User:Jtneill/PDR/2016/Teaching and learning

Self-rating

 * Satisfactory

Satisfactory - although minimum expectations were not met for the following criteria, appropriate action has already been implemented, with good results:
 * Rating comment
 * Teaching
 * Unit satisfaction survey
 * At least 80% of students did not agree to the following USS measurement scales:
 * 7366 2015 S2 (Unit Convener)
 * Good Teaching Scale (58%)
 * Overall Satisfaction Scale (75%)
 * This may, in part, have been problematic cohort, nevertheless action was taken to improve by adding workshops and dealing with a problematic supervisor), with apparent improvement; 7366 2016 S1 USS scores were all above 80%.
 * Leadership
 * No new teaching and learning leadership roles were undertaken during the last 3 years.
 * From the beginning of 2017, after 7 years as Course Convener for the 769AA Bachelor of Science (Honours), this role will be handed over.
 * Instead, from the beginning of 2017, a new role as Unit Convener for the 4 Master of Clinical Psychology research units will be undertaken.

All other Teaching and Learning performance expectations were met.

Unit Satisfaction Survey

 * At least 80% of students agree to all measures in UC’s Unit Satisfaction Survey (USS) in each unit where the academic has the role of Unit Convener or Course Convener and/or has a substantial teaching role.


 * Unit convener
 * 1) 7124/6665: Motivation and emotion / G, Semester 2, 2015
 * 2) Satisfied (USS 88%, GTS 90%, GSS 90%, OSS 93%, SES 90%)
 * 3) Summary of evidence: https://en.wikiversity.org/wiki/Motivation_and_emotion/Evaluation/2015
 * 4) 7366: Honours thesis in psychology, Semester 2, 2015
 * 5) Not satisfied (USS 92%, GTS 58%, GSS 92%, OSS 75%, SES 83%)
 * 6) Summary of evidence: https://en.wikiversity.org/wiki/Honours_thesis_in_psychology/Admin/Evaluation/2015
 * 7) 7366: Honours thesis in psychology, Semester 1, 2016
 * 8) Satisfied (USS 91%, GTS 92%, GSS 85%, OSS 92%, SES 92%)
 * 9) Summary of evidence: https://en.wikiversity.org/wiki/Honours_thesis_in_psychology/Admin/Evaluation/2016
 * 10) 7124/6665: Survey research and design in psychology / G, Semester 1, 2016
 * 11) Satisfied (USS 93%, GTS 83%, GSS 86%, OSS 86%, SES 80%)
 * 12) Summary of evidence: https://en.wikiversity.org/wiki/Survey_research_and_design_in_psychology/Admin/Evaluation/2016
 * 13) 9623 Human Motivation and Emotion, 2015 Term 4
 * 14) USS results are unavailable


 * Course convener
 * 1) 769AA: Bachelor of Science (Honours) in Psychology
 * 2) Honours Thesis in Psychology, Semester 2, 2015
 * 3) Not satisfied (USS 92%, GTS 58%, GSS 92%, OSS 75%, SES 83%)
 * 4) 9815 Introduction to Counselling Psychology, Semester 2, 2015
 * 5) Satisfied (USS 94%, GTS 100%, GSS 88%, OSS 88%, SES 88%)
 * 6) 10112 Research Methods in Psychology, Semester 1, 2016
 * 7) Satisfied (USS 93%, GTS 93%, GSS 100%, OSS 86%, SES 93%)
 * 8) 10113 Professional Ethics, Winter Term, 2016
 * 9) Satisfied (USS 88%, GTS 82%, GSS 88%, OSS 88%, SES 88%)
 * 10) 6489 Psychological Measurement PG, Semester 1, 2016
 * 11) Satisfied (USS 100%, GTS 92%, GSS 100%, OSS 92%, SES 100%)

Professional Development
Demonstrated ongoing professional development in teaching and learning, in at least one of:
 * Attending formal professional development activities,
 * Reading and applying educational literature to teaching,
 * Using evidence-based practice, and
 * Taking more than the minimum approach to evaluation of teaching, units and courses, e.g. peer review, external benchmarking, formative student feedback, etc.


 * Attending formal professional development activities:
 * Attended and co-facilitated the Faculty of Health Workshop, "Using rubrics with Moodle", 1 June 2016
 * Attended the first Blackboard Ultra training, 10 August, 2016, and implemented BBC Ultra in 7124/6665 Motivation and Emotion / G during Semester 2, 2016 for Virtual Tutorials
 * Reading and applying education literature to teaching:
 * Marking with Moodle Rubrics:
 * Read and watched training videos about how to use Moodle Rubrics
 * First discipline staff member to implement and demonstrate use of Rubrics for marking
 * Supported other psychology staff to learn how to use and implement Rubrics.
 * Use of marking Rubrics in Moodle is now common practice within the UG psychology team, 2015-2016.

Student Retention
Demonstrated actions to maximise student retention (especially in first few weeks of semester) through responding to educational analytics, introducing early assessment and feedback to students, etc.

Relevant actions included:
 * Directly responsible for an annual Equivalent Full-time Load of 90 students (representing $1.5 million of UC business - evidence https://docs.google.com/spreadsheets/d/1dCaVW0Xdz4IPxvGK3-2-2SC293Cn1e8QrLK84j_tVUo/edit?usp=sharing) as follows:
 * As Unit Convener: 53 EFTSL
 * 7366 Honours Thesis in Psychology, 2015 Semester 2 and 2016 Semester 1 (N = 24; 12 credit points; 12 EFTSL)
 * 7124/6665 Motivation and Emotion 2015 Semester 2: (N = 143; 3 credit points; 18 EFTSL)
 * 7126/6667 Survey Research and Design in Psychology 2016 Semester 1: (N = 136; 3 credit points; 17 EFTSL)
 * 9623 Human Motivation and Emotion, 2015 Term 4 (N = 49; 3 credit points; 6 EFTSL)
 * As Course Convener: 24 EFTSL
 * 769AA Bachelor of Science (Honours) in Psychology
 * As Honours/MCP research project supervisor: 3 EFTSL
 * For details, see Student Engagement section
 * 7366 Honours Thesis in Psychology 2015 Semester 2:
 * USS Open text student feedback indicated a desire for more workshops, so additional workshops were added for 2016, creating a total of 17 hours of direct instruction via 10 workshops during the academic year.
 * USS Open text student feedback indicated problems with some supervisors, so Student-Supervisory Expectations were developed and introduced in 2016 Semester 1.
 * 7366 Honours Thesis in Psychology 2016 Semester 1:
 * Week 4 Moodle Announcement about Census Date
 * Early informal emails and face to face feedback from a single student indicated significant dissatisfaction with a single supervisor. This feedback was consistent with reported dissatisfaction by several previous students with this particular supervisor. As Unit Convener, feedback about the problem was provided to the supervisor and to the head of discipline. This person is no longer supervising Honours thesis students in 2016 and is not scheduled to supervise Honours thesis projects in 2017.
 * 7366 Honours Thesis in Psychology 2016 Semester 2:
 * Three students independently provided informal feedback that indicated dissatisfaction with a specific supervisor. As Unit Convener, feedback was provided to the supervisor and possible areas for improvement were discussed. Based on subsequent informal feedback from one of the students, there appear to have been some improvement in satisfaction with supervision.
 * 7124/6665 Motivation and Emotion 2015 Semester 2:
 * Week 3 Book chapter topic signup - Formative task
 * Week 4 Moodle Announcement about Census Date
 * 7126/6667 Survey Research and Design in Psychology 2016 Semester 1:
 * Week 4 Assessment exercise due: Data collection and entry
 * Week 4 Moodle Announcement about Census Date
 * 9623 Human Motivation and Emotion, 2015 Term 4
 * No specific student retention initiatives have been implemented because this unit is delivered by a third-party provider.

Student Engagement
Demonstrated actions to increase student engagement with learning, through use of active and inquiry-based learning activities, LearnOnline activities, assignment feedback and turnaround times, etc.

Relevant actions included:
 * 7366 Honours Thesis in Psychology 2015 Semester 2, 2016 Semester 1 and 2:
 * A notable student engagement feature is that the unit consists of an independent research project on a topic agreed with a project supervisor.
 * As of 2016, the thesis is to be presented as two publication-ready manuscripts (a literature review and an original research study) to further support the likelihood of being published. Thus, the unit is experiential and practical.
 * For 2016, an Expectations of Students and Supervisors document was developed in order to help guide and enhance the consistency and quality of dyadic student-supervisor relations.
 * 7124/6665 Motivation and Emotion 2015 Semester 2:
 * This is a flexible, open, online unit, with materials available via Wikiversity: https://en.wikiversity.org/wiki/Motivation_and_emotion
 * A notable student engagement feature of this unit is that the 3rd year psychology students choose a specific, unique motivation or topic and collaboratively develop an open educational resource in the form of a book chapter and a multimedia presentation.
 * Another notable student engagement feature is that students and staff are encouraged communicate through multiple, real-world, public electronic channels, including Twitter and Wikiversity.
 * Assessment includes 17 online quizzes (rather than exams). Student feedback indicates that use of online quizzes is preferred because more regular progress is made and more feedback is provided.
 * The term "emerging academic" is preferred in this unit to "student", in recognition of the collaborative nature of academic learning with those in the so-called "staff" role. Such an emancipatory learning approach is consistent with the "students as partners" model currently being promoted by Kelly Matthews' Australian Learning & Teaching Fellowship: http://itali.uq.edu.au/matthews-studentsaspartners
 * 7126/6667 Survey Research and Design in Psychology 2016 Semester 1:
 * This is a flexible, open, online unit, with editable materials available via Wikiversity: https://en.wikiversity.org/wiki/Survey_research_and_design_in_psychology
 * A notable student engagement feature of this unit is that the 3rd year psychology students are each involved in real-world, face-to-face data collection and data entry, with each student's efforts contributing to a combined database for class assignment analysis.
 * Assessment includes 10 online quizzes (rather than exams). Student feedback indicates that use of online quizzes is preferred because more regular progress is made and more feedback is provided.
 * The term "emerging academic" is preferred in this unit to "student", in recognition of the collaborative nature of academic learning with those in the so-called "staff" role. Such an emancipatory learning approach is consistent with the "students as partners" model currently being promoted by Kelly Matthews' Australian Learning & Teaching Fellowship: http://itali.uq.edu.au/matthews-studentsaspartners
 * 9623 Human Motivation and Emotion, 2015 Term 4
 * No specific student engagement initiatives were undertaken because this unit is delivered overseas by a third-party provider.
 * Research project supervisor for 13 Honours/MCP students over the past year:
 * 7366 Honours Thesis in Psychology:
 * 2015:
 * Jessie Booth, "Coping strategies and development of psychological resilience in outdoor education"
 * Kelsey Brown, "What is the relationship between personality, prosocial values, and different types of volunteer behaviours?"
 * Annalise O'Toole, "The effects of water and natural environments on sadnessm, anger, and stress"
 * 2016:
 * Anna Brichcek, "Social media and body image: A self-determination theory approach"
 * Xuelian Chen, "Can awe induce universalistic pro-sociality by altering sense of self?"
 * Zorah Hilvert-Bruce, "Motivations and Twitch: Why do users watch live-streams?"
 * Jeanette Hunter, "Psychological effects of environmental sounds and images"
 * Jenny Wagener, "Pain catastrophizing, mindfulness, and pain sensitivity in people with chronic pain"
 * Zac Webster, "Activation dependent plasticity of the pain system"
 * 6312 Master of Clinical Psychology thesis:
 * 2015:
 * Sara Dubravs, "Evaluation of Tumbelin, an Australian outdoor adventure intervention program"
 * Renae Nardi, "Culturally competent dementia care according to Australian experts and carers"
 * Alison Sit, "Does cross-cultural training in tertiary education enhance cross-cultural adjustment? A systematic review"
 * Elise Watson, "The impact of relevance and psychological proximity of social media images on body image satisfaction: A test of the self-evaluation maintenance mode"
 * 2016
 * Sara Dubravs, "Evaluation of Tumbelin, an Australian outdoor adventure intervention program"

Reflection
Evidence of reflection and positive action in response to student USS/CEQ feedback and/or other sources of data about teaching, units and courses (such as peer review, success and retention rates, grade distribution outliers, etc.)

Evidence includes:
 * 769AA Bachelor of Science (Honours) in Psychology 2015 Semester 2 and 2016 Semester 1, WT, and 2:
 * Unit Satisfaction Survey (USS) feedback about 7410 Research Methods and Professional Ethics Part B in 2014 WT and 2015 WT indicated a high level of student dissatisfaction. As Course Convener, this feedback discussed with the 7410 2015 unit convener and head of discipline. As a result, a new unit convener was appointed for WT 2016 (renamed as 10113 Professional Ethics PG) who worked more closely with the Course Convener, and very good USS scores resulted in 2016 WT.
 * 7366 Honours Thesis in Psychology 2015 Semester 2 and 2016 Semester 1 and 2:
 * As per Section 7 (Student Feedback) of the Unit Outline:
 * The two main changes to this unit for 2016 are:
 * Traditional thesis format is no longer accepted; all submissions are in publication format (a literature review and a research article). The overall length (10,000 to 12,000 words) remains the same
 * Hard copy submissions are no longer accepted; submission is electronic-only.
 * In addition, more workshops were added, based on open-ended USS comments in 2014 and 2015.
 * 7124/6665 Motivation and Emotion:
 * As per Section 7 (Student Feedback) of the Unit Outline:
 * For 2015, the unit structure and materials were updated to reflect changes in the 6th edition of the Reeve (2015) textbook which include:
 * 3 new chapters (Individual Emotions, Mindsets, Interventions)
 * Greater emphasis on neuroscience and practical applications
 * Expanded quiz test bank
 * In addition, the maximum length of the Multimedia assessment item has been reduced from 5 to 3 minutes. (To reduce marking load).
 * Student feedback about this unit in 2015 was very positive and can be viewed here: https://en.wikiversity.org/wiki/Motivation_and_emotion/Admin/Evaluation/2015
 * 7126/6667 Survey Research and Design in Psychology:
 * Student feedback about this unit in 2015 was generally positive and can be viewed here: https://en.wikiversity.org/wiki/Survey_research_and_design_in_psychology/Admin/Evaluation/2015
 * There were no significant changes to this unit for 2016.
 * 9623 Human Motivation and Emotion, 2015 Term 4
 * As Unit Convener, no reflection on student feedback has been conducted for this unit because the unit is delivered overseas by a third-party provider who have made little use of the USS.

Leadership
Demonstrated leadership in teaching and learning through taking on a role as HoD, Course Convenor, ADE, Unit Convener or similar during the last 3 years.


 * 1) Not satisfied - no new teaching and learning leadership roles undertaken during the last 3 years
 * 2) At the beginning of 2017, after 7 years as Course Convener for 769AA Bachelor of Science (Honours) in Psychology and Unit Convener of 7366 Honours Thesis in Psychology, these roles will be handed over.
 * 3) A new role as the Unit Convener for all the Masters of Clinical Psychology research thesis units (6309, 6310, 6311, 6312/10075) will be undertaken.

Innovation
Innovation that leads to demonstrable improvement in:
 * quality of student learning, and/or
 * increased student enrolments, and/or
 * participation of equity groups, and/or
 * efficient use of student and staff time and resources (e.g. electronic submission and marking of assignments, student peer marking and feedback, etc.).


 * 769AA: Bachelor of Science (Honours) in Psychology (Course Convener)
 * From 2016 onwards, the year-long unit 7375/7410 Research Methods and Professional Ethics Part A/B was split into two separate units from 2016 (10112 Research Methods in Psychology PG and 10113 Professional Ethics PG). This change improves the flexibility of study plans for students. DUPs and DCP have been updated.
 * Advocated for change in University policy that no Advanced Standing is permitted for one-year stand-alone Honours courses to allow up to 50% of Advanced Standing in keeping with the UG policy and direction of other University policy and strategy towards greater flexibility. Other Australian universities tend not to have such restrictive policy. These efforts have not yet been successful in changing the policy.
 * In recent years, the Honours in Psychology Orientation BBQ has been expanding to include other Faculty of Health discipline Honours cohorts.
 * 7366 Honours Thesis in Psychology 2016 Semester 1 and 2 (Unit Convener):
 * Additional workshops were introduced in 2016, based on previous student feedback, in order to increase the face-to-face contact amongst the unit convener and students, and to provide students with more structured information and guidelines about how to prepare a thesis. There are now 10 workshops across Semester 1 and 2, ranging from 1 to 3 hours (total 17 hours):
 * Topics and supervisors (2 hours)
 * Getting started (2 hours)
 * Library skills and resources (2 hours)
 * Preparing UC HREC applications (2 hours)
 * Online surveys with Qualtrics (2 hours)
 * Poster proposals (3 hours)
 * Developing a literature review (2 hours)
 * Developing a research article
 * Thesis preparation 1 (1 hour)
 * Thesis preparation 2 (1 hour)
 * From 2016 onwards, thesis submission and marking has become entirely electronic; hard copy submission is no longer required or accepted.
 * 7124/6665 Motivation and Emotion 2015 Semester 2 (Unit convener):
 * Moodle rubric marking was implemented in 2015.
 * A novel feature of this unit is the main assessment item involves students authoring an online book chapter about a unique aspect of motivation or emotion. So far, over 500 chapters have been written. Evidence: https://en.wikiversity.org/wiki/Motivation_and_emotion/Book
 * 7126/6667 Survey Research and Design in Psychology 2016 Semester 1 (Unit convener):
 * Moodle rubric marking was implemented in 2016.
 * 9623 Human Motivation and Emotion, 2015 Term 4
 * This is an innovative unit in that it is delivered by an overseas partner (Lignan Institute of Further Education).

Sustainability & Flexibility
Evidence of active and sustained contribution to expanding and improving flexible learning at UC through design of units and courses, and/or provision of new or additional modes of delivery for units and courses.


 * My leadership and follow-up of the Psychology SAFFIRE projects has to lead to all UG psychology units now being provided in Flexible mode, with an increasingly embedded cultural change in the UG discipline team that values and pursues furthe innovation in flexible learning, although there is remains considerable room for growth in this area (e.g., towards a fully online undergraduate psychology course offering).
 * 769AA: Bachelor of Science (Honours) in Psychology
 * After 7 years in the role of Course Convener, there will be new Course Convener from the beginning of 2017 and an almost entirely new teaching team. Key improvements since 2010 include:
 * improvement in efficiency by closing the largely duplicative Post-graduate Diploma in Psychology and rolling all places into Honours in Psychology,
 * consistently and reliability meeting faculty enrolment targets,
 * increasing the overall intake GPA, development of Moodle sites for each unit,
 * trialling and then full implementation of changes to the thesis structure (from traditional thesis to publication format) and format (from hard top to electronic),
 * expansion of the thesis workshop series,
 * greater interaction with other Faculty of Health Honours disciplines
 * splitting the year-long unit 7375/7410 Research Methods and Professional Ethics Part A/B into two separate units, 10112 Research Methods in Psychology PG and 10113 Professional Ethics PG, and moving 10113 into the Winter Term.
 * 7124/6665 Motivation and Emotion 2015 Semester 2:
 * This unit is taught in Flexible mode and the unit materials are openly licensed and freely available via Wikiversity.
 * 7126/6667 Survey Research and Design in Psychology 2016 Semester 1:
 * This unit is taught in Flexible mode and the unit materials are openly licensed and freely available via Wikiversity.
 * 9623 Human Motivation and Emotion, 2015 Term 4:
 * This an on-campus unit taught overseas at LIFE, with limited flexibility; future sustainability of the unit is unclear.

Mentoring & Support
Evidence of mentoring and support of sessional staff and/or peer mentoring of colleagues in their development as teachers.


 * 769AA: Bachelor of Science (Honours) in Psychology
 * As Course Convener, supported/mentored the following sessional/new staff in the following units, with outstanding student satisfaction results:
 * Scott Griffiths, 10112 Research Methods in Psychology PG, 2016 Semester 1
 * Clare Watsford, 10113 Professional Ethics PG, 2016 Winter Term
 * As Unit Convener, supported/mentored first time Honours Thesis in Psychology supervisors at University of Canberra in 2015/2016:
 * Richard Keegan
 * Sally Kelty
 * Clare Watsford
 * Assisted the UC Pharmacy Honours Course Convener, Jackson Thomas, by facilitating the following workshops for the Pharmacy Honours students:
 * Survey design
 * Online surveys with Qualtrics
 * Continue to be the most active UC staff member involved in helping peers solve educational design and technology problems via shared electronic discussion fora, including email distribution lists, Moodle, Yammer, and Twitter.

Building UC Reputation
Example of at least one activity or achievement in the past year that has promoted the University’s external reputation for excellent and innovative teaching, such as:
 * Active contribution to national or international external bodies that are focused on enhancing teaching and learning
 * Winning or being nominated for a faculty, institutional or national learning and teaching award
 * Active role in an Office for Learning and Teaching grant application (or equivalent)
 * Positive media coverage of teaching and learning innovations
 * Sharing of practice through internal or external presentations on teaching and learning
 * Membership of a tertiary teaching and learning society, such as HERDSA, ASCILITE, education SIG of a disciplinary society, etc.


 * Faculty of Health Teaching Award, 2015 (Nomination)
 * University Award for Programs that Enhance Learning – Team Collaborations, 2016

Contributing to Enhance Reputation
Proof of active contributions to course and unit reviews and evaluations that enhance UC’s reputation for producing outstanding, work-ready graduates.


 * Invited academic staff member of the:
 * UC UEC Course Quality Sub-committee, which is overviewing implementation of the new Course Quality Framework (2015-2016)
 * UC Course Advisory Panel, which provides feedback about new course proposals (2016)