USC COMMISSIONED LEARNING AND TEACHING GRANTS PROGRAM

2015 CLTGP application information and instructions

Closing date: 10:00 am Monday 19 January 2015

A PROGRAM OF THE USC LEARNING AND TEACHING GRANTS SCHEME (LTGS)

2015 USC Commissioned Learning and Teaching Grants Program 1

Contents

1 INTRODUCTION...........................................................................................................................................3

1.1 Purpose of the Learning and Teaching Grants Scheme (LTGS)...........................................................3

1.2 Aim of Commissioned Learning and Teaching Grant Program...........................................................3

2 COMMISSIONED LEARNING AND TEACHING GRANT PROGRAM PRIORITY AREAS......................................3

2.1 Funding Schedule and 2015 Priority Areas.........................................................................................3

3 PRIORITY AREA 1: FIRST YEAR EXPERIENCE.................................................................................................4

3.1 Introduction.......................................................................................................................................4

3.2 Context and Challenges......................................................................................................................4

3.3 The Project.........................................................................................................................................4

3.4 Project Deliverables............................................................................................................................5

3.5 Selection Criteria................................................................................................................................5

4 PRIORITY AREA 2: IMMERSIVE VISUALISATION...........................................................................................7

4.1 Introduction.......................................................................................................................................7

4.2 Context and Challenges......................................................................................................................7

4.3 The Project.........................................................................................................................................7

4.4 Project Deliverables............................................................................................................................8

4.5 Selection Criteria................................................................................................................................9

5 APPLICATION INFORMATION AND REQUIREMENTS..................................................................................10

5.1 Roles and Responsibilities................................................................................................................10

5.2 Eligibility Criteria..............................................................................................................................10

5.3 Application Format...........................................................................................................................11

5.4 Application Process..........................................................................................................................11

5.5 Closing Date......................................................................................................................................11

6 SELECTION OF PROJECT APPLICATIONS.....................................................................................................11

6.1 Selection Process..............................................................................................................................11

6.2 Notification of Results of Applications.............................................................................................11

6.3 Obligations Associated with Receiving a Grant................................................................................11

7 CONTACT DETAILS.....................................................................................................................................12

APPENDIX A: FIRST YEAR EXPERIENCE............................................................................................................13

APPENDIX B: IMMERSIVE VISUALISATION......................................................................................................18

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1 INTRODUCTION

1.1 Purpose of the Learning and Teaching Grants Scheme (LTGS)USC is committed to the support and advancement of excellence in learning and teaching. The Learning and Teaching Grants Scheme (LTGS), plays an important role in this commitment providing up to $300,000 annually to support projects that address learning and teaching priorities and plans at faculty, institutional, national and international levels. The LTGS comprises four different grants programs, which support different scholarship of learning and teaching avenues. The LTGS sits within the portfolio of the Deputy Vice-Chancellor and is administered by the Centre for Support and Advancement of Learning and Teaching (C-SALT).

The purpose of the Learning and Teaching Grants Scheme (LTGS) is to provide funding to support learning and teaching scholarship and activities that explore, develop and advance innovations to enhance the student learning experience. The Grants scheme is comprised of the: Exploratory Learning and Teaching Grants Program (Up to 10 grants of A$10,000 are

available annually) Enhancement Learning and Teaching Grants Program (Up to two grants of A$20,000 are available

annually) Commissioned Learning and Teaching Grants Program (CLTGP) ($120,000 is available annually and

the number of grants offered is at the discretion of the Deputy Vice-Chancellor (DVC)) OLT Support Funding Program (SFP) (Staff may apply to receive support funding of up to A$500)

This document provides program information and application instructions for the Commissioned Learning and Teaching Grants Program. Information about the other Grants programs is on the USC website on the Grants and awards for learning and teaching or the Apply for internal learning and teaching grants pages. 1.2 Aim of Commissioned Learning and Teaching Grant ProgramThe USC Commissioned Learning and Teaching Grant Program aims to achieve the following: address particular issues/areas and respond to University priorities, as determined by the Strategic

Plan develop effective mechanisms for the identification, development, dissemination and embedding of

good individual and institutional practice, including addressing particular contextual barriers to taking on the good practice identified, and

promote and support strategic change in the University with the ultimate goal of enhancing student learning and contributing to the higher education sector.

2 COMMISSIONED LEARNING AND TEACHING GRANT PROGRAM PRIORITY AREAS

2.1 Funding Schedule and 2015 Priority AreasIn 2015, the allocation is $120,000 (indicative) for the Commissioned Learning and Teaching Grant Program. Up to four grants of $30,000 will be awarded. The Office of the Deputy Vice-Chancellor is commissioning work on two strategic priority areas:

The First Year Experience Immersive Visualisation

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3 PRIORITY AREA 1: FIRST YEAR EXPERIENCE

3.1 IntroductionEnhancing the first year student experience (FYE) through innovative practice and research that promotes curricular and co-curricular reform is a key part of USC’s student engagement strategy. Attention to the FYE continues to be strategic priority to provide a foundation for later year success and so commencing students from diverse backgrounds are both challenged and supported during their transition to learning in higher education.

3.2 Context and ChallengesThe FYE has been a topic of research internationally for more than 40 years and within the Australasian higher education sectors for nearly 20 years. Consequently, there is a large body of practical, empirical and theoretical knowledge related to the FYE and various applications of this knowledge. The challenge for USC is to understand which FYE practices are suitable for adoption within our institutional context and the impact of these selected practices. This grant provides an opportunity to address an identified FYE challenge by applying existing knowledge to the first year of a program, to investigate and disseminate the outcomes and to promote and support strategic change at USC.

Existing work on the student experienceResources include 20 OLT projects and 47 articles on the FYE (Appendix A).

3.3 The ProjectThe project will apply an innovation or initiative reported in a completed large-scale project into the USC context to enhance the FYE at USC. Relevant projects will be sourced from (for example) the Australian Government Office for Learning and Teaching, Jisc or the Higher Education Academy in the UK, or Ako Aotearoa. The project design must involve two phases. The first phase embeds the initiative within one program and identifies two other programs where a similar challenge exists that may benefit from adopting the same innovation or initiative. The second phase involves working collaboratively with these programs to implement the initiative or innovation.

The project leader will be required to work with C-SALT to disseminate results and champion the use of chosen practice in the first year more widely in the University community. The work could consider any of the following challenges:

Investigating first year as foundation Maximising engagement – How do you facilitate the students’ development of self and professional

identity? How do you address high rates of failure? Student wellness and wellbeing in curriculum – how do you look after and/or support students

preparedness and mindfully prepare yourself as an academic? Flexibility – what are the different ways we can or should be flexible around the changing patterns of

student participation and their needs for student needs? Regional student cohorts – we have access to information about our cohorts, what strategies can we

use to make them successful? Academic literacies – how do we provide support for learning?

Research questions (NB: The research will be driven by the grant the applicant chooses to extend in their program however, the applicant will still need to research it applies to their own program) What is involved in understanding first year from a program perspective? What are the challenges of the FYE in your discipline? What are the threshold concepts for student success? Mapping will need to be conducted. What are the things needed in the learning design (defined as the description of the teaching-

learning process that takes place in a course) for first year as foundation? How can USC build staff capacity around curriculum design principles?

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Evaluation questions Needs assessment – to what extent is the new practice addressing the needs of learners in the

program? Teaching - How effective is the teaching? How well are learners guided and supported? Learner Achievement – to what extent is the practice having an impact on learner progress and the

achievement of intended learning outcomes? What is the value of the outcomes for learners? Actual Improvements – What has improved? To what extent have those improvements been relevant

& worthwhile? How do you know that the practice you developed has had the effect you intended? Has the change had an impact on the need identified?

Dissemination and transference of knowledge How to disseminate and transfer knowledge about practice through:

a) program based workshopsb) working with colleagues within the faculty to roll out the new practice in the first year of two

identified programs.

3.4 Project DeliverablesA USC commissioned project should be evidence-based, present potential solutions, provide how-to guides for practitioners/leadership and address the challenges which have been identified.

An examination of the FYE could particularly focus on:1) A case study of the application of good first year practice for the USC learning and teaching

community to use as a reference.2) Development of one or more resources to assist Program Coordinators adopt and evaluate good first

year practice3) Professional development activities including a workshop for both full time and sessional staff to

transfer learning and peer mentoring provided for two other programs4) Recommendations for the University on any further work in this area that could be considered for

the future.

3.5 Selection Criteria Applications for the FYE strategic priority area will be assessed on the following four selection criteria:

Project rationale and USC readiness Clearly articulated outcomes and a coherent argument demonstrating how the project will

contribute to the enhancement of learning and teaching at USC Alignment of the project with USC’s strategic priorities and the potential of the project to promote

and support strategic change for the enhancement of learning and teaching a USC

Project impact The extent to which the project is producing transferrable knowledge and skills. The extent to which the project will positively impact on the student experience. The potential usefulness of the project and its outcomes to the learning and teaching strategic

priorities and plans at USC The ways in which the project both utilises and advances existing institutional and/or national and

international knowledge relevant to the FYE

Project deliverables Proposed deliverables for the project and alignment to the proposed timeframe and project

resourcing The sustainability of the deliverables

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Project approach A set of strategies which is considered, coherent and appropriate to the outcomes the project is

designed to achieve A well planned, engaged dissemination1 strategy

Project management A thorough approach to project management, including a preliminary allocation of responsibilities

among the team members The track record and/or demonstrated potential of the Project Leader and any other team members The availability of resources and infrastructure to enable project completion

Budget Budget justification appropriate to the project description and deliverables Faculty / Cost Centre support for the project

NB: Preferencing criteriaThe inclusion of early career academics and sessional staff in the project team is considered favourably by the panel.

1 Please refer to the D-Cubed Guide: Planning for effective dissemination and D-Cubed Quick Guides at http://www.olt.gov.au/grants-and-projects/dissemination

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4 PRIORITY AREA 2: IMMERSIVE VISUALISATION

4.1 IntroductionHigher education institutions throughout Australia are trying to accommodate new ways of learning using digital and web technologies, while meeting students’ expectations and aspirations (Romenska et al. 2011 2). Creative techniques, such as visualisation can help to redesign teaching and learning in higher education. To reach its potential, visualisation has to provide more than just a substitute for existing approaches; the environments, tools or software alone do not engage students in learning. It is the creative and adaptive application of technology to suit students’ need to make connections that encourages deep learning and makes the learning meaningful. Thus, pedagogy is the driver and technology is the accelerator (Fullen, 20123). Pedagogies that successfully utilise the application of visualisation can redefine the student learning experience. Visualisation opens up new possibilities for insight and discoveries across a range of programs thus it is important to evaluate immersive visualisation as a medium for engaging with difficult concepts and accelerating learning through representing data, information, or media in original or intriguing ways.

4.2 Context and ChallengesThe Immerse Laboratory has the potential to enable USC students, researchers, partners, and the community to have new experiences of learning, research, and engagement. The space encompasses a 3-wall immersive projection environment, with the 4th wall comprising the entryway, and a mirrored viewing window from the control room. It is a custom configuration, with six 1920x1200 projectors (two edge-blended projectors per wall, with a total resolution approx. 10,540 x 1200) and 7:1 surround sound. Immerse was designed for maximum flexibility and ease of use, allowing anybody who can use a computer to create simple presentations within the space (the 6 projectors are all mapped as a single windows desktop). As well as allowing much more complex and elaborate configurations in which users explore 3D-modelled visualisations, with additional sensing equipment being brought in ad hoc when advanced interactivity is required.

The opportunities for all of USC’s degree programs and potential uses for the high-tech Immerse Laboratory seem to be limited only by the imagination. Immersive experiences are currently being developed at USC such as simulations of coastal flooding, visualisations of neurological pathways in the brain, installations of interactive digital art and animation, and innovative gaming mechanics for individual and shared exploration and learning. The Immerse Laboratory has the potential to be used by educators to create remarkable teaching and learning opportunities within programs and across disciplines on a range of scales from micro to macro. For example, the studio could be used to simulate a range of backgrounds, to visualise large data sets, demonstrate difficult concepts using interactive online learning objects or review multiple source documents.

Existing work on visualisation A Visualisation Library Guide can be found at http://libguides.usc.edu.au/visualisation. Resources include 27 papers on visualisation (Appendix B).

4.3 The ProjectPedagogy and curriculum redefinition can support immersive visualisation as a tool for learning. The commissioned project should focus on one program and explore the use of appropriate visualisation techniques and tools in the Immerse Laboratory across the program. This should be conceived of through adaption of an existing pedagogical framework or through creation of a new one. It will require evaluation of the effectiveness of the approach in teaching and the impact of using the visualisation within the Immerse Laboratory on learning outcomes.

2 Romenska, S., Knight, K., Cane, R., Mukherjee, J., George, A., & Salmon, G. (2011). Creating Academic Learning Futures (CALF).

3 Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

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The project leader will be required to work with C-SALT to disseminate results and champion the use of visualisation in the Immerse Laboratory in each faculty. The work could consider any of the following challenges:

Learning design using immersive visualisation Consider how learning design across all years of a particular program could make use of visualisation

techniques and tools in the Immerse Laboratory to meet students’ needs and accelerate and deepen learning.

Research questions Needs assessment – to what extent is the pedagogy and immersive visualisation addressing the

needs of learners in the program? Teaching - How effective is the teaching? How well are learners guided and supported? Learner Achievement – to what extent is the pedagogy and immersive visualisation having an impact

on learner progress and the achievement of intended learning outcomes? What is the value of the outcomes for learners? Actual Improvements – What has improved? To what extent have those improvements been relevant

& worthwhile? How do you know that the learning design you developed has had the effect you intended? Has the change had an impact on the need identified?

Evaluation questions Needs assessment – to what extent is the practice addressing the needs of learners in the program? Teaching - How effective is the teaching? How well are learners guided and supported? Learner Achievement – to what extent is the new practice having an impact on learner progress and

the achievement of intended learning outcomes? What is the value of the outcomes for learners? Actual Improvements – What has improved? To what extent have those improvements been relevant

& worthwhile? How do you know that the new practice you developed has had the effect you intended? Has the change had an impact on the need identified?

Dissemination, impact and staff capacity building How to best disseminate and champion the appropriate use of visualisation techniques and tools in

the Immerse Laboratory in their faculty through:a) faculty based workshopsb) faculty based skills developmentc) working with colleagues within the faculty to realise use and evaluation of appropriate

visualisation techniques and tools in the Immerse Laboratory at program leveld) establishing a community of practice for visualisation e) mentoring other programs f) etc.

4.4 Project DeliverablesA USC commissioned project should be evidence-based, present potential pedagogical models or learning designs, techniques and tools, outline how-tos for practitioners and address the challenges that have been identified.

An examination of Immersive Visualisation could particularly focus on:1) A case study on how a program’s learning design utilises immersive visualisation and the effect this

has on learning outcomes and student satisfaction.2) A report on the process of design and evaluation of the use of immersive visualisation for the USC

learning and teaching community to use as a reference.3) Development of a resource to assist academics and teachers to design learning experiences;

a) effective ways to include immersive visualisation in curriculum to explain difficult concepts and deepen learning, and

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b) effective ways of evaluating the impact of the use of immersive visualisation within a pedagogical framework.

4) Workshops and skills development (interim and final resources)5) Recommendations for the University on any further work in this area that could be considered for

the future.

4.5 Selection Criteria Applications for the Immersive Visualisation strategic priority area will be assessed on the following six selection criteria:

Project rationale and USC readiness Clearly articulated outcomes and a coherent argument demonstrating how the project will

contribute to the enhancement of learning and teaching at USC Ability of the project to promote and support strategic change for the enhancement of learning and

teaching a USC Readiness of the program to adopt immersive visualisation experiences in all year levels (at least one

course per year)

Project deliverables Proposed deliverables for the project and alignment to the proposed timeframe and project

resourcing The sustainability of the deliverables

Project Impact Potential usefulness of the project and its outcomes to the learning and teaching strategic priorities

and plans at USC Ways in which the project both utilises and advances existing institutional and/or national and

international knowledge relevant to the identified problem

Project Approach A theoretical framework that is grounded in the literature A set of strategies which is considered, coherent and appropriate to the outcomes the project is

designed to achieve A well planned, engaged dissemination strategy Alignment between the project design and plans for the dissemination/embedding of the successful

strategies and outcomes Potential of the project to scale up to external grant success such as an Australian Government OLT

application

Project Management A thorough approach to project management, including a preliminary allocation of responsibilities

among the team members The track record and/or demonstrated potential of the Project Leader and any other team members The availability of resources and infrastructure to enable project completion

Budget Budget justification appropriate to the project outcomes and importance Faculty / Cost Centre support for the project

NB: Preferencing criteriaThe inclusion of early career academics and sessional staff in the project team is considered favourably by the panel

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5 APPLICATION INFORMATION AND REQUIREMENTS

5.1 Roles and Responsibilities

Project Leader/sProject leaders must take responsibility for the proposed project, its design, conduct and results. They must not hold the substantive responsibility for more than two learning and teaching grants at USC concurrently unless the Deputy Vice-Chancellor approves a greater commitment and the Head of School approves details of how the time will be allocated to enable individuals to carry out their responsibilities to the projects. Project leaders’ will be asked to report quarterly on project progress to the Deputy Vice-Chancellor for feedback, and provide a final report prior to the project completion date.

Project Team MembersProject team members are allowed to be involved in more than two learning and teaching grants concurrently without having to gain approval; however, care should be taken by individuals not to over commit.

C-SALTC-SALT administers and manages the Commissioned Learning and Teaching Grants Program competitive application process as part of the Grants scheme. C-SALT is responsible for preparing the information and application instructions, the receipt and collation of all grant applications, appointment of the LTGS Selection Panel and for providing secretariat support to the LTGS Selection Panel.

LTGS Selection Panel The LTGS Selection Panel will make recommendations on successful applications to the Deputy Vice-Chancellor.

Deputy Vice-Chancellor The Deputy Vice-Chancellor approves successful grant recipients and retains the discretion not to award grants.

5.2 Eligibility CriteriaTeam projects must include a project leader and project team members. Applicants may only submit one application as project leader per round. Team projects may also include project team members from other universities, or organisations other than a university who have an interest in, and can contribute to, the project.

USC Grants for Learning and Teaching are open to either individuals or teams including: staff employed by the University in continuing full time or at least half-time fractional appointments

that are of equal or longer duration than the project timeframe staff appointed on a contract or sessional basis as part of a team APT staff that support learning and teaching and student engagement.

Please note sessional staff are encouraged to participate in the program and can form a team led by an eligible project leader. To facilitate the participation of early career academics and sessional staff in the program there is a preferencing criterion in place for project teams that have early career academics and sessional staff team members.

5.3 Application Format Applications comprise of the following three documents:

a) Grant Cover Sheet (authorisation by the Head of School and Executive Dean or Cost Centre Manager is mandatory)

b) Grant Application

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c) Peer Review

A grant application template and guidelines on how to complete the template are available at the Portal page 2015 USC Commissioned Learning and Teaching Grant Program (CLTGP) (You must be logged in to the portal for this link to work).

5.4 Application Process Applicants must notify C-SALT of their intention to submit an application. C-SALT Grants and Awards Officers are available to support applicants in preparing their applications. A submission timeline is available at the Portal page 2015 USC Commissioned Learning and Teaching Grant Program (CLTGP) (You must be logged in to the portal for this link to work). Applicants are encouraged to refer to the key dates and access the support available in developing and completing applications.

5.5 Closing DateApplications must be submitted to C-SALT via the Grants and Awards application submission area by the closing date:10:00am Monday 19th January 2015. Applicants are reminded to ensure that their applications are completed in sufficient time to meet the deadlines for school and faculty endorsement, which will be earlier than the C-SALT closing date.

Applicants will receive an email receipt within three business days of submission. If the applicant does not receive an email within a week after submission, please contact C-SALT by email at grantsawards@usc.edu.au.

6 SELECTION OF PROJECT APPLICATIONS

6.1 Selection ProcessThe C-SALT will initially review applications for eligibility and compliance against the requirements set out in this document. Then the USC LTGS Selection Panel will evaluate all applications against the relevant selection criteria in sections 3.5 and 4.5 and make funding recommendations to the Deputy Vice-Chancellor, who will make final endorsement of applications to be funded. The USC LTGS Selection Panel reserves the right to ask for an application to be revised and/or re-submitted for decision.

6.2 Notification of Results of ApplicationsApplicants can expect notification of the outcome by email by the end of February 2015.

6.3 Obligations Associated with Receiving a GrantThe project leader will be required to enter into a funding agreement with the Office of the Deputy Vice-Chancellor to be administered by C-SALT. The conditions of the grant will be specified in the agreement. The agreement will specify the outcomes of the project to be achieved, the payment arrangements, conditions of the grant including financial and performance reporting requirements, requirements regarding variation to the agreement, acquittal of the grant and other related issues.

The project leader is responsible for managing the performance of the project. Should a project leader need to withdraw from the project, written notification should be provided to C-SALT with information on how the project will continue to be supported.

Project leaders are required to report on the progress, final outcomes and financial expenditure associated with their project, as specified in the funding agreement.

When a project team is not able to meet the milestones or the date for completion of the project, the project leader must seek an extension in writing from C-SALT at least one month before the due date.

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Please note that extensions are only approved in exceptional circumstances. If a project does not progress according to the projected timeframe, C-SALT reserves the right to not grant extensions and to not make payments.

Any funds not expended at the end of the project must be returned to C-SALT. C-SALT retains the right to reclaim funds if the project leader fails to fulfil the conditions of the funding agreement or where an overpayment has occurred.

7 CONTACT DETAILS

Dionne Amato AliGrants and Awards AdvisorTel: (07) 5459 4805

Tania StevensonGrants and Awards OfficerTel: (07) 5459 4823

Centre for Support and Advancement of Learning and Teaching (C-SALT)

Requests for further information should be directed by email to grantawards@usc.edu.au

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APPENDIX A: FIRST YEAR EXPERIENCEOLT Project Project

startedProject leader Lead university

1. Articulating a transition pedagogy to scaffold and enhance the first-year learning experience in Australian higher education

2006 ALTC Senior Fellowship

Professor Sally Kift Queensland University of Technology

2. Physclips - multi-level, multi-media resources for teaching first year university physics

2007 George Hatsidimitris, Joe Wolfe The University of New South Wales

3. Enhancing the assessment of learning in Australian Higher Education: Biological Sciences

2007 Professor Kerri-Lee Krause, Dr Kerri-Lee Harris, Ms Robin Garnett, Associate Professor Dawn Gleeson, Associate Professor Mary Peat, Dr Charlotte Taylor

The University of Melbourne

4. Diversity: A longitudinal study of how student diversity relates to resilience and successful progression in a new generation university

2009 Associate Professor Adrianne Kinnear Edith Cowan University

5. Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education

2009 Sally Kift Queensland University of Technology

6. Educating the Net Generation - A Handbook of Findings for Practice and Policy

2009 Gregor Kennedy, Barney Dalgarno, Sue Bennett, Kathleen Gray, Jenny Waycott, Terry Judd, Andrea Bishop, Karl Maton, Kerri-Lee Krause, Rosemary Chang

The University of Melbourne

7. Educating the Net Generation - A Toolkit of Resources for Educators in Australian Universities

2009 Kathleen Gray, Gregor Kennedy, Jenny Waycott, Barney Dalgarno, Sue Bennett, Rosemary Chang, Terry Judd, Andrea Bishop, Karl Maton, Kerri-Lee Krause

“ “

8. Educating the Net Generation: Implications for Learning and Teaching in Australian Universities

2009 Gregor Kennedy, Kerri-Lee Krause, Karl Maton, Andrea Bishop, Rosemary Chang, Jenny Waycott, Terry Judd, Kathleen Gray, Sue Bennett, Barney Dalgarno

“ “

9. Practical leadership for developing and sustaining first year learning environments that facilitate the success of a diverse student population

2010 ALTC National Teaching Fellowship

Professor Keithia Wilson Griffith University

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10. IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses

2011 Lawrence Gahan, Gwen Lawrie The University of Queensland

11. A cross-disciplinary approach to language support for first year students in the science disciplines

2011 Felicia Zhang University of Canberra

12. A threshold concepts focus to curriculum design: supporting student learning through application of variation theory

2011 Gerlese Åkerlind , Jo McKenzie , Mandy Lupton

The Australian National University

13. Using cost-effective multimedia to create engaging learning experiences in law and other disciplines

2011 Professor Des Butler Queensland University of Technology

14. Building capacity among emerging occupational therapy academic leaders in curriculum renewal and evaluation at UQ and nationally

2011 Sylvia Rodger The University of Queensland

15. A cross-disciplinary approach to language support for first year students in the science disciplines

2011 Felicia Zhang University of Canberra

16. Transition in, transition out (TiTo): peer mentoring for sustainable development of first and third year psychology students

2013 Andrea Chester, Lorelle Burton, Sophia Xenos, Karen Elgar, Bianca Denny

RMIT University

17. Get Set for Success: Using online self-assessments to motivate first year engineering students to engage in and manage their learning

2014 Lorelle Burton, David Dowling, Majella Albion

University of Southern Queensland

18. Student and staff expectations and experiences 2014 Russell Brinkworth, Karen Burke da Silva, Sharron King, Ann Luzeckyj, Ben McCann, Jacqui McCann, Edward Palmer

The University of Adelaide

19. Overcoming algebraic misconceptions that inhibit students’ progress in mathematical sciences

2014 Caroline Bardini, Robyn Pierce The University of Melbourne

20. Curriculum renewal in engineering through theory-driven evaluation

2014 Lesley Jolly The University of Queensland

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Other relevant FYE literature Australasian Survey of Student Engagement. (2008). Attracting, engaging and retaining: New

conversations about learning. Australasian Student Engagement Report. Melbourne, Australia: Australian Council for Educational Research

Biggs, J. (1999). Teaching for quality at university. Buckingham, UK: Open University Press.Bowles, A., Fisher, R., McPhail, R., Rosenstreich, D., &

Dobson, A. (2014). Staying the distance: Students’ perceptions of enablers of transition to higher education. Higher Education Research & Development, 33(2), 212 225.‐ doi: 10.1080/07294360.2013.832157

Brinkworth, R., McCann, B., King, S., Burke da Silva, K., Luzeckyj, A., Scutter, S., Palmer, E., Hill, J., Wright, V., & McCann, J. (2013). Student and staff expectations and experiences: Final report. Prepared for the Office for Learning and Teaching. Sydney, Australia: Office for Learning and Teaching. Retrieved from http://fyhe.com.au/expectations/

Carlson, G., Scarbrough, J., & Carlson, J. (2009). Holistic intervention program for at risk‐ students. In D. Nutt & D. Calderon (Eds.), International perspectives on the first year experience in higher education (pp. 67–73). Columbia, NC: University of South Carolina.

Crehan, M. (2014, June). Bridging the gap: Researching and enacting transition pedagogy for STEM and medical students. Seminar presented as part of the Seminar Series for 2014 under the auspices of the National Forum for the Enhancement of Teaching and Learning, Higher Education Forum, Dublin, Ireland.

Department of Industry, Innovation, Science, Research and Tertiary Education. (n.d.). The University Experience Survey. Advancing quality in higher education information sheet. Retrieved from http://www.innovation.gov.au/Search/pages/results.aspx?k=University%20Experience%20Survey

Devlin, M. (2011). Bridging socio cultural‐ incongruity: conceptualising the success of students from low socio economic‐ status backgrounds in Australian higher education. Studies in Higher Education, 38(6), 939 949.‐ doi: 10.1080/03075079.2011.613991

Edith Cowan University. (n.d.). Fact sheet: First year experience. Joondalup, Australia: Author. Retrieved fromintranet.ecu.edu.au/ data/assets/word_doc/0 003/491934/Fact Sheet FYE.doc‐ ‐

Flinders University. (2013). First year curriculum design and the transition pedagogy. Centre for University Teaching FACTSHEET. Adelaide, Australia: Author. Retrieved from http://www.flinders.edu.au/Teaching_and_Lear ning_Files/Documents/CUT%20Factsheet%20 Kifts%20principles%20of%20curriculum%20d esign.pdf

Gale, T., & Parker, S. (2011). Good Practice Report: Student transition into higher education. A report prepared for the Australian Learning and Teaching Council, Canberra, Australia: Department of Education, Employment and Workplace Relations. Retrieved from http://olt.gov.au/resource libr‐ ary/good‐ practice reports‐

Gale, T., & Parker, S. (2014). Navigating change: A typology of student transitions in Australian higher education. Studies in Higher Education 39(5), 734 753.‐

Greller, W., & Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics. Educational Technology and Society, 15(3), 42–57. doi: 10.1080/03075079.2012.721351

Kahu, E. (2013). Framing student engagement. Studies in Higher Education, 38(5), 758 773.‐Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student

learning experience in Australian higher education. Final report for ALTC Senior Fellowship Program. Sydney, Australia: Australian Learning and Teaching Council. Retrieved from: http://www.olt.gov.au/resource‐first year‐ ‐ learning experience kift 2009‐ ‐ ‐

Kift, S. & Nelson, K. (2005). Beyond curriculum reform: embedding the transition experience. In Brew, A.& Asmar, C. (Eds.) HERDSA 2005, 3 6‐ July, 2005, The University of Sydney, Sydney, Australia.

Kift, S., Nelson, K, & Clarke, J. (2010). Transition pedagogy: A third generation approach to FYE— a case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1 20.‐ doi: 10.5204/intjfyhe.v1i1.13

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Krause, K L.,‐ Hartley, R., James, R., & McInnis, C. (2005). The first year experience in Australian universities: Findings from a decade of national studies. Melbourne, Australia: Centre for the Study of Higher Education, University of Melbourne.

Kuh, G. (2007, July). What matters to student success in the first year of university? Keynote address presented at the 10th Pacific Rim First Year in Higher Education Conference, Brisbane, Australia. Retrieved from http://www.fyhe.com.au/past_papers/papers0 7/fullprogram2.html

Lizzio, R. (2006). Designing an orientation and transition strategy for commencing students. A conceptual summary of research and practice. First Year Experience Project, Griffith University. Brisbane, Australia. Retrieved from http://www.griffith.edu.au/__data/assets/pdf_f ile/0008/51875/Alfs 5 Senors Paper FYE‐ ‐ ‐ ‐ ‐ Project, 2006.pdf‐

Lizzio, A., & Wilson, K. (2004). First year‐ students’ perceptions of capability. Studies in Higher Education, 29(1), 109–128. doi: 10.1080/1234567032000164903

Lizzio, A., & Wilson, K. (2010, March). Assessment in first year:‐ Beliefs, practices and systems. Paper presented at the ATN National Assessment Conference, Sydney, Australia.

Marshall, S. (2010). A quality framework for continuous improvement of e Learning:‐ The e‐ Learning Maturity Model. Journal of Distance Education, 24(1), 143 166.‐

Nelson, K., & Clarke, J. (2014). The first year experience: looking back to inform the future. HERDSA Review of Higher Education, 1, 23 46.‐ Retrieved from http://www.herdsa.org.au/wp‐ content/uploads/HERDSARHE2014v01p23.pdf

Nelson, K., Clarke, J., Kift, S., & Creagh, T. (2011). Trends in policies, programs and practices in the Australasian First Year Experience literature 2000 2010.‐ The First Year in Higher Education Research Series on Evidence based‐ Practice. No. 1. Brisbane, Australia: Queensland University of Technology.

Nelson, K., Clarke, J., Stoodley, I., & Creagh, T. (in press). Using a maturity model to build on the generational approach to student engagement practices. Higher Education Research and Development.

Nelson, K. & Creagh, T. (2013). A good practice guide: Safeguarding student learning engagement. Brisbane, Australia: Queensland University of Technology. Retrieved from https://safeguardingstudentlearning.net/?page_id=62

Nelson, K., Duncan, M., & Clarke, J. (2009). Student success: The identification and support of first year university students at risk of attrition. Studies in Learning, Evaluation, Innovation and Development, 6(1), 1–15.

Nelson, K., Kift, S., & Clarke, J. (2012). A transition pedagogy for student engagement and first year‐ learning, success and retention. In I. Solomonides, A. Reid, & P. Petocz, (Eds.), Engaging with learning in higher education (pp. 117 144)‐ . Oxfordshire, UK: Libri Publishing.

Nelson, K., Quinn, C., Marrington, A., & Clarke, J. (2012). Good practice for enhancing the engagement and success of commencing students. Higher Education, 63(1), 83 96.‐ doi: 10.1007/s10734‐ 011 9426 y‐ ‐

Nelson, K., Smith, J., & Clarke, J. (2012). Enhancing the transition of commencing students into university: An institution wide‐ approach. Higher Education Research & Development, 31(2), 185‐ 199. doi: 10.1080/07294360.2011.556108

Powell, S., & MacNeil, S. (2012). Institutional readiness for analytics. A briefing paper. CETIS Analytics Series. JISC CETIS. Retrieved from http://publications.cetis.ac.uk/wp ‐ content/uploads/2012/12/Institutional‐ Readiness for Analytics‐ ‐ ‐Vol1 No8.pdf‐

Pyne, C. (2014, May 13). More o p p o r t u n i t y and competition in higher education. Media release. Ministers’ media centre. Retrieved from http://ministers.education.gov.au/pyne/more‐ opportunity and competition higher education‐ ‐ ‐ ‐

RMIT University. (n.d.). The student lifecycle model. Transition in Transition out: Peer mentoring for sustainable development. Melbourne, Australia: Author. Retrieved from http://emedia.rmit.edu.au/tito/content/studen t lifecycle model‐ ‐

Scott, G. (2006). Accessing the student voice: Using CEQuery to identify what retain studentsand promotes engagement in productive learning in Australian higher education. Canberra, Australia: Department of Education, Science and Training.

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Stiglitz, J. (2014). Crawford school oration 2014 – Crisis averted? Lessons from the global crisis. Retrieved from http://www.youtube.com/watch?v=00favMuC KDg&feature=youtu.be

Tinto, V. (2008). Access without support is not opportunity. Inside Higher Ed, June. Retrieved from http://www.insidehighered.com/views/2008/ 06/09/tinto

Tinto, V. (2013, July). Keynote address presented at the 16th International First Year in Higher Education conference, Wellington, New Zealand. Universities Australia.

Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago, IL: The University of Chicago Press.

Tinto, V. & Pusser, B. (2006). Moving from Theory to action: Building a model of institutional action for student success. In L. … (Ed.), Reconceptualising success for underserved students in higher education (pp. 10 12).‐ Iowa State University: National Postsecondary Education Cooperative. Retrieved from http://nces.ed.gov/npec/pdf/resp_Rendon.pdf

University of Technology Sydney. (2014). 2014 guidelines: First year experience (FYE) grants: Embedding transition pedagogies in the curriculum. Widening participation retention and success: First year experience grants. Sydney, Australia: Author. Retrieved from http://www.iml.uts.edu.au/pdfs/FYE_grants_2 014_guidelines_updated2.pdf;

Victoria University. (2012). The VU agenda and blueprint for curriculum reform. Capabilities for the future. Melbourne, Australia: Author. Retrieved fromhttp://www.vu.edu.au/sites/default/files/wfg/ pdfs/VUAgenda CurriculumBlueprint‐ ‐ Nov2012.pdf

Yorke, M. & Longden, B. (2008). The first year‐ experience of higher education in the UK. Final report of a project funded by the Higher Education Academy. York, UK: Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/news/detail/fye_final_report

Zepke, N. (2013). Student engagement: A complex business supporting the first year experience in tertiary education. The International Journal of The First Year In Higher Education, 4(2), 1 14.‐ doi:10.5204/intjfyhe.v4i2.183

Zepke, N . & Leach, L. (2010). Improving student engagement in post compulsory‐ education: A synthesis of research literature. A report prepared for Teaching and Learning Research Initiative, Wellington, New Zealand. Retrieved July 4, 2011, Retrieved from http://www.tlri.org.nz/assets/A_Project‐ PDFs/9261 Zepke/9261 Literature review.pdf‐ ‐ ‐

Zepke, N., Leach, L., Prebble, T., Campbell, A., Coltman, D., Dewart, B., Gibson, M., Henderson, J., Leadbeater, J., Purnell, S., Rowan, L., Solomon, N.,& Wilson, S. (2005). Improving tertiary student outcomes in the first year of study. A report prepared for Teaching and Learning Research Initiative, Wellington, New Zealand. Retrieved from http://www.tlri.org.nz/improving‐tertiary student‐ ‐outcomes their first year‐ ‐ ‐ ‐study

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APPENDIX B: IMMERSIVE VISUALISATION Visualisation enhances student learning experiencesA Visualisation Library Guide containing the following references can be found at http://libguides.usc.edu.au/visualisation.

Advanced 3D visualization in student-centred medical educationSuccessful implementation of 3D images in already existing themes in the educational programs.Geographic visualisation: lessons for learning and teachingStudents compared their experiences with visualisation to other assessment methods, with many finding the visual approach stimulating and effective for their learning.Information visualisationThe focus is on explaining some of the most fundamental concepts, prominent approaches, and commonly held criteria of visualisation.Interactive feedbacks with visualisation and sonification for technology-enhanced learning for music performanceInteractive multimodal analysis and communications have opened up many new possibilities including music education.Scientific and Technical Visualisation in Technology EducationProject at North Carolina State University: Students are able to make connections to math, science, and technology while enhancing their understanding of the concepts embedded in the VisTE scientific visualization activities.Seeing Is Believing: Mathematics Visualization in Economics EducationVisualization through the use of physical objects is an important method that instructors can use to convey and solidify an understanding of economic principles in their novice students of economics.The role of visualisation in developing critical thinking in mathematicsVisualisation encourages critical thinking which further leads to a better understanding of data handling.Using and measuring the impacts of geovisualisation on tourism education: The case of teaching a service management courseFindings of students' performance demonstrate the better educational effects from learner-generated drawing instructions than the solely provision of geovisualisation material.Using visualisation to teach securityInformation security is a complex topic that can benefit from judicious design and application of classroom visualizations.Virtual reality in engineering education: The future of creative learningThis paper explains virtual reality principle and describes the interactive educational environment developed at WMG, the University of Warwick. It also discusses the benefits of using state-of-the-art 3D photorealistic interactive and immersive virtual environment for engineering undergraduates and postgraduate teaching, learning and training.nDiVE: The Story of How Logistics and Supply Chain Management Could be TaughtAction-based Learning Assessment.Virtually realityUAB Engineering Magazine Winter 2010.Visualisation Cube Offers Infinite Possibilities.The potential of 3D visualisation technology in art & design educationMarianne Patera, Digital Design Studion, The Glasgow School of Art, University of Glasgow.Emphasis on learning and teaching experience rather than on the visualisation technology.New experimental spacesPresented by Dr. Gordon Howell.Scientific and technical visualisation in technology educationProject VisTE involves more than the teaching of mechanical and architectural computer-aided design requiring a broader approach. The program is offered in units such as Medical Technology: Imaging, Biotechnology: PCR, Transportation Technology: Visualizing Rocketry and more.

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Using 3D virtual environments to facilitate students in constructivist learningEvaluation on the students' learning experience showed that 3D virtual environments could indeed facilitate students in achieving learning outcomes through constructivist learning.Development, deployment and educational assessment of advanced immersive learningAuthors: Ian Cameron, Caroline Crosthwaite, David Shallcross, John Kavanagh, Geoff Barton, Nicoleta Maynard, Moses Tade, Andrew Hoadley, Lead Institution: The University of Queensland.Support for the original work was provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and WorkplaceRelations.The seamless integration of Web3D technologies with university curricula to engage the changingAuthors: Peter Albion, Penny de Byl, Janet Taylor, David Jones, Lead Institution: University of Southern Queensland.Support for the original work was provided by the Australian Learning and TeachingCouncil Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.Immersive VR for Scientific Visualization: A Progress ReportAuthors: van Dam,A, Departmentt.of Comput. Sci., Brown Univ, Forsberg, A, Laidlaw, D.H, LaViola, J.J,Simpson, R.M.Immersive VR Visualizations by VFIVE. Part 1: DevelopmentVFIVE is currently used in several CAVE systems in Japan for routine visualisations. It is also used as a base system of further developments of advanced visualisations.eSimulations for enhancing teaching and learning in Australian higher educationThis literature review paper covers a large amount of literature relevant to the development and use of e-simulations in higher education.What are the learning affordances of 3-D virtual environments?Potential learning benefits of three-dimensional (3-D) virtual learning environments (VLEs).

Successful application of visualisation toolsComputer Visualisation of Three-Dimensional Image Data Using IMODIMOD is useful for studying and modeling data from tomographic, serial section, and optical section reconstructions.Effects of Jigsaw Cooperative Learning and Animation Techniques on Students' Understanding of Chemical Bonding and Their Conceptions of the Particulate Nature of MatterThe results indicate that the teaching of chemical bonding via the animation and jigsaw techniques was more effective than the traditional teaching method in increasing academic achievement.Integrating 3D Visualisation and GIS in Planning EducationThis paper offers suggestions for 3D GIS course setting and educational methods aiming to set up a framework to supplement current two-dimensional GIS education in planning using 3D modelling program.Re-Purposing Google Maps Visualisation for Teaching Logistics SystemsPositive student experience also resulted since 93% of students rated the "usefulness" of the between 7-10 on a 10-point scale. Positive experience was further evidenced by the qualitative comments students made.VisANT: an online visualisation and analysis tool for biological interaction dataThe new software provides a general tool for mining and visualizing such data in the context of sequence, pathway, structure, and associated annotations.

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