-416.
Shah, M., Nair, C. S. & Bennett, L. (2013). Students choose private providers for ‘learner friendly’
tertiary education experience (accepted, Forthcoming)
Shah, M., Nair, C. S. & Harpe, L. D. B. (2013). Intentionally Ignored: Engaging Transnational Students
in Surveys and Feedback. The Studies in Learning, Evaluation, Innovation and Development Journal,
9(1), 74 -83
Watson, R. (2013). "Pedagogical practice of early childhood teachers: Explicit enhancement of
students’ literacy. (in press being published within 6 months of sept/13) in The Australasian Journal
of Early Childhood.
Refereed Conference Papers
Bennett, L. Shah, M. & Nair, C.S. (2013). University and Non-University Partnerships: Implications for
Leaning & Teaching. National Vocational Education and Training Research Conference (in press)
Nair, C.S. & Shah, M. (2013). The Student Experience at Risk? Measurement and Enhancment of
Student Experience in Private Tertiary Education. AHEEF (accepted forthcoming)
Shah, M. & Nair, C. S. (2013). The Participation of Students in TEQSA Reviews, AHEEF (accepted,
forthcoming)
Yates, R. (2013). "eLearning Technologies to Support New Directions in Teaching Practice". ICETC
2013 - Maldives
Non Refereed Conference Papers and Abstracts
Alderson, C. (2013). "Online Quiz Tool supporting formative and summative assessment LMS:Moodle
used at UWA" T&L Forum 2013, Perth: Murdoch University.
http://otl.curtin.edu.au/tlf/tlf2013/contents-all.html
19
Alderson, C. (2013). "Flipping the Classroom: Using Moodle to support effective teaching in large
undergraduate classes" MoodleMoot 2013: Melbourne
Frayne, T. & Mead, J. (2013). "The developing narrative of the Bphil (Hons) online Centre for
Undergraduate Research" Teaching & Learning Forum 2013: Murdoch University, Perth.
14.
Staff Engagement
Table 17: Other CATL staff community and academic activities Jan - Sept 2013
Staff
Type of Activity
Description
Member
Sid Nair
Conference co-chair
Sid Nair
Editorial Board
Sid Nair
Editorial Board
Sid Nair
Invited - Workshop
Sid Nair
Invited Keynote Speaker
Sid Nair
Invited Keynote Speaker
Sid Nair
Invited Speaker
Sid Nair
Invited Keynote Speaker
Sid Nair
Invited - Seminar
Sid Nair
Invited: Panel
Sid Nair
Research Supervision
Sid Nair
Engineering Quality Group
Sid Nair
Reviews for Journals,
Conferences and Books
Co-chair for 2nd International Conference on Engineering
and Technology Education and co-editor of the
conference proceedings to be held in Vietnam. The
committee is of an international nature covering Europe,
USA and the Asia Pacific regions.
Editor, The International Journal of Quality Assurance in
Engineering and Technology Education (IJQAETE)
Associate Editor, Quality Approaches in Higher Education,
ASQ, USA
Using Student Feedback Data to Start Conversations of
Improvements, IETEC, Ho Chin City: Vietnam
The State of Play with Surveying: responding to the data
at the inaugural National Student Survey and Evaluations
Workshop. AKO AOTEAROA/Massey University,
Wellington, New Zealand
The Current Thinking of the Use of Online Technology,
mobile devices and feedback to Students Massey
University, North Palmerstone, New Zealand
Address at the inaugural seminar series Faculty of
Engineering - The Use of Student Feedback to Inform
change Massey University, North Palmerstone, New
Zealand
Workshop: Employers Surveys and Focus Groups,
University of the South Pacific, Fiji
Seminar: Benchmarking evaluation data. James Cook
University, Townsville, Australia
National Panel: 2013 Teaching and Learning Forum on
Emerging national standards and their affect on day-today teaching and learning practice, Perth, Australia
Co-Supervisor for Phd candidate, UWA
Member of the Engineering Quality Group, Central
Queensland (CQU)
Articles for European Journal of Engineering Education,
international Journal of Quality Assurance in Engineering
and Technology Education, conference papers for the
TARC International Conference, the International
Engineering and Technology Education Conference
20
15.
Awards and Grants
Professor Denise Chalmers was winner of a UWA Award for Excellence in the Leadership of Academic
Development
The ULTRIS Program (represented by Professor Sally Sandover, Associate Professor Lee Partridge and Dr
Wayne McGowan) was the winner of a UWA Award for Excellence in Teaching (Program).
Professor Sid Nair received a 2013 Vice-Chancellor's Award for Good Practice in Learning and Teaching
Awarded by Central Queensland University (CQU).
CATL received funding from the UWA Teaching and Learning Committee to undertake the following
programmes in 2013:
 Improving Student Learning (ISL) grant program
 Teaching and Learning Week
 WA Teaching & Learning Forum registration subsidy program (no new funds in 2012, permission
to use unspent funds from previous years)
 Introduction to University Teaching (IUT)
 Postgraduate Teaching Internship Scheme
 Sessional Staff Day
 English Language Support for Teaching Staff
CATL received a grant from the General Resources Committee undertaken in 2011-2013: Implementing
Moodle Project (incorporating implementing Echo).
21