SCU Teaching and Learning Grants
Finding directions for enhancing Interprofessional Education (IPE) curriculum: Evaluation of a primary health care curriculum initiative ($2,500)
Christina Aggar (Project Leader), Beth Mozolic-Staunton, Renee Lovi, Maggie Scorey and June Colgrave, Health and Human Science
In Australia, interprofessional education (IPE) is not standardised and requires a more organised and planned approached. The Health Professions Accreditation Councils' Forum recently announced the need for education providers to develop, review and evaluate IPE practices, including curriculum integration, outcome measurement and the transfer of learning to clinical practice. This project supports the IPE curriculum development currently being undertaken within the School of Health and Human Sciences at Southern Cross University. Our existing IPE curriculum provides a range of primary health care IPE opportunities for students studying speech therapy, occupational therapy, podiatry and nursing, and mapping of further opportunities for IPE integration are underway. This project will facilitate a comprehensive evaluation of our existing program and practices. Funding will support detailed investigation into the perspectives and experiences of students, clinical facilitators and key community partners participating in the PHC IPE initiative. Recommendations from the evaluation will inform ongoing improvements to the IPE curriculum content, learning and teaching approaches and the sustainability of collaborative behaviour.
Capstone community of practice: Generating staff interest and building expertise in capstone curriculum design ($5,000)
Tania von der Heidt and Steve Rowe, Business and Tourism
Capstones are important in university degrees because they provide culminating experiences in a course or program. They also tend to be high-risk activities for both staff and students because they are weighted with expectations far greater than other curricula. This means that individual academics may hesitate to put forward genuine capstones. Our project will draw on existing capstone resources to develop a community of practice in capstone curriculum at SCU. We will produce four deliverables: (1) An inventory of existing capstone units across the university; (2) summary information on capstone curriculum design; (3) unit blueprints for two to three new or improved capstones and (4) a workshop for SCU staff to disseminate project findings and encourage uptake. As a result of these activities our project will achieve three main outcomes: (1) increased expertise amongst COP members in design and role of capstone units; (2) Unit Assessor reflections on existing capstone units; and (3) increased SCU staff readiness to implement effective and explicit capstone units.
Virtual Reality Assisted Lectures for Web Application Development ($7,500)
William Smart (Project Leader) and Vinh Bui Business and Tourism
This project is intended to evaluate the use of Virtual Reality (VR) technology for improving the teaching quality in web application development. It will develop a series of VR assisted lectures in which VR is used to help deliver difficult concepts in web application development to students, especially to those studying on-line. In this project we will evaluate the effectiveness of this new content delivery approach as well as the acceptance of the students to the technology. Our major target is the Web Development II unit (CSC20177) as it is an advanced unit within the Bachelor of Information Technology (BInfTech) and is thus an ideal testbed. The results of the project should be applicable to many currently offered units in the BInfTech and potentially to other courses (disciplines) at Southern Cross University.
Online variable-scenario based assessment: A simulated engineering project portfolio management activity
Rob Kivits, Ken Doust and Rowan Freeman
Online assessment still largely happens through traditional means such as quizzes, essays and reports. This project will develop a wider applicable strategy and practical framework to apply variable-scenario based assessment, tested through the development of an Engineering Project Portfolio Management Scenario Activity and applied in MNG93220 (SP2 2017), later to be applied in the MEM as well. Using a web-based platform assists with incorporating variable-scenario based assessments as it supports the logistics of applying the assessment. Our case will provide students with a scenario based simulation of the real world that they work through week by week over four weeks. Students' decisions determine the path they follow through the simulation, and hence the outcome. The outcome will be assessed in combination with the reasoning on why decisions were made (reflective practice).