CUTSD National Teaching Development Grants
awarded to the University of Adelaide, 1993-1999
CUTSD's lifespan comes to an end on 31 December 1999 and the site has now been removed, having been established for the three-year period 1997-1999 inclusive. A new body, The Australian Universities Teaching Committee (AUTC) has taken its place. The Secretariat of the new committee will be located in the Quality and Equity Section of the Higher Education Division of the Department of Education, Training and Youth Affairs (DETYA). It will be for the new committee to determine and announce the type and availability of future teaching grant programs.
The Australian Universities Teaching Committee (AUTC) was established in 2000 as part of the Australian Government's commitment to promoting quality and excellence in university teaching and learning in Australia. The AUTC had a brief to identify emerging issues in teaching and learning in Australian universities. It administered a small grants program designed to identify and support effective methods of teaching and learning and sought to promote the dissemination and adoption of such methods across the higher education sector. The Committee was also responsible for the selection process for the Australian Awards for University Teaching. The AUTC aimed to foster national and international collaboration on university teaching and learning issues.
The Australian Government supported a number of initiatives to promote quality and excellence in university teaching before the ALTC was established. These initiatives include the Australian Universities Teaching Committee (AUTC) which operated between 2000 and 2004, the Committee for University Teaching and Staff Development (CUTSD) and the Committee for the Advancement of University Teaching (CAUT).
Our Universities: Backing Australia's Future - Striving for Quality: Learning, Teaching and Scholarship
Higher Education Review Process
Striving for Quality: Learning, Teaching and Scholarship
6. future challenges and ways forward
d. commonwealth role in the quality of teaching and learning
1999 CUTSD National Teaching Development Grants
Dr Tracey Winning & Dr Grant Townsend (Grant application signed by the Dean, Associate Professor Vivian Burgess.)
Problem Based Learning Cases in Dentistry ($93,788)
Professor Antony Radford
Higher-order Learning in Early Tertiary Architectural Education ($146,332)
Dr Carolyn Leach
A computer simulation system for teaching population genetics ($47,200)
Dr Katherine Massam
Research Workbook (Humanities and Social Sciences): To provide undergraduate students with training in research techniques and methodologies in a range of humanities and social science disciplines using team teaching and group work. ($22,210)
Dr Robert Woodbury
The promotion of competence and confidence in form-making amongst beginning built environment students: Development of student-centred, computer-based learning resources to enrich students' capacity in this crucial aspect of their education. ($50,000)
1998 CUTSD National Teaching Development Grants
Dr Alastair Blake
Development of a Studio Course in Physics ($50,000)
Dr Janet Fuss
Functional and Applied Anatomy of Cranial Nerves: Development of Video Tutorial Modules for Undergraduates in Health Disciplines ($49,221)
1997 CAUT National Teaching Development Grants
Professor M Oades
Integration of Computer-based Programs in the Curriculum in the Faculties of Agricultural and Natural Resource Sciences and Science at the University of Adelaide (AULIT Project) ($123,055)
Dr Edward Cleary
Development and testing of computer assisted learning with student directed problem-based learning. ($98,528)
Dr Geoffrey Crisp (Chemistry)
A model for teaching of occupational health and safety and risk management within the science curriculum. ($42,843)
1996 CAUT National Teaching Development Grants
Dr EG Cleary
Development and testing of a general object-orientated computer-aided instruction tool, applied to teaching and learning clinico-pathological correlation in medicine ($52,769)
This project involves the enhancement and extention of a unique computer aided instruction tool called Pathpots, which facilitates student learning about clinical-pathological correlation in Applied Pathology and Clinical Medicine. Authors create cases using flexible description language which then instructs the Pathpots system on how to interact with a student. The student types in answers to each question and the computer analyses the answers before giving the student individual feedback on the answers. The computer also gives advice as to the correct answers and identifies any important errors or omissions. Pathological specimens are displayed as high quality images. the student can view both sides of the specimen and zoom in for more detailed views of the regions of interest. Although this implementation of the Pathpots (link) system is tailored towards clinical pathology, the description language is general so the system could easily be used for other medical and also non-medical computer aided instruction.
Mr PG Devitt
A collaborative approach to self-directed learning ($36,700)
This project seeks to establish computer aided learning (CAL) as an integral, cost-effective teaching resource in undergraduate medical education in Australia and New Zealand through a study of its use across a range of teaching centres. To date, CAL programs have not been formally accepted into the curricula because of cost considerations and because there is little evidence to support CAL as a valid educational tool. The study will be based on the Medici (link) project which is a computer-based series of case studies designed to supplement and reinforce clinical learning through the provision of material that may not be available as 'bedside' teaching. It can be used across campuses and successfully incorporated as a learning innovation into established, but varied, curricula. It has proved expremely popular with students, who see it as an opportunity to extend their clinical experience in their own time and at their own pace.
1995 CAUT National Teaching Development Grants
Dr U Felix
A multimedia approach to advanced language studies ($49,500)
This project integrates audio, video and text into a multimedia program for advanced students of French and German, to be available for self-paced learning as well as being incorporated into mainstream topics. Its major educational benefit will be to provide a program for advanced students in a field dominated by a focus on beginning students. The approach will motivate students because it supports diverse learning strategies and allows students to work interactively at their own pace; it is expected to lead to better proficiency in language skills. This project will extend the project for beginners that has been funded at the University of Sydney.
Dr A Grisogono
Thinking skills for science students ($49,518)
We have developed a week-long intensive program for all entry level students in the Faculty of Science, based on a successful trial held this year with 50 randomly selected physics students. The aim is to address specific deficiencies in the students' preparation and skill level which have been observed to hinder their success in tertiary science studies. The program addresses the scope and power of scientific method and the broad underlying principles, logical reasoning, representation and interpretation of scientific information, and note-taking, with a strong focus on problem solving and thinking skills.
Dr NA Locket
Anatomical paper cutouts: Three dimensional diagrams of anatomical structures for medical and paramedical students ($26,039)
Many students find visualising anatomical structures in three dimensions difficult. Paper cut outs, provided as handouts which make up into three dimensional diagrams, have been developed for use with classes of medical and paramedical students in studying the limbs. These have been used for several years, and, through questionnaires and talking with students, it has been determined that the cut outs are well received.
Dr PG Tow
Developing integrative, assessment and management abilities in pasture agronomy ($35,823)
An interactive, problem-based, computer-assisted learning program ("Pasture Management") has been developed to assist students of pasture agronomy to integrate lectures and practical work and gain wider experience in management decision-making. "Pasture Management" comprises illustrated case studies and supporting information. Students can explore the consequences of choosing alternative management options. A score and feedback are provided for each choice.
Evaluation shows that students find the program interesting, easy to use, and helpful in gaining factual and conceptual knowledge. They appreciate the illustrations and feedback provided with Cases. The program is available so far on the fileserver of the Roseworthy Campus, The University of Adelaide, and on CD-ROM at the Universities of Sydney and Western Sydney. Information about "Pasture Management" is being disseminated at CAUT workshops and technical conferences, and on a WWW page.
Mr DF Wilson
Project OVERBITE: a pilot consortium model for dental education ($43,512)
The aim of this project is to develop a networked, acquired dental image library for use by all providers of dental education in South Australia. This development will build on existing computer based resources and will provide a data base which can be used to develop integrated computer based learning and/or assessment packages for different levels of dental education. The image library will be able to be accessed remotely via existing technology by course developers who will share images, develop their own learning materials, and add images to expand the collection. The project also incorporates the development of three interactive, self paced and mulit-levelled learning packages for students in three educational sectors - University, TAFE and the School of Dental Therapy. These are designed to test the usability of the image library. The project involves participants from the three organistions who will be involved in the project concept design, product and evaluation phases.
1994 CAUT National Teaching Development Grants
Mr PG Devitt
Computers as simulated-patient teaching resource material ($37,415)
In order to provide medical students in the clinical years of their course with resources to aid the development of the skills involved in diagnosis and management of patients, we are pursuing a strategy involving computer aided learning. This involves presenting the students with a clinical scenario and asking them for a response. This response then determines the subsequent course of the 'patient' at each branch-point of the interaction, allowing students to pursue and test alternative strategies in order to reach a diagnosis or treatment endpoint. Whilst not a replacement for clinical teaching, these tools will complement the students' clinical experience and enable students to learn aspects of clinical medicine which would otherwise be denied them if the curriculum were to rely solely on patient-oriented teaching.
Dr CC Findlay
The problem solving approach to teaching economics ($49,200)
The task of educational institutions in economics is to teach students to become decision makers by learning how to think like an economist. The best way to learn economics is to do economics. Instructional methods in Australian economics need to be reviewed and, in many cases, revised. There must be active participation, more hands-on experience and independent study to engage students actively in the learning process. The aim of this project is to design various models of teaching methods, assess them and develop a comprehensive package that is applicable to a wide range of tertiary institutions.
Prof Russell Estcourt Luxton
A common design methodology for laboratory programs in diverse disciplines ($40,200)
This project recognises the respective educative roles of experience and problem solving and identifies the laboratory program as the forum within which these roles can be merged. Specific laboratory "challenges" are designed to provide opportunities for innovative thought and to lead naturally into a sequence of opportunities for students to make critical self-assessments. The program is structured to incorporate group de-briefing at the end of each laboratory session to encourage on-going peer group learning. The cost of experimental apparatus will be sufficiently modest to allow multiple sets, so minimising the timetable constraints and demonstrator costs associated with the scheduling of student groups seriatim through fixed items of equipment.
Dr MCE O'Driscoll
An integrated case based approach to medical education ($50,140)
This project aims to develop a patient centred approach to the teaching of medical students through the integrated use of video material, study guides and computer based programs, arranged specifically to suit students at junior, intermediate and senior levels of the course. Further unique features of this project are its integrative nature in providing an appropriate context for student learning, incorporating the follow up of patients through interviews, physical examination, investigative procedures and treatment, with emphasis in the living structure and functioning of the body through the use of endoscopic techology. Students will have the opportunity to appreciate medical management of the "whole person" from both the perspective of the patient as well as the doctor, which more traditional teaching approaches alone do not provide.
Dr GC Townsend, Dr T Winning
Computer-aided instruction (CAI) of dental learning packages for first years ($40,941)
The aim of this project is to implement computer aided instruction (CAI) into the new 1st year Bachelor of Dental Science (BDS) curriculum which utilises experiential and problem-based learning, with student reflection and self-evaluation. It is proposed to develop a Guided Tour of CAI and pilot problem to introduce and test the CAI format and adapt five problems currently in use in the 1st year BDS course. The problems have been designed to enhance student understanding and knowledge of dental terminology, tooth morphology and development,and common dental diseases. Currently, staff facilitate each of the problems, however, CAI directed problems, in conjunction with staff review, will provide a flexible, contextual, active, self-paced, and self-directed learning experience for students and will free staff for participation in the remaining years of the new BDS course.
1993 CAUT National Teaching Development Grants
Dr Colin Henry Hansen
Developing a computer aided tool for teaching mechanical engineering design ($48,413)
The project is directed at developing a computer aided teaching tool which can be used with textbooks and traditional lectures to allow students to learn at their own pace and begin at a level commensurate with their preparation. Provision of an interactive learning environment will also allow more effective and efficient assimilation of the knowledge and skills necessary for the production of creative and functional designs.
Dr Eleanor Margaret Long
The development and implementation of methods to assess student performance ($42,200)
The aim of this project is to develop assessment approaches that emphasise performance and task-based skill. A key intention is to design and implement procedures that test and chart student levels of competence in disciplinary and professional activities. The project addresses the need to develop and justify methods of assessment that monitor and report student progress in terms of significant learning criteria. The development of means to chart increasing student competence is possible through new approaches to criterion-referenced measurement.
Prof Russell Estcourt Luxton
A stimulating and cost-effective methodology to design experiments for tertiary educational institutions ($48,259)
The project aims to design a laboratory challenge program which provides: education in design of experiments, use of resources and safety; the opportunity for students to use initiative and be innovative; and practical experience in selecting instrumentation and procedures. The production of commercially viable kit-form experiments for other institutions will be explored.
Prof Antony Dennis Radford
A problem-focused educational map for built-environment decision-making ($18,718)
This project was the development of a problem-focused hyper-medium 'map' of built-environment decision-making which is currently a component of a set of computer 'maps' of architectural education.