Academic Staff Presentations

Join your colleagues for their Research in Progress and Scholarship of Learning and Teaching presentations

This paper reports on the implementation of a blended learning strategy in the School of Law (Fremantle) in 2021. The success of the law school and its reputation in the legal profession have been attributed to its high-quality face-to-face learning and teaching. Following almost a year of enforced ‘online’ learning in 2020, the law school turned its attention to planning for the return to face-to face learning as a high priority in 2021. However, in 2021 the school was still constrained by limited classroom capacity and physical distancing rules.

The law school therefore decided to implement a blended learning strategy . . . Read more

This presentation provides a reflection on the delivery of academic integrity content to first year Law Students. Academic integrity education is of concern for all disciplines [HESF], but professional disclosure obligations make it of particular concern to law schools. [eg Evans (2012); James & Mahmud (2014); Stuhmcke (2011)]. Modern academic integrity questions are diverse and require education on more than just ‘citation skills’ and how to avoid plagiarism [eg Rogerson & McCarthy (2017); Sefcik et al (2020)]. Instead, students need a comprehensive engagement of integrity as an academic good, as well as full awareness of the consequences of non-compliance. But, . . . Read more

This presentation concerns a study positioned at the intersection of trauma-informed education, professional learning and yarning (an Indigenous cultural form of conversation) with a focus on digital technologies, learning strategies and practices. It reports on a collaborative autoethnographic SoTL study involving four UNDA academics at various stages of their teaching and research careers. The study, grounded in the UNDA Objects and core values, captures the lived experiences of the four academics teaching an online course for an entire period of lock down due to the COVID-19 pandemic. The presentation explores the role of yarning and characterises the impact and effect . . . Read more

In response to COVID-19, we rapidly transitioned our three-hour sessions (comprising lecture, tutorial, and practical components) for ‘Human Body 1’ to an interactive online format from 20S2. We decided to adapt a TBL approach as it lends itself to Zoom delivery in combination with other platforms, is associated with high levels of active student participation, and incorporates many assessment touchpoints – creating new opportunities for feedback and longitudinal performance monitoring¹.

Our approach involved flipping and chunking lecture content, supplemented by knowledge-check activities with automated feedback as pre-work. Weekly Zoom sessions started with an individual readiness assurance test (RAT) comprising 10 . . . Read more

This study examined the preparedness and capabilities of teacher education students (TESs) in the midst of the COVID-19 pandemic when many schools were teaching online. As such, the university curriculum was adapted to enable TESs to explore suitable pedagogies to not only teach remotely but to engage their students using contemporary technology-based learning materials. The school in this study was in a low socio-economic area with diverse students, many with a language background other than English. As such, this study was positioned at the intersection of what is known as trauma-informed education, professional learning and the resilience of both practicing . . . Read more

Mental illness among Australian tertiary students is five times that of the general population ⁽¹⁾. In the School of Health Sciences, staff observed an apparent increase in the number of students presenting with stress related issues which were significantly impacting their studies and personal life. In an attempt to address this issue, staff were eager to take a more proactive approach and educate students about the use of practical, evidence-based strategies proven to enhance personal well-being. Consequently, an academic course was developed which combined theoretical and experiential learning workshops and comprised three assessment tasks, including the development of an individual . . . Read more