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CENTRE FOR THE ADVANCEMENT OF TEACHING AND LEARNING2013 ANNUAL REPORT TO THE TEACHING AND LEARNING

COMMITTEE

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Draft Ready for Review X FinalDOCUMENT MODIFICATION HISTORY

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Primary Author(s)

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Date Completed

ProvidedTo

1.1 Sandra Brennan Draft Karen Leckie

1.2 Karen Leckie Final draft submitted for review and approval

Denise Chalmers

DOCUMENT APPROVALApproved By

(name/position of approver) Signature Date

W/Professor Denise Chalmers, Director, CATL

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

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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 2006-2012On 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 resourceso A highly capable and respected Director, who is providing powerful leadership within the

Centre, the University, nationally and internationally.

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http://www.catl.uwa.edu.au/about_catl/org_structure_and_planning

o A well-qualified, committed, capable and respected staff who have developed a harmonious and productive organisational culture.

o 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.

o 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.

o The relationship with the Office of Equity and Diversity and the embedding of equity and diversity issues across the curriculum.

Scholarship of Teaching and learningo The strong alignment of the research and scholarship of CATL staff with the Centre’s and

institutional priorities.o The number of publications produced by CATL staff is comparable with other organisational

units of similar size and mission.o The success of CATL in binding for competitive external research and development grants.o The success of CATL, especially given its size, in making a contribution to national projects.o The availability of improving student learning grants and their positive impact on teaching

and the engagement of staff in the scholarship of teaching.o The leadership and support of the Postgraduate Internship Teaching Scheme.

E-Learningo 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 developmento 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 engagemento 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.

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o The engagement with and support for the continuing activities of the West Australian Network for Dissemination (WAND).

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 AttendanceAttendee 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

Workshop 2013 1st half 2013 2nd half

Programmes & EventsFoundations of University Teaching and Learning 17 21Introduction to University Teaching 18 14Postgraduate Teaching Internship Scheme (full year) 20International Postgraduate Tutors (first semester only) 8 NATeaching & Learning Orientation (first semester only) 10 NATeaching Fellowship Scheme: Information Session (first semester only) 9 NASessional Staff Professional Development Day (first semester only) 52 NAEnglish Language Support for Teaching Staff 10Postgraduate Internship Information Session NA 64

Teaching with TechnologyTeaching with Technology (an introduction to eLearning) 9 9Teaching with Technology: Enhancing Assessment with Technology CANX** CANXTeaching with Powerpoint (for full year) 23Introduction to LMS: LMS for new users 45 55Introduction to LMS: LMS for Tutors 6 7Beyond the Basics: Assignments 13 CANX*Beyond the Basics: Groups and groupings CANX 5Beyond the Basics : Managing grades 10 4Beyond the Basics : Quizzes 7 4Advancing your LMS : Collaborating in the LMS CANX* NAAdvancing your LMS : Communicating in the LMS CANX* CANX*

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Advancing your LMS: Getting the best from the LMS – Creative solutions, tips and tricks 7 + CANX* NA

Lecture Recording: Intro to the Lecture Capture System CANX* 18 + CANX*

Lecture Recording: Capturing a Lecture on your Desktop with PCAP 13 17Teaching and Research

Supervising Postgraduate Students 33 20 + 27-NovSupervising International Students 9 16-Oct

Teaching for LearningSmall Group Teaching: Seminars & Tutorials 11 16Teaching Large Classes: Active Learning in Lectures 11 10-Oct

Assessment and FeedbackAssessment: Developing Rubrics CANX CANXAssessment: Learning’s destination or journey? 4 7Effective Group Work and Assessment 5 7Improved Student Learning using Peer and Self Assessment CANX CANXUsing Student Feedback to Improve your Teaching 3 17-Oct

Developing your Teaching CareerDeveloping your Teaching Portfolio 6 11Peer Support and Review of Teaching CANX CANXUnit Coordination 1: Roles and Responsibilities 23 NAUnit Coordination 2: Designing your unit and developing the curriculum 10 NA

Using SPOT’s in your Promotions applications CANX 4What Counts as Evidence of Good Teaching 4 4

TOTAL 373 (inc full year) 287

Overall total 660

Requested workshops and work with FacultiesA number of requested workshops were organised in collaboration with CATL in 2013.

Table 2: Requested Workshops & Presentations facilitated by CATL staff Jan - Oct 2013

CATL Staff Member Title of Workshop/Seminar NoAttended Faculty/School

Shannon Johnston Law eLearning workshop 25 Faculty of LawRashmi Watson Introduction to Tutoring 20 School of PsychologyLee Partridge First Year Biology Lab Demonstrators 29 School of Biology (BIOL1130)

Shannon Johnston FASE seminar: ePortfolio and UWA 16Faculty of Engineering, Computing and Mathematics

Shannon JohnstonWebinar: eAssessment: What and Why? 10 CATL

Lee PartridgeUniversity Teaching and Learning for Academic Librarians 22 Information Services - Library

Shannon JohnstonUniversity Teaching and Learning for Academic Librarians 18 Information Services - Library

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Rashmi Watson Introduction to Uni Teaching 16 School of Psychology

Rashmi WatsonTeaching Large Classes: Active Learning 12

Centre for English Language Teaching

Shannon JohnstonFASE Seminar: Utilising the LMS for Learning 8th Oct TBA

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 DayCATL 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 LearningA 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 mid-semester 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.

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Postgraduate Teaching Internship Scheme Twenty internship places were allocated in 2013. The Postgraduate Teaching Internship Scheme Orientation was held on Wednesday, 13 th 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 14 th, 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) 2013A 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 ScheduleIUT PROGRAM SCHEDULE - Venue Seminar Room 1, Love House, CATL

Facilitator Date & Time TOPIC Venue

Rashmi WatsonMonday 25-27th Feb 09.00:13.00 *Intensive

Seminar Room 1, Love House, CATL

Denise Chalmers

Tuesday 5th Mar 12.45-14.30pm Follow up session (1) Group

Reflection/Developing Your Teaching PortfolioSeminar Room 1, Love House, CATL

Malcolm FialhoTuesday 19th Mar 12.30-14.30

Follow up session (2) Group Reflection/ Courageous Conversations About Race (CCAR)


Rashmi WatsonWednesday 27th Mar 12.30 - 14.30

Follow up session (3) *Microteaching: Peer Review Observations session 2


Rashmi Watson

Tuesday 9th Apr 12.45-14.30

Follow up session (4) Group Reflection/ *Microteaching: Peer Review Observations session 2


Shannon Johnston

Tuesday 21 May 12.30-14.30

Follow up session (5) Group Reflections/Teaching with Technology


Evaluation of the professional development programsAll 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 2013Question Mean

response*% agreement

1. The facilitator explained important concepts/ideas and answered questions in ways that I could understand. 4.51 922. The facilitator stimulated my interest in the topic. 4.37 893. I was encouraged to participate in the workshop and/or online activities. 4.51 924. The facilitator was enthusiastic about the topic. 4.68 96

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5. Appropriate teaching techniques were used by the facilitator to enhance my development. 4.39 876. The facilitator was well prepared. 4.60 937. The facilitator treated me with respect. 4.73 978. Overall, the facilitator effectively supported my learning. 4.53 929. The workshop registration process was well organized. 4.52 9110. The information I received about the workshop was accurate. 4.52 9311. The content will be useful to me in the future. 4.56 9412. Materials/handouts (where provided) were easy to follow. 4.24 8213. I would recommend this workshop to others. 4.51 92*[1=Strongly Disagree, 2=Disagree, 3=Neither, 4=Agree, 5=Strongly Agree]. Only workshops with more than five responses are counted in results

New Programme and WorkshopIn 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, 2013

Semester 2, 2013 (unavailable ) *

Number of SPOT surveys 457 -NANumber of SPOT users 681 -NANumber 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.

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Table 6: Comparison of SPOT user numbers 2009-2013, semester 1 and 2Year SPOT users

semester 1SPOT users semester 2

Total Number of SPOT users

2009 751 627 1,3782010 655 616 1,2712011 599 723 1,3222012 655 632 1,2842013 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 2013UWA 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

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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 2013An 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 LMSAs 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 2013Teaching Period Total

Semester 1 673Semester 2 664Semester 1 & 2 units 71Total 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 2013Captured 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 FailuresIn 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.

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2013 New eLearning ProjectsIn 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 ImplementationAn 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.

EVENTSThe 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 2010-20132010 2011 2012 2013

Number of scheduled events 16 12 11 8

Table 10: Attendance figures at Teaching and Learning Month events in 2013

Event No. of Attendees

University Teaching Award Ceremony 150Hypothetical – “International Excellence: One plate of vindaloo at a time” 46

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Distinguished Visiting Teacher (DVT) Workshop 1 – Associate Professor Betty Leask 12Distinguished Visiting Teacher (DVT ) Workshop 2 – – Associate Professor Betty Leask 24Teaching & Learning Research Colloquium 38UWA Teaching Award Winners Network Event 16eLearning Expo 38Internationalisation@UWA: Listening to the student researcher voice 18TOTAL APPROXIMATE ATTENDANCE: 342

Table 11: Approximate Attendance numbers at Teaching and Learning Month/Week 2010-20132010 2011 2012 2013

Approximate attendance 555 444 438 342

Teaching and Learning Research ColloquiumThe 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 38Total presentations 22 22 15Number 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

Keynote Address

1. The keynote topic was relevant and provided me with valuable information 2.5 63%

Organisation

2. The Colloquium program length was appropriate 3.2 94%

3. The Colloquium was well organised 3.6 94%

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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%

Overall7. 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.

3.2 81%

8. Overall, the Colloquium extended my understanding of research in teaching and learning being conducted at UWA

3.1 75%

TOTAL average mean 3.2 86%

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 EventsTeaching 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 CeremonyThe 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.

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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

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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 TeamWinthrop 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

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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 No of Attendees

Associate ProfessorBetty Leask

Internationalisation of the curriculum- what does it mean for me?

Teaching & Learning Week

12


Keynote speaker at Colloquium Teaching & Learning Week

35

Dr Tricia Bertram-Gallant and Dr Tracy Bretag

International academic integrity University of California and University of South Australia

16

Associate ProfessorJacqui Taylor

Is Facebook a friend of foe? incorporating CyberPsychology within degree curricula and Evaluating & assessing online skills

Bournemouth University

6

Professor Yoni Ryan OLT Seminar - Online teaching and workload

Queensland University of Technology

28

Professor Kerry Shephard Education for Sustainability: exploring roles and activities for Higher Education

University of Otago 22

Professor Joelle Fanghanel

Being an Academic in today's universities

University of West London

13


Internationalisation of the curriculum in theory and practice

WAND 24

Professor Lambert Schuwirth

Workplace-based assessment: Why do we bother?

Flinders University 14

11. 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

4-7/02/2013 Sid Nair Advisory role

WA T&L Forum 2013 7-8/02/2013 Clare Alderson PresentationWA T&L Forum 2013 - 7-8/02/2013 Shannon

JohnstonPresentation

BLASST Conference 22/02/13 Lee Partridge Dissemination activity

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Academic Integrity RoundtableMulti University Conference

27-28/2/2013 Denise Chalmers

Reference group member:

Graduate Certificate of Education (Academic Practice) James Cook University


Consultant

CADAD Meeting Executive & General


CADAD President

The Higher Technology Education Agenda 2012

8-10/04/2013 Shannon Johnston

Participant

PebblePad ePortfolio Retreat 18-19/04/2013 Shannon Johnston

Participant

Assessment Planning: A practical workshop - Alverno College

28-29/05/2013. 29/5-2/6/2013

Lee PartridgeDenise Chalmers

Participant

Universidad Tecnica Federico Santa Maria, Valparaiso and Universidad Catolica de Temuco


Consultant

MoodleMoot AU 2013 23-26/06/2013 Clare Alderson PresentationMoodleMoot AU 2013 24-26/06/2013 Shannon

JohnstonPresentation

MoodleMoot AU 2013 23-25/06/2013 Ross Yates PresentationHERDSA 2013 1-4/07/2013 Lee Partridge PresentationHERDSA 2013 1-4/07/2013 Rachel Wicking PresentationAcademic Workforce Meeting 16/08/13 Denise

ChalmersRachel Wicking

Participant

ICETC 2013 18/08/13 Ross Yates PresentationCADAD Meeting 19-20/8/2013 Denise

ChalmersCADAD President

Facilitation of L&T committee Planning Day at USC

21/8-23/8/2013 Denise Chalmers

Facilitator

TEQSA register of external experts workshop

26/08/13 Denise Chalmers

Participant

Coursera Meeting at UniMelb for Coursera overview


Meeting

Teaching & Learning Innovation Conference


Keynote presentation

HERDSA Rekindled 2013 20/09/13 Rachel Wicking PresentationUWA CS4HS Workshop 26-27/09/2013 Rashmi

WatsonPresentation

2013 Eportfolio Forum 2-3/10/2013 Silvia Dewiyanti

Presentation

Invited workshops 8-11/10/2013 Sid Nair Advisory roleIETEC 2013 3-6/11/2013 Sid Nair Advisory role

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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 Denise Chalmers MemberCoursera MOOC Advisory Group Denise Chalmers Executive OfficerTeaching and Learning Grants and Schemes Standing Committee Denise Chalmers Member

Teaching and Learning Awards Standing Committee Denise Chalmers Member

Academic Board Denise ChalmersSid Nair Member

Disability Access and Inclusion Committee Denise Chalmers MemberUWA Strategic Information Technology and Information Committee Denise Chalmers Member

UWA Education Futures Project Reference Group Denise Chalmers Member

Academic Promotions Working Party Denise Chalmers MemberTaylors Study Group Higher Education Institution WA Teaching and Learning Committee

Denise Chalmers Member

CADAD Denise Chalmers President

HERDSA Denise ChalmersLee Partridge

MemberExecutive member

UWA Foundations Program Committee Denise Chalmers MemberFaculty of Medicine, Dentistry and Health Sciences Evaluation Committee Sid Nair Member

Improving Student Learning (ISL) GrantsRashmi Watson, Denise Chalmers, Karen Leckie Chair, Members

Grants and Schemes Standing Committee Lee Partridge Co-opted member

West Coast Institute of Training Rashmi Watson Academic Board Member

13. Staff Publications

Table16: CATL Staff Publications Jan - Sept 2013

BooksShah, M. & Nair, C. S. (2012). External Quality Audits: Has it Improved Quality Assurance in Universities? Oxford, UK: Woodhead PublishingNair, C. S., & Mertova, P. (Eds.) (2012). Enhancing Learning and Teaching through Student Feedback in Social Sciences. Oxford, UK: Woodhead PublishingShah, 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

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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 PublishingNair, 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, 124-128, Occasional Publications: CAA Quality Series 5, Commission for Academic Accreditation (CAA) Quality Series: Dubai, UAE, https://www.caa.ae/caa/DesktopModules/QualitySeries.aspxNair, 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), 15-21Shah, 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), 66-73Whiteford, 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 for-profit 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 -83Watson, 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 - MaldivesNon Refereed Conference Papers and AbstractsAlderson, 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

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Alderson, C. (2013). "Flipping the Classroom: Using Moodle to support effective teaching in large undergraduate classes" MoodleMoot 2013: MelbourneFrayne, 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 2013Staff Member Type of Activity Description

Sid Nair Conference co-chair

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.

Sid Nair Editorial Board Editor, The International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE)

Sid Nair Editorial Board Associate Editor, Quality Approaches in Higher Education, ASQ, USA

Sid Nair Invited - Workshop Using Student Feedback Data to Start Conversations of Improvements, IETEC, Ho Chin City: Vietnam

Sid Nair Invited Keynote Speaker

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

Sid Nair Invited Keynote SpeakerThe Current Thinking of the Use of Online Technology, mobile devices and feedback to Students Massey University, North Palmerstone, New Zealand

Sid Nair Invited Speaker

Address at the inaugural seminar series Faculty of Engineering - The Use of Student Feedback to Inform change Massey University, North Palmerstone, New Zealand

Sid Nair Invited Keynote Speaker Workshop: Employers Surveys and Focus Groups, University of the South Pacific, Fiji

Sid Nair Invited - Seminar Seminar: Benchmarking evaluation data. James Cook University, Townsville, Australia

Sid Nair Invited: PanelNational Panel: 2013 Teaching and Learning Forum on Emerging national standards and their affect on day-to-day teaching and learning practice, Perth, Australia

Sid Nair Research Supervision Co-Supervisor for Phd candidate, UWA

Sid Nair Engineering Quality Group Member of the Engineering Quality Group, Central Queensland (CQU)

Sid Nair Reviews for Journals, Conferences and Books

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

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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 TeachingAwarded 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).

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