Search

This paper presents an evaluation of the inverted pendulum experiment in control engineering from a statistical and pedagogical point of view. Student usage statistics and success rates were collected over a period of three years at the University of Queensland, Brisbane, Australia. The results in the paper show that an online experiment can both increase student satisfaction and success rate while decreasing the costs to the university associated with a traditional laboratory setup. In particular, the number of laboratory benches has been reduced from seven to one. At the same time the number of laboratory contact hours for the course administrator was more than halved. [ABSTRACT FROM AUTHOR]

As part of the 1997-1999 Teaching and Learning Enhancement Plan, the University of Queensland mandated that all its academic departments should conduct tutor training. The University's academic development unit, TEDI (the Teaching and Educational Development Institute) designed a network-based staff development strategy for the development of departmental staff designated as tutor trainers. The strategy was known as the Tutor Training Network (TTN). This paper describes the strategy and reports on an evaluation of the Network programme. The data show that although it was very successful, the network-based strategy has a limited lifespan. Nonetheless it is an effective strategy for wholesale staff development to support institution-wide implementations of policy or changes in practice. [ABSTRACT FROM AUTHOR]

Universities now have a lot to say about tertiary teaching. University policy, teaching units, and promotion criteria have a very specific understanding of good teaching within the academy. This case study of Queensland University of Technology (QUT) found that good teaching has two central features: it is necessarily student centred, and it is `innovative', a characteristic that, at QUT at least, is increasingly equated with the use of technology. This paper – based upon interviews with twenty-four QUT academics across three faculties (Education, Science, and Law), an analysis of QUT's teaching and learning policies, and some additional historical research – will suggest four things. First, that the concept of student centred learning, based on ideals of progressive education, is neither an historical inevitability nor theoretically unproblematic. Second, that irrespective of discipline, all lecturers espouse an underpinning `progressive' teaching philosophy, even though, in practice, teaching style appears to be determined primarily by subject-matter. Third, given that, in practice, the progressive model seems to suit some faculties and subject areas better than others (i.e. Education, as opposed to Science and Law) this has significant professional implications for the lecturers concerned. Finally, that rather than promoting a `progressive' pedagogy, the use of technology in teaching actually appears to reinforce traditional teaching techniques. Consequently, it is suggested that monolithic understandings of good teaching, when applied across the academy irrespective of context, are often inappropriate, ineffective and inequitous, and that universities need to think through their teaching policies and programmes more thoroughly. [ABSTRACT FROM AUTHOR]

In 1997, the University of Queensland (http://www.uq.edu.au) madea commitment to move to flexible modes of delivery of programs of study froma largely face-to-face model of delivery. This change was linked to the openingof a new campus, as well as recognition of a need for change in current teachingpractice. This led to a university-wide response to reassess current practicein order to be able to develop, implement, and deliver services and programsof study more effectively and appropriately to the students. This paper reportsthe process of implementing a university-wide response for flexible deliverythat includes discipline-specific faculty development, design, development,and production of flexible learning materials, and the development of administrativeand student-support services to meet the different requirements of the students. [ABSTRACT FROM AUTHOR]

This paper discusses the methods and findings of the Student Focus Project, a sixmonth study of student perceptions of service at a large university in Brisbane, Australia. The study paneled 24 focus groups of undergraduate students to assess their beliefs about a pretested set of questions concerning positive and negative aspects of university life, successes and frustrations with university service, attempts to overcome the obstacles of university life, and what students expect from their relationship to the university. Of the themes identified in the Student Focus study, it was found that “malignant bureaucracy” and the “balkanization of Information” are systemic factors that negatively influence student perceptions of the quality of university service. It was also found that student strategies for service recovery can contribute to the overall confusion and poor performance of university services. [ABSTRACT FROM AUTHOR]

Learning support in mathematics and statistics has arisen and developed in response to student needs in many universities. After discussing background to such support, this article gives a brief overview of learning support in mathematics and statistics in Australian universities as found in an Australian Learning and Teaching Council project and of the provision in Queensland University of Technology. Qualitative and quantitative data on student usage and student progression are discussed. Analysis of data for students studying mathematics and statistics contributes to growing evidence that such learning support is fulfilling needs across the range of student capabilities, including students choosing mathematics degree programs. The article closes with discussion of the contribution of learning support in the spectrum of learning in mathematics and statistics. [ABSTRACT FROM AUTHOR]

A course which has a large student enrolment consequently puts a heavy load on instructors both in the presentation and the assessment areas. In the School of Economics at the University of Queensland, this is the case for the quantitative analysis subjects. Assessment for many years has been through mid-semester and end of semester exams, as well as Computer Managed Learning (CML) assignments. In 2000 it was decided to incorporate a system of flexible assessment where neither the CML nor the mid-semester exam was compulsory. The outcomes are assessed and the advantages and disadvantages discussed. [ABSTRACT FROM AUTHOR]

With shifts in the age structure of the Australian population having profound effects on individuals, families and society, including giving, this study aims to better understand the role of older Australians in donations to charity.The availability of unique, one-off, customised Australian Tax Office data for the year 1999–2000, provided to the Centre of Philanthropy and Nonprofit Studies at the Queensland University of Technology, has allowed an examination of the relationship between age and charitable giving.The proportionate number of donors and the percent of money donated by Australians were higher amongst older Australians.Older Australians play a significant role in supporting charitable organisations. [ABSTRACT FROM AUTHOR]